@article{ author = {Mazinani, Abolfazl and Alizadeh, Ali and Azad, Arli rez}, title = {Topic-Based Discourse Analysis: a Blend of Discourse-Historical: Approach and the Quran’s Thematic Exegesis}, abstract ={Introduction In the last few decades, critical theories, which are to understand and change social systems, as well as critical discourse studies adhered to the principles of Frankfurt School and Social Constructionism have been of a great significance in the fields of linguistics and political and social sciences. Weiss and Wodak (2014) believe that critical theory, even with different conceptions of ideology, seeks to make human agents aware of their needs and interests (p. 14). In the same vein, immanent critique, which has its roots in Hegelian-Marxist tradition, is a means of detecting the societal contradictions which offer the most determinate possibilities for emancipatory social change (Antonio, 1981). However, these studies are now encountering a serious challenge in the process of analyzing and assessing the discursive practices of ‘power elites’. In other words, as reason and the ideals of liberty, equality and justice which support social ideals decline decade-by-decade, immanent critique loses its whole power to challenge social systems and practices. To find a complement to immanent critique, the thematic exegesis of the Holy Quran was considered in terms of philosophy, aims and application. A thematic exegetist does his best to discover and bring together the ideals, suggestions, and solutions - presented in a non-organized way in the Holy Quran - to particular individual/social problems and issues under investigation. In this article, we will introduce an approach called ‘Topic-based Discourse Analysis’ (TDA), intending to generalize the philosophy and application of Shahid Sadr’s Approach to Thematic Exegesis (SSATE) to the field of social/ political discourse analysis. TDA is recommended for the researchers to compile the ideals, comments, and theories of acknowledged (charismatic) leaders on a particular issue to be applied as a complement for immanent critique or as a guidebook for ‘power elites’. Methodology TDA is a blend of analytical tools/strategies designed by Discourse-Historical Approach (DHA) and the operational phases of SSATE. It is introduced from these three dimensions: a) the Model’s theoretical basics: these basics were drawn out of DHA and SSATE philosophies of application; b) its analytical tools: Four-level Theory of Context, Argumentation Theory, and Wodak’s five discursive strategies were adopted from DHA. Another discursive strategy called Reverse Statement Strategy was added to the Wodak’s set which was drawn out of exegesis’ analytic tools; and c) its operational phases: the TDA steps were designed based on those of SSATE together with some necessary adjustments.  TDA Operational Steps  The holy Quran much like any other heavenly book is full of instructions from a variety of different fields of study. As mentioned above, a thematic exegetist brings into focus the Quran’s non-organized ideals and solutions to a particular individual/social problem under each of his investigations. This process is primarily based on these three sides: a discursive topic based on which the exegetist’s research questions are designed; the Almighty Allah as a knowledgeable reference;   the holy Quran a macro-text believed by Muslims as the words of Allah in different parts of which the answer to the question(s) can be found; This three-side base of the Quran’s thematic exegesis was adopted and generalized to make up a three-side base for Topic-based Discourse Analysis Model: a discursive topic based on which the analyst’s research questions are designed; a charismatic knowledgeable human reference e. g. a political leader;   a macro-text i. e. the book(s) written by the human reference in different parts of which the