Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 09 20 The Problem of Representing the Poor The Problem of Representing the Poor 1 17 106215 10.48308/clls.2025.106215 FA Lennard J. Davis Distinguished Professor of Liberal Arts and Sciences, University of Illinois at Chicago - USA Journal Article 1970 01 01 A licensed reprint of Lennard J. Davis’s chapter “The Problem of Representing the Poor” from his 2024 book Poor Things: How Those with Money Depict Those without It, published by Duke University Press. In this chapter, Davis explores what he calls “representational inequality”, and invites us to consider how exo-writers (those not of poverty) have dominated depictions of the poor, how these distortions shape public imagination, and how perhaps only endo-writers (those who are or have been poor) or transclass writers (those who have changed in class position) can begin to represent poverty with nuance, agency, and accountability. Davis’s work sets an important tone for this issue: it reminds us that what gets written, who writes it, and how it is read are all sociocultural acts bound up with the distribution of power. A licensed reprint of Lennard J. Davis’s chapter “The Problem of Representing the Poor” from his 2024 book Poor Things: How Those with Money Depict Those without It, published by Duke University Press. In this chapter, Davis explores what he calls “representational inequality”, and invites us to consider how exo-writers (those not of poverty) have dominated depictions of the poor, how these distortions shape public imagination, and how perhaps only endo-writers (those who are or have been poor) or transclass writers (those who have changed in class position) can begin to represent poverty with nuance, agency, and accountability. Davis’s work sets an important tone for this issue: it reminds us that what gets written, who writes it, and how it is read are all sociocultural acts bound up with the distribution of power.

https://clls.sbu.ac.ir/article_106215_ee1b0e0b78b04bd7d53172e434d2a2c7.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 07 23 A Study of Internationally-certified Iranian EFL Teachers’ Perceptions of Task-based Language Teaching Principles A Study of Internationally-certified Iranian EFL Teachers’ Perceptions of Task-based Language Teaching Principles 19 34 106098 10.48308/clls.2025.238851.1313 FA Hadi Fadaei Ph.D. Candidate of TEFL, Department of English Language & Literature, Faculty of Letters & Human Sciences, Shahid Beheshti University Sasan Baleghizadeh Professor, Department of English Language and Literature, Shahid Beheshti Journal Article 2025 02 20 Task-Based Language Teaching (TBLT) promotes interactive learning through communicative tasks, diverging from traditional grammar-focused methods. Though widely adopted globally, its perception among internationally-certified Iranian EFL teachers remains underexplored. This qualitative study examines how 30 CELTA- or TESOL-certified teachers from private Iranian language institutes perceive TBLT. Textbook-driven instruction dominates in Iran, though certain textbooks feature task-based approaches, posing challenges to TBLT’s consistent application. Through content analysis of semi-structured interviews, the study uncovered key themes. Findings revealed that teachers appreciate TBLT for boosting student motivation and communicative competence, with CELTA and TESOL training enhancing their skills in task design and confidence in implementation. Still, difficulties arise in adapting TBLT for low-proficiency learners and balancing meaning with form. To effectively integrate TBLT into Iranian EFL contexts, the study underscores the need for targeted professional development, curriculum adjustments, and institutional support, equipping teachers with practical tools for communicative teaching. The findings have a number of pedagogical implications which are subsequently presented. Task-Based Language Teaching (TBLT) promotes interactive learning through communicative tasks, diverging from traditional grammar-focused methods. Though widely adopted globally, its perception among internationally-certified Iranian EFL teachers remains underexplored. This qualitative study examines how 30 CELTA- or TESOL-certified teachers from private Iranian language institutes perceive TBLT. Textbook-driven instruction dominates in Iran, though certain textbooks feature task-based approaches, posing challenges to TBLT’s consistent application. Through content analysis of semi-structured interviews, the study uncovered key themes. Findings revealed that teachers appreciate TBLT for boosting student motivation and communicative competence, with CELTA and TESOL training enhancing their skills in task design and confidence in implementation. Still, difficulties arise in adapting TBLT for low-proficiency learners and balancing meaning with form. To effectively integrate TBLT into Iranian EFL contexts, the study underscores the need for targeted professional development, curriculum adjustments, and institutional support, equipping teachers with practical tools for communicative teaching. The findings have a number of pedagogical implications which are subsequently presented.

https://clls.sbu.ac.ir/article_106098_0627b1c00c446d2b99ef85d01c0d7acf.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 07 23 Replication Infrequency: Perspectives from Applied Linguistics Editors Replication Infrequency: Perspectives from Applied Linguistics Editors 35 45 105794 10.48308/clls.2025.239606.1334 FA Zahra Banitalebi Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran 0000-0001-7137-9669 Farzaneh Hamidi Allameh Tabataba'i University Journal Article 2025 04 22 Replication studies play a crucial role in advancing scientific research, yet they are notably infrequent in applied linguistics (AL) journals. While editors serve as pivotal decision-makers in shaping academic publications, their perspectives on the scarcity of replication studies remain unexplored. This study aims to uncover insights from 27 editors-in-chief regarding the infrequency of replications in AL journals, shedding light on the challenges faced by replication research within the discipline. Thematic analysis revealed that editors identify a complex set of interrelated factors hindering the prevalence of replication studies, including predefined guidelines, limitations of academic journals, and an implicit bias towards impactful and original research. Further, editors recognize the critical role of replication in scientific research but emphasize that it is not a panacea for all research problems, urging its consideration as valuable tool alongside other rigorous research methods. These findings underscore the need for reform in the research culture of AL, advocating for increased replication studies and emphasizing transparency and rigor in research practices. Replication studies play a crucial role in advancing scientific research, yet they are notably infrequent in applied linguistics (AL) journals. While editors serve as pivotal decision-makers in shaping academic publications, their perspectives on the scarcity of replication studies remain unexplored. This study aims to uncover insights from 27 editors-in-chief regarding the infrequency of replications in AL journals, shedding light on the challenges faced by replication research within the discipline. Thematic analysis revealed that editors identify a complex set of interrelated factors hindering the prevalence of replication studies, including predefined guidelines, limitations of academic journals, and an implicit bias towards impactful and original research. Further, editors recognize the critical role of replication in scientific research but emphasize that it is not a panacea for all research problems, urging its consideration as valuable tool alongside other rigorous research methods. These findings underscore the need for reform in the research culture of AL, advocating for increased replication studies and emphasizing transparency and rigor in research practices.

