| Abstrakt: |
The confrontation of “Insider” and “Other “ cultures in educational documents, especially literary courses related to the French language in Iranian universities, is natural, and there is a need for an intercultural approach that can place students in an intercultural space, adjusted and away from cultural shock. Considering that social-affective strategies, relying on individual differences, try to help language learners in the learning process and to facilitate the language teaching process, t he aim of this research is to provide a practical method in order to further link literature and education. French language is through activating sensory -emotional capacities and applying social -affective strategies to students and making them interested in literary content (poetry). Also, the statistical population of the research includes 110 French language students in the last semester of the bachelor's degree, in the two majors of literature and translation in different Iranian universities, who were r andomly selected. Therefore, by designing a researcher-made questionnaire and using 20, 5 -choice questions, we measured the students' use of social -affective strategies and their interest in poetry in the form of a pre -test. Then, during a virtual and interactive training course (for 50 hours), we did intercultural training. Then, the learners were given a post -test. Based on the results of the T test, it can be concluded that there is a significant difference between the average students in the pre -test an d the post -test in terms of the use of social -affective strategies and interest in literary content (poetry). [ABSTRACT FROM AUTHOR] |