answer to the questions can be found; Having faced with a social or individual, political or religious, cultural or economic problem, a topic-based analyst is to ideally pass through these operational analytic phases recursively:  Forming the 3-side base for a particular research problem as described above. Literature review i. e. recollection and consultation of preceding theoretical/practical knowledge. Designing research questions and their specification for the given research problem based on the corresponding research literature. Systematic collection of data and context information related to the time when the selected macro-text was written as well as a complete biography of chosen the charismatic leader. (Depending on the research questions, various discursive events, social actors & fields as well as corresponding genres and texts are focused on). Macro-text data collection: the analyst’s careful reading of the macro-text  to firstly identify the data which are explicitly or implicitly capable to answer research questions, and to secondly classify them in accord with the discursive topics, sub-topics, and genres, etc. Collected data analysis: the classified data from the macro-text are to be subjected to the application of Four-level Theory of Context, Argumentation Theory, and 6 discursive strategies.  Theorization by formulation of critique (answering research questions, taking into account the relevant context knowledge and referring to the DHA’s three dimensions of critique). Application of results (if possible, the obtained results might be applied or proposed for application) Conclusion In this article, we designed an approach called ‘Topic-based Discourse Analysis’ (TDA) to generalize the philosophy and application of Shahid Sadr’s Approach to Thematic Exegesis to the field of social/ political discourse analysis as a complement for immanent critique.   Diagram 2: the hermeneutic cycle of TDA operational phases   TDA is a blend of analytical tools/strategies designed by DHA and the operational phases of SSATE. It was introduced from these three dimensions: a) the Model’s theoretical basics; b) its analytical tools; and c) its operational 8 phases. These operational phases are cyclic and of a hermeneutic taste as illustrated by Diagram 2  }, Keywords = {Keywords: Topic –Based Discourse Analysis, Discursive-Historical Approach, Thematic Exegesis, Internal Critique, Ideal. Keywords: Topic –Based Discourse Analysis, Discursive-Historical Approach, Thematic Exegesis, Internal Critique, Ideal.}, volume = {9}, Number = {3}, pages = {1-33}, publisher = {Tarbiat Modares University}, title_fa = {تحلیل گفتمان موضوعی: تلفیقی از رویکرد گفتمانی ـ تاریخی و تفسیر موضوعی قرآن کریم}, abstract_fa ={امروزه، با بی­اعتبار شدن معیارهای اخلاقی مشروع و مقبول اکثریت جامعه که در مسیر سنجش و ارزیابی گفتار و کردار نخبگان قدرت، به‌ویژه سلطه­جویان، وجود دارد، حوزۀ تحلیل گفتمان مبتنی‌بر «نقد درونی» و وفادار به اصول مکتب فرانکفورت با چالش جدی مواجه شده ­است و برای رفع این معضل، سنت تفسیر موضوعی قرآن کریم اهمیت یافت. مفسر موضوعی به‌دنبال استخراج آرمان‌ها، راه­حل­ها، نظریه‌ها و ایده­هایی است که به‌صورت پراکنده درباره موضوعات و معضلات فردی و یا اجتماعی خاصی در لابه‌لای آیات، مضامین و مفاهیم قرآن ارائه شده است. در این مقاله، رویکردی معرفی خواهد شد که با هدف تعمیم فلسفۀ تفسیر موضوعی به عرصۀ تحلیل گفتمان سیاسی/اجتماعی تدوین شده است. این بسته نوین که به‌اصطلاح آن را «تحلیل گفتمان موضوعی» می‌نامیم، با تلفیق نظریه­ها و راهبردهای تحلیلی «رویکرد تاریخی- گفتمانی ووداک» و مراحل اجرایی «رویکرد تفسیر موضوعی شهید صدر» تدوین شده است. این بسته در سه بعد «مبانی نظری»، «ابزار تحلیل زبان» و «مراحل عملیاتی» توصیف شده است. همچنین، شیوۀ کار با نظریه بافت و نظریه استدلال به‌عنوان ابزار تحلیل به‌صورت منفرد بازنمایی شد. بااین‌حال، برای آشنایی با شیوۀ کار با این بسته خارج از حیطه تفسیر موضوعی، تبیین مراحل عملیاتی نیز با یک مطالعۀ موردی آزمایشی روی مثنوی معنوی همراه شد. تحلیل گفتمان موضوعی برای استخراج، تبیین و تدوین آرمان‌ها، عقاید و یا نظریه­های نقادانۀ فرد/افرادی از مراجع و رهبران مذهبی/سیاسی که به‌نوعی مشروعیت کسب کرده­اند، به‌عنوان مکملی برای نقد درونی و یا سرمشقی برای نخبگان قدرت توصیه می­شود.  }, keywords_fa = {واژگان کلیدی: تحلیل گفتمان موضوعی, رویکرد گفتمانی- تاریخی, تفسیر موضوعی, نقد درونی, آرمان.}, url = {http://lrr.modares.ac.ir/article-14-169-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-169-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {parandavaji, naeime and nasihat, nahi}, title = {Semiotic Analysis of Tensive Process in Queen Sheba’s Faith}, abstract ={Quran artistic literature – especially prophets` stories- as a rich speech series with meaning layers provides the capacity of semiotic analysis for Qurans` researchers. This approach studies the production, perception and function of meaning in discourse disciplines, with the aim of making Quran concepts more practical, with an updated language relying on semiotics strategies. The present study tries to make it possible and clarifies and studies the Quran with more details. In this way, by the aim of applying Quran concepts with modern languages studies, the story of Queen of Sheba believing in Allah has been explored based on semiotics findings.  This unique story gathered religious aim and artistic techniques beautifully. Present approach investigates to explain management and religious governance that have a main role in transforming a person and a society. The main problem is finding the role of emotional and cognitive presence in How Queen of Sheba believed in Allah and reached monotheism. In this way, the author tries to investigate the process of semiotic change by investigating form- content approach, analyzing the process of content change and regime in power of this story. Present study with such an objective and using descriptive method and semiotics approach analysis ( based on Tension based discourse analysis)  wants to answer two main questions:  - How interweaving of cognitive and emotional perspectives makes the process of discourse? – Which intelligent schema are made or dominated based on this process? The hypothesis is that cognitive and emotional reaction, bring about tensive process and intelligent schema that is dominated with amplification construction of two perspectives. The findings of the current research showed that in studying the meaning of this story, tensive process acts as a more significant basis. The Queen intends to reconstruct the type of her presence in the new experience and the position of the court Solomon, the prophet. Mingling this emotional and cognitive presence in fluctuant and spectral reaction, causes the process of the meaning of the story which tends towards the tensive discourse. In this interaction, through a step by step operation, the discourse moves from the first meaning (following the discipline of shirk) to the second meaning (faith to Allah) and in this way, meaning change occurs.  This change associates with the discourse connections and discontinuities. In these connections and discontinuities tensive process leads to the formation of three intelligent schemas; amongst them, intelligent process schema is dominated with constant amplification construction in two perspectives of density and spectrum.  }, Keywords = {Keywords: Semiotics, Discourse system, Tensive process, Solomon, Queen of Sheba}, volume = {9}, Number = {3}, pages = {35-61}, publisher = {Tarbiat Modares University}, title_fa = {نشانه‌معناشناسی فرآیند «تنش» در ایمان آوردن ملکۀ سبا}, abstract_fa ={ادبیات هنری قرآن، ظرفیت مطالعۀ نشانه‌معناشناسانه را برای قرآن­پژوهان فراهم می­کند. این رویکرد تولید، دریافت و کارکرد معنا را در نظام­های گفتمانی بررسی می­کند. در جستار پیش‌رو، با هدف کاربردی کردن مفاهیم قرآنی با زبان روزآمد و با تکیه بر یافته­های نشانه‌معناشناسی، ماجرای ایمان آوردن ملکۀ سبا مطالعه می‌شود. در این مسیر، نگارنده با رویکرد