https://clls.sbu.ac.ir/article_105794_5bdabde3f4c677c4058e09ef87a1a89f.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 07 23 Tripartite-Like Alignment, DSM, and DOM in Tati, Taleshi, and Kurmanji Kurdish: A Typological & Functional Perspective Tripartite-Like Alignment, DSM, and DOM in Tati, Taleshi, and Kurmanji Kurdish: A Typological & Functional Perspective 47 62 105784 10.48308/clls.2025.239120.1317 FA Mahinnaz Mirdehghan Farashah Department of Linguistics, Faculty of Literature and Human Sciences, Shahid Beheshti University, Tehran, Iran 0000-0002-1094-4318 Journal Article 2025 03 10 Tripartite alignment, a system where intransitive subjects (S), transitive agents (A), and transitive objects (O) each receive distinct case marking, is rare across the world's languages. While Tati, Taleshi, and Kurmanji Kurdish do not exhibit full tripartite alignment, they display tripartite-like effects under specific syntactic, semantic, and discourse conditions. Additionally, these languages feature Differential Subject Marking (DSM) and Differential Object Marking (DOM), creating complex case-marking asymmetries. This study provides a typological and functional analysis of these patterns, exploring their structural classification, discourse functions, and contact-induced change. By comparative analysis, we examine how these Northwestern Iranian languages fit into broader alignment typologies, the grammatical and semantic factors influencing case-marking, and the role of functional pressures such as animacy, definiteness, and topicality. Findings reveal that alignment in these languages is flexible rather than fixed, challenging traditional linguistic classifications. Case-marking changes reflect both discourse needs and external influences, as Persian, Azerbaijani, and Turkish reshape these systems. This research contributes to our understanding of case-marking asymmetries in Iranian languages, emphasizing the role of discourse factors and language contact in shaping alignment. Tripartite alignment, a system where intransitive subjects (S), transitive agents (A), and transitive objects (O) each receive distinct case marking, is rare across the world's languages. While Tati, Taleshi, and Kurmanji Kurdish do not exhibit full tripartite alignment, they display tripartite-like effects under specific syntactic, semantic, and discourse conditions. Additionally, these languages feature Differential Subject Marking (DSM) and Differential Object Marking (DOM), creating complex case-marking asymmetries. This study provides a typological and functional analysis of these patterns, exploring their structural classification, discourse functions, and contact-induced change. By comparative analysis, we examine how these Northwestern Iranian languages fit into broader alignment typologies, the grammatical and semantic factors influencing case-marking, and the role of functional pressures such as animacy, definiteness, and topicality. Findings reveal that alignment in these languages is flexible rather than fixed, challenging traditional linguistic classifications. Case-marking changes reflect both discourse needs and external influences, as Persian, Azerbaijani, and Turkish reshape these systems. This research contributes to our understanding of case-marking asymmetries in Iranian languages, emphasizing the role of discourse factors and language contact in shaping alignment.

https://clls.sbu.ac.ir/article_105784_9fb090cac41001a73c585ec000c03ebd.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 07 23 The Dead Mother Metaphor: Unravelling the Maternal Enigma in Jean Rhys's Wide Sargasso Sea The Dead Mother Metaphor: Unravelling the Maternal Enigma in Jean Rhys's Wide Sargasso Sea 63 73 105836 10.48308/clls.2025.239700.1342 FA Bahareh Bahmanpour Assistant Professor, Department of English Language and Literature, NT.C., Islamic Azad University, Tehran, Iran Journal Article 2025 04 30 Jean Rhys' Wide Sargasso Sea (1966), one of the set texts of the postcolonial canon, has long been read through the cultural/ethnic as well as the feminist/modernist lens. Toppling such priorities via a predominantly psychoanalytic lens, the present study draws attention to how an overemphasis on cultural displacement and racial discrimination has very explicitly overshadowed the mother-daughter bond at the heart of the fictional world of Rhys' masterpiece. Drawing on André Green's theory of the dead mother complex and the mother-centered theoretical framework it invokes, the present article regards Antoinette and Rochester's star-crossed love/hate story of infatuation as a plot which gives representability to the rather unrepresentable maternal trauma around which Antoinette's life revolves. Through a Green-ian reassessment of the maternal absence/presence as the most pivotal substrate upon which the whole text is built, this study, thus, reevaluates the fractured Annette/Antoinette bond as the focal point around which the more (post-)colonial aspects of the novel simmer. It is only in the hitherto untapped space opened up by Green's concept of the dead mother leading to a reconsideration of the decisive role that the dysfunctional Annette plays in the trajectory of her daughter's life that Antoinette's relationship to the private/public world around her, her later entrapment within a loop of doomed relationships, her melancholically-inflected word-view, and her gradual descent into a mental space beyond normative sanity can be read as substitutive signifiers for a traumatism associated with an enigmatic maternal void whose haunting absence/presence is constantly-but-variably voiced throughout Wide Sargasso Sea. Jean Rhys' Wide Sargasso Sea (1966), one of the set texts of the postcolonial canon, has long been read through the cultural/ethnic as well as the feminist/modernist lens. Toppling such priorities via a predominantly psychoanalytic lens, the present study draws attention to how an overemphasis on cultural displacement and racial discrimination has very explicitly overshadowed the mother-daughter bond at the heart of the fictional world of Rhys' masterpiece. Drawing on André Green's theory of the dead mother complex and the mother-centered theoretical framework it invokes, the present article regards Antoinette and Rochester's star-crossed love/hate story of infatuation as a plot which gives representability to the rather unrepresentable maternal trauma around which Antoinette's life revolves. Through a Green-ian reassessment of the maternal absence/presence as the most pivotal substrate upon which the whole text is built, this study, thus, reevaluates the fractured Annette/Antoinette bond as the focal point around which the more (post-)colonial aspects of the novel simmer. It is only in the hitherto untapped space opened up by Green's concept of the dead mother leading to a reconsideration of the decisive role that the dysfunctional Annette plays in the trajectory of her daughter's life that Antoinette's relationship to the private/public world around her, her later entrapment within a loop of doomed relationships, her melancholically-inflected word-view, and her gradual descent into a mental space beyond normative sanity can be read as substitutive signifiers for a traumatism associated with an enigmatic maternal void whose haunting absence/presence is constantly-but-variably voiced throughout Wide Sargasso Sea.

https://clls.sbu.ac.ir/article_105836_193560a173ac831a8a721b9a723d4361.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 07 23 Logos of Light, Abyss of Being: The Soul’s Ascent and Phenomenological Unfolding in Emerson and Tymieniecka Logos of Light, Abyss of Being: The Soul’s Ascent and Phenomenological Unfolding in Emerson and Tymieniecka 75 85 105843 10.48308/clls.2025.239680.1340 FA Maral Keramat Jahromi Department of Foreign Languages , Faculty of Humanities, Kharazmi University, Tehran, Iran 0009-0003-6629-5526 Fazel Asadi Amjad Department of Foreign Languages, Faculty of Humanities, Kharazmi University, Tehran, Iran 0000-0001-8392-0758 Journal Article 2025 04 30 This paper investigates the convergence between Transcendentalist and phenomenological philosophies by placing the soul at the center of a shared theoretical horizon. It examines how the soul operates as a site of logoic sentience—a synthesis of metaphysical intuition and phenomenological creativity—by engaging Ralph Waldo Emerson’s poetic metaphysics alongside Anna-Teresa Tymieniecka’s Phenomenology/Ontopoiesis of Life. While Emerson envisions the soul as an illuminating and intuitive force beyond rational cognition, Tymieniecka frames sentience as the ontopoietic unfolding of life through the Imaginatio Creatrix (Creative Consciousness). Despite emerging from distinct traditions, both thinkers conceive of the soul as a dynamic and creative force essential to being and becoming. Drawing on key studies, the paper traces Emerson’s integration of Platonism, existentialism, and pragmatism, and highlights interpretive trends such as dialectical logic and comparative philosophical analysis. Scholars emphasize Emerson’s metaphors of light, darkness, and fire to illustrate a dynamic metaphysical ontology that resonates with Tymieniecka’s structured phenomenology. Methodologically, the paper adopts a hermeneutic-comparative approach, analyzing Emerson’s Essays, Lectures, Poems, and Tymieniecka’s Analecta Husserliana corpus. The analysis unfolds in five sections, addressing key motifs: sentient illumination, the dialectic of light and darkness, the poetic nature of the cosmos, the transformative virtual soul, and the creative primacy of intuition. Ultimately, the paper argues that Emerson articulates a poetic phenomenology that anticipates Tymieniecka’s philosophical framework, offering a vision of the soul as the medium through which truth, creativity, and existential insight emerge in the unfolding of life. This paper investigates the convergence between Transcendentalist and phenomenological philosophies by placing the soul at the center of a shared theoretical horizon. It examines how the soul operates as a site of logoic sentience—a synthesis of metaphysical intuition and phenomenological creativity—by engaging Ralph Waldo Emerson’s poetic metaphysics alongside Anna-Teresa Tymieniecka’s Phenomenology/Ontopoiesis of Life. While Emerson envisions the soul as an illuminating and intuitive force beyond rational cognition, Tymieniecka frames sentience as the ontopoietic unfolding of life through the Imaginatio Creatrix (Creative Consciousness). Despite emerging from distinct traditions, both thinkers conceive of the soul as a dynamic and creative force essential to being and becoming. Drawing on key studies, the paper traces Emerson’s integration of Platonism, existentialism, and pragmatism, and highlights interpretive trends such as dialectical logic and comparative philosophical analysis. Scholars emphasize Emerson’s metaphors of light, darkness, and fire to illustrate a dynamic metaphysical ontology that resonates with Tymieniecka’s structured phenomenology. Methodologically, the paper adopts a hermeneutic-comparative approach, analyzing Emerson’s Essays, Lectures, Poems, and Tymieniecka’s Analecta Husserliana corpus. The analysis unfolds in five sections, addressing key motifs: sentient illumination, the dialectic of light and darkness, the poetic nature of the cosmos, the transformative virtual soul, and the creative primacy of intuition. Ultimately, the paper argues that Emerson articulates a poetic phenomenology that anticipates Tymieniecka’s philosophical framework, offering a vision of the soul as the medium through which truth, creativity, and existential insight emerge in the unfolding of life.

https://clls.sbu.ac.ir/article_105843_35d9ad1a883050533be0ed1815bad585.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 07 23 Simultaneous Interpreting of Code-Switching in Iranian Presidential Speeches on PressTV Simultaneous Interpreting of Code-Switching in Iranian Presidential Speeches on PressTV 87 98 105871 10.48308/clls.2025.240098.1355 FA Saeed Ameri Department of English Language, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran Maliheh Eslami Department of English Language, Faculty of Literature and Humanities, University of Birjand, Birjand, Iran Journal Article 2025 05 25 Iranian presidential speeches often include code-switching between Persian and Arabic, primarily through quotations from religious sources. This paper focuses on a single case study of a speech delivered by the late Iranian President Ebrahim Raisi and its simultaneous English interpretating on PressTV. It examines how the media interpreter handles the challenge of multilingual political discourse during simultaneous interpreting. The research identifies three main interpreting strategies: the interpreter renders Arabic quotes often partially, depending on whether the president provides a Persian translation in his speech. If no Persian translation is offered, the interpreter omits long or complex Arabic quotes. However, if the quote contains familiar phrases, such as common honorifics, the interpreter renders them into English. For religious Arabic terms and phrases, the interpreter either uses functional English equivalents, borrows original terms or omits them altogether. Overall, this study highlights the intricate challenge of interpreting multilingual political speeches, illuminating real-time decisions media interpreters take under high-pressure conditions. The paper lays the foundation for further research into interpretation of multilingual speeches. Iranian presidential speeches often include code-switching between Persian and Arabic, primarily through quotations from religious sources. This paper focuses on a single case study of a speech delivered by the late Iranian President Ebrahim Raisi and its simultaneous English interpretating on PressTV. It examines how the media interpreter handles the challenge of multilingual political discourse during simultaneous interpreting. The research identifies three main interpreting strategies: the interpreter renders Arabic quotes often partially, depending on whether the president provides a Persian translation in his speech. If no Persian translation is offered, the interpreter omits long or complex Arabic quotes. However, if the quote contains familiar phrases, such as common honorifics, the interpreter renders them into English. For religious Arabic terms and phrases, the interpreter either uses functional English equivalents, borrows original terms or omits them altogether. Overall, this study highlights the intricate challenge of interpreting multilingual political speeches, illuminating real-time decisions media interpreters take under high-pressure conditions. The paper lays the foundation for further research into interpretation of multilingual speeches.