بررسی صورت- محتوا فرآیند تغییر معنا و نظام حاکم بر این داستان را بررسی می‌کند. با چنین هدفی، به این سؤال پاسخ می­دهد که هم­تنیدگی فشاره و گستره (دو بعد بنیادین دلالت) چگونه فرآیند گفتمانی را شکل می­دهند. یافته­ها نشان می­دهد که در معناکاوی این ماجرا، فرآیند تنشی به‌عنوان مهم­ترین رکن عمل می­کند. ملکه می‌خواهد نوع حضور خود را که در تجربۀ جدید و موقعیت حکومت سلیمان نبی قرار گرفته، بازسازی کند. هم­آمیختگی این حضور عاطفی و شناختی باعث می­شود که جریان معناسازی داستان، به‌سمت گفتمان تنشی سوق یابد. در این تعامل، طی یک عملیات مرحله­ای، گفتمان از معنای نخست (پیروی از نظام شرک) به معنای دوم (ایمان به خدا) می­رسد و تغییر معنا رخ می­دهد.  }, keywords_fa = {واژگان کلیدی: نشانه‌معناشناسی, نظام گفتمانی, فرآیند تنشی, سلیمان نبی, ملکۀ سبا.}, url = {http://lrr.modares.ac.ir/article-14-16550-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-16550-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {Ebrahimi, Shima and Pishghadam, Reza and Estaji, Azam and Aminyazdi, Seyyed Amir}, title = {Examining the Effects of Emotioncy-based Teaching on the Emotions of Non-Iranian Female Persian Language Learners in Iran}, abstract ={Granted that senses and emotions are key components in facilitating the process of language learning and teaching, it is essential for different models of instruction to take language learners’ emotions into account. It is in fact believed that emotions could be generated from the involvement of senses. A pertinent concept which juxtaposes senses and their resultant emotions is emotioncy. The concept of emotioncy (emotion+), pioneered by Pishghadam, Tabatabaeyan, and Navari (2013), is based on the psychological findings of the Developmental Individual-Differences Relationship-based (DIR) model, suggesting that sensory emotions are the cornerstones of evolution and learning. Following the assumptions of this model, when a language learner has never heard of a concept/item, s/he has no emotions for it (Null emotioncy). When s/he hears about the concept/item, the degree of emotioncy for that word increases to the auditory level, and if s/he sees or touches that item, the emotioncy may surpasses the auditory level to the Visual and Kinesthetic levels, respectively. Direct involvement with the concept/item engenders Inner emotioncy which can be maximized by doing research (Arch emotioncy).  At this stage, an accurate understanding of the subject will be formed which may lead to profound learning. Drawing upon the emotioncy model, in this study, the researchers made an attempt to teach a number of Persian language issues and, thereafter investigate the effect of this model on the emotions of the Persian language learners and their learning outcomes. To do so, 60 non-Iranian female students with the same Persian level (7th grade) from 16 different countries (including India, Pakistan, Malaysia, Turkey, Egypt, Madagascar, Burundi, Afghanistan, Azerbaijan, Libya, Tajikistan, Lebanon, Iraq, Guinea-Bissau, Syria, and Indonesia) who were studying at Al-Mostafa International University were categorized into 4 groups of 15 and participated in classes for a period of 6 weeks. Different concepts were taught during each session according to each level of emotioncy. At the end of each session, the learners’ emotions were evaluated via the academic emotions questionnaire Pekrun, 2002) and emotioncy scale (Pishghadam, 2015). The results related to the auditory session revealed that the learners did not show very positive emotions for the relevant subject. Yet, their emotions improved in the Visual session. The change in the emotions of the learners from negative to positive was also evident in the kinesthetic session. At this stage, learners were more actively involved with the subject and gave convincing reasons for their emotional experiences. In the fifth session (Inner), having brought the necessary and relevant instruments to the class, the instructor asked the