https://clls.sbu.ac.ir/article_105871_9580a99953ce2d13a2bf47ae3abf7f9d.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 08 23 The role of voluntary and involuntary memory in the formation of identity in “Missing Person” by Patrick Modiano The role of voluntary and involuntary memory in the formation of identity in “Missing Person” by Patrick Modiano 99 118 105481 10.48308/clls.2025.238190.1286 FA Vahid Nejad Mohammad University of Tabriz Ali Jabbari Khamnei University of Tabriz Journal Article 2025 01 01 Introduction This study explores the concept of involuntary memory and its impact on our understanding of self and the continuity of our experiences over time. Drawing on the works of Berntsen, Mace, and Ebbinghaus, it develops a comprehensive framework to analyze how involuntary and autobiographical memories influence identity formation. The novel Rue des Boutiques Obscures by Patrick Modiano serves as the central text for this investigation, highlighting the nuanced and complex interplay between memory and identity. Background of the Study Berntsen posits that autobiographical memory is not merely a collection of individual memories but a dynamic structure and narrative through which we construct our life stories and define our identities. He identifies two main functions of autobiographical memory: the directive function, which influences our future decisions and behaviors, and the self-representational function, which focuses on the formation and maintenance of our sense of identity. In contrast, Mace adopts an experimental approach to memory, focusing on the phenomenon of chaining, where one memory can trigger another. This is achieved through controlled laboratory experiments that examine the characteristics of involuntary memories. Ebbinghaus contributes by emphasizing the spontaneous nature of involuntary memory and the associative chains that link sequential ideas. His distinction between voluntary and involuntary memory provides a theoretical foundation for understanding how different types of memories are recalled. Methodology The study applies the theoretical frameworks of Berntsen, Mace, and Ebbinghaus to the literary analysis of Rue des Boutiques Obscures. It examines how the protagonist, Guy Roland, experiences memory retrieval through both voluntary and involuntary mechanisms. The analysis categorizes memory triggers into abstract, sensory-perceptual, and state-based cues. Abstract cues include words or phrases that evoke memories, while sensory-perceptual cues are based on direct sensory experiences, such as places, objects, smells, and sounds. State-based cues refer to emotional or mental states that trigger memories. Specific scenes and elements within the novel are identified as textual cues that evoke memories, contributing to Roland's fragmented identity reconstruction. For example, the title of a book or the sound of a familiar tune can spontaneously bring back memories that are crucial for understanding the protagonist's past. The study also considers the impact of context on memory retrieval, highlighting the contrasting conditions under which voluntary and involuntary memories surface. It explores how the protagonist's active search for his lost identity, characterized by focused attention and cognitive load, contrasts with the more spontaneous and unbidden nature of involuntary memory retrieval. Conclusion The study concludes that involuntary memory plays a crucial role in shaping the protagonist's identity in Rue des Boutiques Obscures. The interaction between voluntary and involuntary memories creates a fragmented and continuously evolving sense of self. Modiano’s portrayal of memory retrieval highlights the unpredictable nature of memory and its profound impact on identity formation. By examining the protagonist's journey through fragmented recollections, the study underscores the complexities and psychological effects of memory on personal identity. The novel demonstrates how the interplay between voluntary and involuntary memories leads to a dynamic and multifaceted understanding of self, where memories, both clear and ambiguous, shape and redefine the protagonist's identity. This complex interaction illustrates the profound influence of memory on the protagonist's sense of belonging and his continual search for clarity and understanding of his past. Introduction This study explores the concept of involuntary memory and its impact on our understanding of self and the continuity of our experiences over time. Drawing on the works of Berntsen, Mace, and Ebbinghaus, it develops a comprehensive framework to analyze how involuntary and autobiographical memories influence identity formation. The novel Rue des Boutiques Obscures by Patrick Modiano serves as the central text for this investigation, highlighting the nuanced and complex interplay between memory and identity. Background of the Study Berntsen posits that autobiographical memory is not merely a collection of individual memories but a dynamic structure and narrative through which we construct our life stories and define our identities. He identifies two main functions of autobiographical memory: the directive function, which influences our future decisions and behaviors, and the self-representational function, which focuses on the formation and maintenance of our sense of identity. In contrast, Mace adopts an experimental approach to memory, focusing on the phenomenon of chaining, where one memory can trigger another. This is achieved through controlled laboratory experiments that examine the characteristics of involuntary memories. Ebbinghaus contributes by emphasizing the spontaneous nature of involuntary memory and the associative chains that link sequential ideas. His distinction between voluntary and involuntary memory provides a theoretical foundation for understanding how different types of memories are recalled. Methodology The study applies the theoretical frameworks of Berntsen, Mace, and Ebbinghaus to the literary analysis of Rue des Boutiques Obscures. It examines how the protagonist, Guy Roland, experiences memory retrieval through both voluntary and involuntary mechanisms. The analysis categorizes memory triggers into abstract, sensory-perceptual, and state-based cues. Abstract cues include words or phrases that evoke memories, while sensory-perceptual cues are based on direct sensory experiences, such as places, objects, smells, and sounds. State-based cues refer to emotional or mental states that trigger memories. Specific scenes and elements within the novel are identified as textual cues that evoke memories, contributing to Roland's fragmented identity reconstruction. For example, the title of a book or the sound of a familiar tune can spontaneously bring back memories that are crucial for understanding the protagonist's past. The study also considers the impact of context on memory retrieval, highlighting the contrasting conditions under which voluntary and involuntary memories surface. It explores how the protagonist's active search for his lost identity, characterized by focused attention and cognitive load, contrasts with the more spontaneous and unbidden nature of involuntary memory retrieval. Conclusion The study concludes that involuntary memory plays a crucial role in shaping the protagonist's identity in Rue des Boutiques Obscures. The interaction between voluntary and involuntary memories creates a fragmented and continuously evolving sense of self. Modiano’s portrayal of memory retrieval highlights the unpredictable nature of memory and its profound impact on identity formation. By examining the protagonist's journey through fragmented recollections, the study underscores the complexities and psychological effects of memory on personal identity. The novel demonstrates how the interplay between voluntary and involuntary memories leads to a dynamic and multifaceted understanding of self, where memories, both clear and ambiguous, shape and redefine the protagonist's identity. This complex interaction illustrates the profound influence of memory on the protagonist's sense of belonging and his continual search for clarity and understanding of his past.