learners to simulate the instructed subject. In the final session (Arch), the learners were asked to explore the resources available (cyberspace, library, etc.) about the topics taught during the fifth session. Overall, the results indicated significant differences in the emotions of non-Iranian female students, concluding that by involving senses in the process of teaching, the learners’ emotioncy level increases and positive emotions are thus produced. As a result, there was a positive correlation between emotioncy-based instruction and the amount of positive emotions on the part of non-Iranian Persian language learners. Taken together, the emotioncy model seems to help enhance the positive emotions of Persian language learners, providing a more successful learning environment for them.  }, Keywords = {Keywords: Emotion, Sense, Emotioncy, Emotioncy-Based Instruction, Teaching Persian.}, volume = {9}, Number = {3}, pages = {63-97}, publisher = {Tarbiat Modares University}, title_fa = {بررسی تأثیر تدریس مبتنی‌بر الگوی هَیَجامَد بر هیجانات زبان‌آموزان فارسی‌زبان زن در ایران}, abstract_fa ={برای اجرای فرآیند زبان‌آموزی مطلوب، توجه به  نقش هیجانات و حواس اهمیت ویژه‌ای دارد و مدرسان با ایجاد هیجان مطلوب و تأثیرگذاری بر حواس، توان یادگیری زبان­آموزان را ارتقا می‌دهند. مفهوم «هَیَجامَد» تلفیقی از دو واژۀ (هیجان+ بسامد) است که به تأثیر هیجانات ناشی از استفادۀ حواس در یادگیری مفاهیم گوناگون اشاره می­کند و از سه مرحلۀ هیچ‌آگاهی (تهی)، برون‌آگاهی (شنیداری، دیداری، لمسی- حرکتی) و درون‌آگاهی (درونی و جامع) تشکیل شده است. در پژوهش حاضر، به‌منظور کیفیت‌بخشی روش تدریس زبان فارسی به غیرفارسی­زبانان، با درنظر گرفتن این مفهوم و مؤلفه­های سه‌گانۀ آن (هیجان، حواس و بسامد) و باتوجه به تأثیر هیجان­های آموزشی بر یادگیری و پیشرفت زبان‌آموز، الگوی هَیَجامَد را در تدریس زبان فارسی به غیرفارسی­زبانان پیشنهاد می‌دهیم و تأثیر تدریس مبتنی‌بر این الگو را بر هیجانات زبان‌آموزان غیرفارسی‌زبان زن در ایران با استفاده از پرسشنامه‌های هَیَجامَد و هیجان می‌سنجیم. بدین‌منظور، 60 زبان‌آموز زن غیرفارسی‌زبان از 16 کشور را با سطح زبان فارسی یکسان (سطح زبان فارسی کتاب هفتم) به روش نمونه‌گیری در دسترس انتخاب کردیم و آن‌ها را پس از طی 22 جلسه تدریس برای چهار گروه (هر گروه شامل 15 نفر) و در مدت شش هفته براساس الگوی هَیَجامَد ارزیابی نمودیم. نتایج پژوهش نشان داد که تدریس مبتنی‌بر الگوی هَیَجامَد بر ارتقای میزان هیجانات زبان‌آموزان غیرفارسی‌زبان زن تأثیر معنادار مثبت داشته است. به سخن دیگر، با درگیر کردن تعداد حواس بیشتر در فرآیند آموزش، میزان هَیَجامَد زبان‌آموز افزایش می‌یابد و هیجان مثبت تولید می‌شود. درنتیجه، با کاهش هیجانات منفی، زمینۀ تعامل بیشتر با مدرس فراهم می‌شود و یادگیری کارآمد رخ می‌دهد. با برجسته کردن نقش عوامل هیجانی و تعدد حواس در امر یادگیری، به‌نظر می‌رسد که امکان استفاده از این الگو درجهت بالا بردن و ارتقای هیجانات مثبت زبان‌آموزان در تدریس زبان فارسی وجود دارد و زمینۀ یادگیری موفق زبان‌آموز فراهم می‌شود.    }, keywords_fa = {واژگان کلیدی: هیجان, حواس, هَیَجامَد, آموزش زبان فارسی.}, url = {http://lrr.modares.ac.ir/article-14-102-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-102-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {Shafiee, Samira and gholamhoseinzade, gholamhosein and Shairi, Hamidreza and BozorghBeigdeli, saee}, title = {Recognizing Narrative Periods of Risalat Al Tayrs Based on Four Generations of Narrative Analysis}, abstract ={Narration of the Risalat al-tayr (TREATISE OF THE BIRDS) has an important place among the educational works in Persian Literature. In each story, value/s are defined by means of actors trying to achieve them.  