https://clls.sbu.ac.ir/article_105481_3564645d70a2367b0514e2a6b3d6a579.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 08 23 Habitus of Prominent Iranian Literary Translators: An Exploratory Study Habitus of Prominent Iranian Literary Translators: An Exploratory Study 119 143 105654 10.48308/clls.2025.238780.1308 FA Nazanin Shadman Department of English, Faculty of Humanities, University of Maragheh, Maragheh Masood Khoshsaligheh Department of English Language and Literature, Faculty of Literature and Humanities, Ferdowsi University of Mashhad, Mashhad Journal Article 2025 02 15 Introduction: The present study aims to identify and analyze the habitus of prominent Iranian literary translators, a concept derived from Pierre Bourdieu’s sociological theory that refers to a set of internalized tendencies, dispositions, and structures that unconsciously guide the actions of social agents. In this regard, this research focuses on the cultural and social aspects of Iranian literary translators to identify and analyze the behavioral and thinking patterns that guide their translation choices and style. While addressing the human and social dimensions of translation, this study attempts to achieve a multi-layered understanding of literary translation in contemporary Iran by moving away from a purely linguistic perspective. Background of the Study: In previous decades, scholars have been reviewing translator-centered studies, especially within the framework of the sociology of translation, where the position of the translator as a social activist who operates within the context of culture, ideology, and lived experience is explained. Citing Andrew Chesterman’s perspective on “translator studies” and the application of habitus theory in studies such as Simeoni (1998) and Millaerts (2008), the importance of examining the deep-rooted attitudes and beliefs of translators in shaping translation decisions is highlighted in the present research. In the Iranian research environment, this study is considered one of the pioneering studies, with a large volume of primary and secondary data, that attempts to present a comprehensive picture of the social patterns of prominent translators. Methodology: The study uses a qualitative approach based on grounded theory. Primary data was collected through semi-structured interviews with 12 prominent literary translators between 2017 and 2018. Secondary data also included 30 published interviews with 23 translators, and four books containing memoirs and published conversations with translators. Using open, axial, and selective coding, the concepts in the data were analyzed and categorized. In this process, qualitative validation criteria such as peer review, rich description, and reflectivity were used to ensure the validity, reliability, and transferability of the findings. Discussion: The results of the study indicate that the habits of Iranian literary translators can be classified into three main categories: (1) “family culture” which includes a high level of literacy, and familiarity with Persian literature; (2) “protest and justice-seeking approach” which is associated with being influenced by leftist ideas and a tendency to fight social injustice; and (3) “traveling into the past” which refers to nostalgia and traditionalism. These three axes were simultaneously repeated in many participants and seem to have played a fundamental role in the formation of the select group of translators’ habitus. Conclusion: One of the most important outcomes of this research is the presentation of a conceptual model for understanding the habits of literary translators in Iran, which can be very effective in the field of literary translation education, designing university courses, and training professional translators. The findings of this research show that success in literary translation does not depend only on linguistic skill, but also on the translator's lifeworld, intellectual inclinations, and cultural background. In this regard, it is suggested that educational programs in the field of translation pay more attention to cultivating students' literary taste, historical understanding, and social awareness. In addition, by documenting the memories and lived narratives of translators, this study contributes to recording part of the oral history of literary translation in Iran and can provide a suitable platform for future interdisciplinary research. Introduction: The present study aims to identify and analyze the habitus of prominent Iranian literary translators, a concept derived from Pierre Bourdieu’s sociological theory that refers to a set of internalized tendencies, dispositions, and structures that unconsciously guide the actions of social agents. In this regard, this research focuses on the cultural and social aspects of Iranian literary translators to identify and analyze the behavioral and thinking patterns that guide their translation choices and style. While addressing the human and social dimensions of translation, this study attempts to achieve a multi-layered understanding of literary translation in contemporary Iran by moving away from a purely linguistic perspective. Background of the Study: In previous decades, scholars have been reviewing translator-centered studies, especially within the framework of the sociology of translation, where the position of the translator as a social activist who operates within the context of culture, ideology, and lived experience is explained. Citing Andrew Chesterman’s perspective on “translator studies” and the application of habitus theory in studies such as Simeoni (1998) and Millaerts (2008), the importance of examining the deep-rooted attitudes and beliefs of translators in shaping translation decisions is highlighted in the present research. In the Iranian research environment, this study is considered one of the pioneering studies, with a large volume of primary and secondary data, that attempts to present a comprehensive picture of the social patterns of prominent translators. Methodology: The study uses a qualitative approach based on grounded theory. Primary data was collected through semi-structured interviews with 12 prominent literary translators between 2017 and 2018. Secondary data also included 30 published interviews with 23 translators, and four books containing memoirs and published conversations with translators. Using open, axial, and selective coding, the concepts in the data were analyzed and categorized. In this process, qualitative validation criteria such as peer review, rich description, and reflectivity were used to ensure the validity, reliability, and transferability of the findings. Discussion: The results of the study indicate that the habits of Iranian literary translators can be classified into three main categories: (1) “family culture” which includes a high level of literacy, and familiarity with Persian literature; (2) “protest and justice-seeking approach” which is associated with being influenced by leftist ideas and a tendency to fight social injustice; and (3) “traveling into the past” which refers to nostalgia and traditionalism. These three axes were simultaneously repeated in many participants and seem to have played a fundamental role in the formation of the select group of translators’ habitus. Conclusion: One of the most important outcomes of this research is the presentation of a conceptual model for understanding the habits of literary translators in Iran, which can be very effective in the field of literary translation education, designing university courses, and training professional translators. The findings of this research show that success in literary translation does not depend only on linguistic skill, but also on the translator's lifeworld, intellectual inclinations, and cultural background. In this regard, it is suggested that educational programs in the field of translation pay more attention to cultivating students' literary taste, historical understanding, and social awareness. In addition, by documenting the memories and lived narratives of translators, this study contributes to recording part of the oral history of literary translation in Iran and can provide a suitable platform for future interdisciplinary research.

https://clls.sbu.ac.ir/article_105654_194cfc260e13fdf4323c960960daa2bc.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 08 23 Psychological reading of Fear, by Gabriel Chevalier, based on Freud's theory of Eros and Thanatos Psychological reading of Fear, by Gabriel Chevalier, based on Freud's theory of Eros and Thanatos 145 159 105928 10.48308/clls.2025.239451.1349 FA Zeinab Rezvantalab Assistant Professor, University of Tehran, French Department Saeed Nasrabadi PhD Candidate,French Department, University of Tehran Journal Article 2025 05 11 Introduction Gabriel Chevallier’s Fear is a seminal work of war literature that foregrounds the psychological dimension of human experience, particularly in the face of death and the anxieties it provokes. Through its stark portrayal of trench warfare and the inner turmoil of its protagonist, the novel offers a penetrating exploration of fear as both a personal and collective condition, making it a powerful indictment of the emotional toll of combat. Methodology This study, grounded in Sigmund Freud’s dual-drive theory of Eros and Thanatos, and employing a descriptive-analytical methodology, aims to elucidate how the life instinct (Eros)—associated with creativity, preservation, and libidinal energy—and the death instinct (Thanatos)—linked to aggression, repetition compulsion, and the unconscious desire for dissolution—are intricately interwoven into the narrative structure and psychological depth of the novel. Freud posits that these two fundamental drives operate in a dynamic tension, shaping human behavior through their opposing impulses: Eros seeks connection, continuity, and pleasure, while Thanatos gravitates toward stasis, destruction, and a return to an inorganic state. Conclusion The predominance of the epic atmosphere at the beginning of the war and the formation of death-loving feelings is, on the one hand, a reflection of social and ideological pressures, and on the other hand, it shows how the society behind the front participates in the rationalization of war. At the same time, the desire to survive and search for meaning in the heart of the battlefield represents the dynamic and hopeful force of Eros, who stands tall against Thanatos. Examining the narrative and characterization of the knight makes it clear how coexistence mixed with violence and death can be a platform for human growth and meaning-seeking. The findings of this research indicate that the novel of fear, while revealing the sufferings and helplessness of a person in war, gives field to the power of life and human bonds to present a multi-layered image of the mind of a war-struck soldier. Introduction Gabriel Chevallier’s Fear is a seminal work of war literature that foregrounds the psychological dimension of human experience, particularly in the face of death and the anxieties it provokes. Through its stark portrayal of trench warfare and the inner turmoil of its protagonist, the novel offers a penetrating exploration of fear as both a personal and collective condition, making it a powerful indictment of the emotional toll of combat. Methodology This study, grounded in Sigmund Freud’s dual-drive theory of Eros and Thanatos, and employing a descriptive-analytical methodology, aims to elucidate how the life instinct (Eros)—associated with creativity, preservation, and libidinal energy—and the death instinct (Thanatos)—linked to aggression, repetition compulsion, and the unconscious desire for dissolution—are intricately interwoven into the narrative structure and psychological depth of the novel. Freud posits that these two fundamental drives operate in a dynamic tension, shaping human behavior through their opposing impulses: Eros seeks connection, continuity, and pleasure, while Thanatos gravitates toward stasis, destruction, and a return to an inorganic state. Conclusion The predominance of the epic atmosphere at the beginning of the war and the formation of death-loving feelings is, on the one hand, a reflection of social and ideological pressures, and on the other hand, it shows how the society behind the front participates in the rationalization of war. At the same time, the desire to survive and search for meaning in the heart of the battlefield represents the dynamic and hopeful force of Eros, who stands tall against Thanatos. Examining the narrative and characterization of the knight makes it clear how coexistence mixed with violence and death can be a platform for human growth and meaning-seeking. The findings of this research indicate that the novel of fear, while revealing the sufferings and helplessness of a person in war, gives field to the power of life and human bonds to present a multi-layered image of the mind of a war-struck soldier.

https://clls.sbu.ac.ir/article_105928_8e119159bb46adc8babc375ed5532569.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 08 23 Artificial Intelligence in Teaching German as Foreign Language: Exploring the Opportunities and Challenges of Digital Educational Assistants Artificial Intelligence in Teaching German as Foreign Language: Exploring the Opportunities and Challenges of Digital Educational Assistants 161 183 105948 10.48308/clls.2025.240054.1353 FA Mohammadreza Dousti Zadeh Assistant Professor, University of Tehran, Faculty of Foreign Languages and Literature, Department of German Language and Literature Hossein Golestaneh Doctoral student in German language teaching, - University of Tehran,- Faculty of Foreign Languages and Literature, - Department of German Language and Literature Journal Article 2025 05 23 Introduction In recent years, the integration of Artificial Intelligence (AI) into foreign language education has increasingly gained attention. Technological advances, particularly in the development of large language models (LLMs), have made it possible to design language learning environments that are more adaptive, efficient, and responsive to learners’ individual needs. In the context of teaching German as a Foreign Language (Deutsch als Fremdsprache – DaF), AI offers innovative tools that support the learning process by providing immediate feedback, generating customized learning tasks, and enhancing assessment procedures. However, the pedagogical use of AI also raises critical questions concerning reliability, ethical implications, cultural sensitivity, and the limits of automated teaching and assessment. This study aims to explore the potential and challenges of employing AI-based tools in the DaF classroom. The central research question is: Can AI-based systems be effective tools in teaching German as a foreign language (DaF)? And do their benefits outweigh the drawbacks enough to justify their use in language education? Background of the Study Although AI tools such as ChatGPT, DeepL, and conversational bots have been increasingly applied in English language learning, their use in the field of German language instruction is still in its early stages. Preliminary studies suggest that AI can support learners by delivering corrective feedback, enhancing vocabulary acquisition, improving pronunciation, and offering personalized grammar exercises. Nonetheless, scholars also emphasize the importance of a critical perspective. Limitations include the risk of biased outputs, lack of intercultural competence, privacy concerns, and reduced human interaction. AI-generated content may be linguistically accurate but pragmatically or culturally inappropriate. Furthermore, overreliance on AI tools could reduce learners’ motivation to develop independent language competencies. Therefore, it is essential to investigate how AI can be responsibly integrated into language teaching and assessment practices without replacing the irreplaceable aspects of human instruction, such as empathy, adaptability, and pedagogical judgment. Methodology The study follows a triangulated mixed-methods approach, combining theoretical, empirical, and analytical perspectives. In the first phase, a systematic review of the literature was conducted using scholarly databases such as ERIC, Scopus, and Google Scholar to construct a conceptual framework. The second phase consisted of an experimental design involving 10 DaF learners at the B2 level. Participants completed open-ended speaking and writing tasks modeled after the TELC and ÖSD test formats. Their responses were independently evaluated by five native German-speaking DaF experts and one Persian-speaking DaF instructor using pre-defined assessment rubrics. These same responses were subsequently assessed by ChatGPT, following the same evaluation categories. The third phase involved a comparative analysis of the human and AI-generated assessments. Quantitative and qualitative data were analyzed using Microsoft Excel and visualized with Canva, enabling the identification of patterns, discrepancies, and strengths or weaknesses in both evaluation methods. Conclusion The findings of this study indicate that the integration of AI-based systems as instructional assistants in DaF is both recommendable and effective due to their facilitative, accelerative, and partially complementary functions. The use of such technologies significantly reduces the time required for the design, implementation, and evaluation of language assessments, while simultaneously enhancing learning quality and increasing the overall effectiveness of the teaching process. Nevertheless, the study underscores that the application of artificial intelligence in language education must remain within ethical, rational, and scientifically responsible frameworks. AI should not be regarded as a replacement for language teachers or human interaction, but rather as a valuable supplement within a constructive human-machine dynamic. In this model, AI can streamline the learning process, but the teacher remains the central figure in shaping, guiding, and supervising language acquisition. This interactive approach offers an optimal strategy for utilizing AI in digital-age language education. Introduction In recent years, the integration of Artificial Intelligence (AI) into foreign language education has increasingly gained attention. Technological advances, particularly in the development of large language models (LLMs), have made it possible to design language learning environments that are more adaptive, efficient, and responsive to learners’ individual needs. In the context of teaching German as a Foreign Language (Deutsch als Fremdsprache – DaF), AI offers innovative tools that support the learning process by providing immediate feedback, generating customized learning tasks, and enhancing assessment procedures. However, the pedagogical use of AI also raises critical questions concerning reliability, ethical implications, cultural sensitivity, and the limits of automated teaching and assessment. This study aims to explore the potential and challenges of employing AI-based tools in the DaF classroom. The central research question is: Can AI-based systems be effective tools in teaching German as a foreign language (DaF)? And do their benefits outweigh the drawbacks enough to justify their use in language education? Background of the Study Although AI tools such as ChatGPT, DeepL, and conversational bots have been increasingly applied in English language learning, their use in the field of German language instruction is still in its early stages. Preliminary studies suggest that AI can support learners by delivering corrective feedback, enhancing vocabulary acquisition, improving pronunciation, and offering personalized grammar exercises. Nonetheless, scholars also emphasize the importance of a critical perspective. Limitations include the risk of biased outputs, lack of intercultural competence, privacy concerns, and reduced human interaction. AI-generated content may be linguistically accurate but pragmatically or culturally inappropriate. Furthermore, overreliance on AI tools could reduce learners’ motivation to develop independent language competencies. Therefore, it is essential to investigate how AI can be responsibly integrated into language teaching and assessment practices without replacing the irreplaceable aspects of human instruction, such as empathy, adaptability, and pedagogical judgment. Methodology The study follows a triangulated mixed-methods approach, combining theoretical, empirical, and analytical perspectives. In the first phase, a systematic review of the literature was conducted using scholarly databases such as ERIC, Scopus, and Google Scholar to construct a conceptual framework. The second phase consisted of an experimental design involving 10 DaF learners at the B2 level. Participants completed open-ended speaking and writing tasks modeled after the TELC and ÖSD test formats. Their responses were independently evaluated by five native German-speaking DaF experts and one Persian-speaking DaF instructor using pre-defined assessment rubrics. These same responses were subsequently assessed by ChatGPT, following the same evaluation categories. The third phase involved a comparative analysis of the human and AI-generated assessments. Quantitative and qualitative data were analyzed using Microsoft Excel and visualized with Canva, enabling the identification of patterns, discrepancies, and strengths or weaknesses in both evaluation methods. Conclusion The findings of this study indicate that the integration of AI-based systems as instructional assistants in DaF is both recommendable and effective due to their facilitative, accelerative, and partially complementary functions. The use of such technologies significantly reduces the time required for the design, implementation, and evaluation of language assessments, while simultaneously enhancing learning quality and increasing the overall effectiveness of the teaching process. Nevertheless, the study underscores that the application of artificial intelligence in language education must remain within ethical, rational, and scientifically responsible frameworks. AI should not be regarded as a replacement for language teachers or human interaction, but rather as a valuable supplement within a constructive human-machine dynamic. In this model, AI can streamline the learning process, but the teacher remains the central figure in shaping, guiding, and supervising language acquisition. This interactive approach offers an optimal strategy for utilizing AI in digital-age language education.

https://clls.sbu.ac.ir/article_105948_3b1b1ae9082c6c6fd728630c77309b7d.pdf

Shahid Beheshti University Critical Language and Literary Studies 20087330 22 35 2025 08 23 Education in Chinese Culture and Literature: Reflection of Educational Values in Chinese Proverbs Education in Chinese Culture and Literature: Reflection of Educational Values in Chinese Proverbs 185 200 106041 10.48308/clls.2025.240094.1354 FA Sara Almasieh Department of Chinese Language, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba&#039;i University Journal Article 2025 05 25 Introduction Proverbs form an important part of Chinese culture and literature, reflecting the fundamental values of the society. “Education” holds a noble and esteemed position in Chinese culture, a fact clearly evident in its proverbs. This article, through a descriptive-analytical approach, examines Chinese proverbs related to “education” and explores their value-based and practical elements. Aspects and dimensions of education such as “breadth,” “depth,” “continuity and persistence,” “practice,” “self-awareness,” “humility,” and the “teacher-student relationship” are studied in this paper through the lens of common proverbs among the people. Proverbs related to education are often rooted in the sayings of great historical and cultural figures of China. Their meanings are typically metaphorical, and understanding them requires familiarity with the history and culture of the society. In some cases, the original meanings of the proverbs have been lost over time and are even used in opposite contexts today. The proverbs used in this study are selected from the book ‘Dictionary of Persian-Chinese Proverbs and Chinese-Persian Idioms’ Background of the Study The study of proverbs across different languages has long attracted the attention of researchers, who have examined them from various perspectives. In Chinese language and culture, proverbs (especially chéngyǔ) hold significant value, and many studies have explored their cultural functions. In Persian as well, numerous articles have analyzed Persian proverbs or compared them with those of other languages. However, it appears that no research has yet been conducted in Persian on Chinese proverbs, and the Chinese language has received relatively little attention from Iranian scholars. This study aims to address this gap by examining how the concept of education is reflected in Chinese proverbs, thus contributing to deeper research in Chinese language and culture within the Iranian academic context. Methodology This study adopts a descriptive-analytical approach to examine Chinese proverbs, particularly Chengyu (成语), and their role in conveying educational values. In this method, proverbs related to educational concepts were first collected, categorized, and described. Then, they were analyzed from semantic, cultural, and practical perspectives in order to clarify their connection to educational and social concepts in Chinese culture. The proverbs used in this research were selected from the book ‘Dictionary of Persian-Chinese Proverbs and Chinese-Persian Idioms’, compiled and translated by Ceng Yansheng in 2003. This valuable work contains a wide collection of Persian and Chinese proverbs. The first part of the dictionary presents Persian proverbs with Chinese translations, while the second part includes Chinese proverbs translated into Persian. Conclusion This study aimed to explore how educational values are reflected in a specific form of Chinese proverbs known as Chengyu. A review of various proverb types in Chinese—such as Yanyu, Xiehouyu, Shiguan Yongyu, and Chengyu—revealed that Chengyu often have roots in classical texts, rich cultural backgrounds, and deep meanings, making them ideal for analyzing educational themes. The analysis was conducted across five major dimensions: the breadth and depth of knowledge, the connection between knowledge and action, humility and self-awareness, respect for teachers and care for students, and traditional Chinese views on literacy. The findings indicate that education in Chinese culture encompasses more than knowledge transfer; it includes moral values like self-cultivation, practical application of knowledge, and reverence for teachers. Many Chengyu originate from classical texts such as The Analects and Dao De Jing, reflecting deep ties to fundamental Chinese philosophies. Ultimately, the study concludes that Chengyu play a vital role in preserving and transmitting educational and cultural values, and thus, understanding a society’s educational system also requires attention to its common proverbs. Introduction Proverbs form an important part of Chinese culture and literature, reflecting the fundamental values of the society. “Education” holds a noble and esteemed position in Chinese culture, a fact clearly evident in its proverbs. This article, through a descriptive-analytical approach, examines Chinese proverbs related to “education” and explores their value-based and practical elements. Aspects and dimensions of education such as “breadth,” “depth,” “continuity and persistence,” “practice,” “self-awareness,” “humility,” and the “teacher-student relationship” are studied in this paper through the lens of common proverbs among the people. Proverbs related to education are often rooted in the sayings of great historical and cultural figures of China. Their meanings are typically metaphorical, and understanding them requires familiarity with the history and culture of the society. In some cases, the original meanings of the proverbs have been lost over time and are even used in opposite contexts today. The proverbs used in this study are selected from the book ‘Dictionary of Persian-Chinese Proverbs and Chinese-Persian Idioms’ Background of the Study The study of proverbs across different languages has long attracted the attention of researchers, who have examined them from various perspectives. In Chinese language and culture, proverbs (especially chéngyǔ) hold significant value, and many studies have explored their cultural functions. In Persian as well, numerous articles have analyzed Persian proverbs or compared them with those of other languages. However, it appears that no research has yet been conducted in Persian on Chinese proverbs, and the Chinese language has received relatively little attention from Iranian scholars. This study aims to address this gap by examining how the concept of education is reflected in Chinese proverbs, thus contributing to deeper research in Chinese language and culture within the Iranian academic context. Methodology This study adopts a descriptive-analytical approach to examine Chinese proverbs, particularly Chengyu (成语), and their role in conveying educational values. In this method, proverbs related to educational concepts were first collected, categorized, and described. Then, they were analyzed from semantic, cultural, and practical perspectives in order to clarify their connection to educational and social concepts in Chinese culture. The proverbs used in this research were selected from the book ‘Dictionary of Persian-Chinese Proverbs and Chinese-Persian Idioms’, compiled and translated by Ceng Yansheng in 2003. This valuable work contains a wide collection of Persian and Chinese proverbs. The first part of the dictionary presents Persian proverbs with Chinese translations, while the second part includes Chinese proverbs translated into Persian. Conclusion This study aimed to explore how educational values are reflected in a specific form of Chinese proverbs known as Chengyu. A review of various proverb types in Chinese—such as Yanyu, Xiehouyu, Shiguan Yongyu, and Chengyu—revealed that Chengyu often have roots in classical texts, rich cultural backgrounds, and deep meanings, making them ideal for analyzing educational themes. The analysis was conducted across five major dimensions: the breadth and depth of knowledge, the connection between knowledge and action, humility and self-awareness, respect for teachers and care for students, and traditional Chinese views on literacy. The findings indicate that education in Chinese culture encompasses more than knowledge transfer; it includes moral values like self-cultivation, practical application of knowledge, and reverence for teachers. Many Chengyu originate from classical texts such as The Analects and Dao De Jing, reflecting deep ties to fundamental Chinese philosophies. Ultimately, the study concludes that Chengyu play a vital role in preserving and transmitting educational and cultural values, and thus, understanding a society’s educational system also requires attention to its common proverbs.

https://clls.sbu.ac.ir/article_106041_38372df4bbd0156a0de7b2a32cf1f9df.pdf