The narrator makes an attempt to get the actor to the axiological system of story and create narrative periods. By Narrative periods we mean that from the 1960s (the peak of structuralism till now), narrations have been based on a model, each period is different from the other in terms of theoretical and semeiotic and semantic aspects. Semiotics and semantics tries to categorize the narrative periods of classic and modern literature. Identification and exploration of narrative periods of Farsi and Arabic Risalat al-tayr with focus on investigation of axiological system of dialogue allows us to move beyond this generation and provide a model for narrative division of the literary texts. In this regard, the purpose of this research is to investigate the narrative periods based on Manṭiq al-ṭayr (conference of birds) by Attar in order to explain the related model to study the narrative systems. Narrative periods make us encounter with the transformation of the narration. For this purposes, one of the research goal is to provide the narrative periods based on Manṭiq al-ṭayr in order to provide a comprehensive method to literary text analysis.  It is assumed that in Manṭiq al-ṭayr this function has a multiple concept. In other words, the actor experiences different periods to reach the value. Other questions are also as follows: what are the underlying components of the axiological system in   Risalat al-tayr? How these components are organized?  With investigation of Risalat al-tayr, which is the suitable method to measure the effect of the stories on each other. Risalat al-tayr uses a unique similitude in storytelling, for this reason, it benefits from a special kind of narration.  So, by investigating the narration of this text, it is possible to understand the mentality of the narrator and depict the effect of these stories based on their narrative style in order to reach a model of studying the narrative transformation. To this end, the authors have adopted Paris school Semiotic approach. The findings of the present research indicate that the Risalat al-tayr is totally composed of narrative periods including “Programmed Actional Regime, “Interactional  system based on dialogue  and negotiations” “ Actional  regime based on competence” , “ Passive tension” , “ Sensible paradigm based on subject adjustment to the existence”, and “ attraction- correlation and assessment”. First and second periods are called tension periods and are an introduction to the periods of action, sensation, and assessment. Only Manṭiq al-ṭayr by Attar contains all these periods. In other treatises, only some of these periods are observed. In the first three periods and the period of assessment, the value of thing is outside the actors and in the periods of tension, sensation and attraction, the value is in the subject. In all of these texts, the value is added one by one to the text.}, Keywords = {Keywords: Risalat al-tayr, Axiological System, Narrative Periods, Manṭiq al-ṭayr, Semiotics.}, volume = {9}, Number = {3}, pages = {99-127}, publisher = {Tarbiat Modares University}, title_fa = {شناسایی دوره‌های‌ روایی رساله‌الطیرها براساس چهار نسل روایت}, abstract_fa ={داستان­سرایی در رساله­الطیرها به‌عنوان آثاری تعلیمی- ارشادی جایگاهی ویژه دارد. در هر داستانی، ارزش/ارزش­هایی تعریف می­شوند که کنشگران به‌دنبال دستیابی به آن‌ها هستند. راوی برای رساندن کنشگران به نظام ارزشی داستان،­ دوره­های روایی را خلق می­کند. منظور از دورۀ روایی این است که از دهۀ شصت (اوج ساختارگرایی) تاکنون، روایت­ها بر الگوهایی منطبق هستند که هر دوره را از دورۀ دیگر از بُعد نظریه و نگرش نشانه‌معناشناختی متمایز می­کند. کشف و شناسایی دوره­های روایی رساله­الطیرهای فارسی و عربی با تمرکز بر بررسی نظام ارزشی گفتمان باعث می‌شود که به الگویی برای دوره­بندی روایی بخشی از متون ادبی دست یابیم و زمینه­ برای خلق شیوه­های تحلیل متون فراهم شود. هدف اصلی این پژوهش بررسی دوره­های روایی براساس منطق­الطیر عطار به‌منظور تبیین الگویی مناسب برای مطالعۀ نظام­های روایی است. دوره­های روایی ما را با سیر تحول تفکر روایت مواجه می­کند. نتایج این تحقیق نشان می‌دهد که رساله­الطیرها درمجموع از هفت دورۀ روایی «کنش­محور برنامه­مدار»، «تعاملی مبتنی‌بر مذاکرۀ گفت‌و‌گومحور»، «کنشی مبتنی‌بر توانش»، «تنش منفعلانه»،­ «دورۀ شوشی مبتنی‌بر تطبیق سوژه با هستی»، «انجذاب و هم­آمیختگی» و «ارزیابی» تشکیل شده­اند. دوره­های اول و دوم با عنوان توانش مطرح شده‌اند و مقدمه­ای برای دوره­های کنش، تنش، شوش، استعلا و ارزیابی هستند. تنها در منطق­الطیر عطار، همگی این دوره­ها به‌صورت بارز دیده می‌شود. در باقی ­رساله­ها، تنها بعضی از این دوره­ها حضور دارند. در سه مرحلۀ اول و مرحلۀ ارزیابی، ارزش چیزی خارج از کنشگران و در دوره­های تنش، شوش و انجذاب، ارزش در درون سوژه است.  }, keywords_fa = {واژگان کلیدی: رساله‌الطیرها, نظام‌ ارزشی, دوره‌های روایی, منطق‌الطیر, نشانه‌معناشناسی گفتمان.}, url = {http://lrr.modares.ac.ir/article-14-16557-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-16557-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {TALAEI, AVIDEH and habib, farrah and Mokhtabad-Amrei, Seyed Mostaf}, title = {The Implementation of a Conceptual Model for the Semiotic Analysis of the Iranian Traditional Bazaar}, abstract ={In order to investigate the concept and function of the Iranian market, which is one of the important and influential elements in Iranian cities and has many social, economic, political, physical and cultural functions, it is possible to examine it in the framework of text analysis approaches such as linguistics and semiotics. The context of the Iranian market has implicational features; in other words, the context itself and its constructive factors all have the ability of meaning association. Now, given that the purpose of this research is to implement a conceptual model for proper reading and to examine the effective components in creating concept in the Iranian market like a context and as a shear of the city with a layered semiotic framework, its layers must be Identified and objective representation of the code network must be specified in a communicative action. Therefore, after explaining the basic concepts and outlining the theoretical necessities in the field of architectural semiotics, the layers involved in this reading will be identified and will be subjected to a precise analysis of the layered semiotic approach. The semiotics methodology of the foundation theory helps the researcher, in the form of an analytical method, identify the layers of Iranian market and examine the factors affecting the proper reading and decoding of it by identifying the signs and codes presented in the Iranian architecture, while investigating the signs and changing the types of them. The results of the current research showed that the market is a context in which various layers are slipping over each other and the monopolistic and separatist relations of the building elements have become overlapping and penetrating relations. The physical, functional, environmental, temporal, and semantic layers have been combined and unified and created a systematic whole in the name of Bazaar. In fact, the sets of the companion layers and the systems involved in this building are mutually supportive, and the coherence and creativity and proper reading of the Iranian market is possible due to the combination of the physical, functional, semantic, environmental and temporal layers; in such a way that the reading of this epitaxial semiotic complex relies on the audience's sense of movement within the physical and ultra-physical codes of the Iranian market.  }, Keywords = {Keywords: Traditional, Bazaar, Layered Semiotics, Architectural Reading.}, volume = {9}, Number = {3}, pages = {129-158}, publisher = {Tarbiat Modares University}, title_fa = {تدوین مدل مفهومی نشانه‌شناسی بازار سنتی ایران}, abstract_fa ={بازار ایرانی یکی از عناصر مهم و تأثیرگذار در شهرهای ایرانی است و عملکردهای متعدد اجتماعی، اقتصادی، سیاسی، کالبدی و فرهنگی دارد. امکان بررسی معنا و کارکرد این بازار درقالب رویکردهای تحلیل متن، مانند زبان‌شناسی و نشانه­شناسی، وجود دارد. متن بازار ایرانی دارای ویژگی­های دلالتی است. به عبارت دیگر، خود متن و عوامل سازنده آن همگی دارای قابلیت تداعی معنا هستند. حال با توجه به اینکه هدف این پژوهش تدوین مدل مفهومی برای خوانش مناسب و بررسی مؤلفه‌های اثرگذار در ایجاد معنا در بازار ایرانی به‌مثابه یک متن و به‌عنوان برشی از شهر با چارچوب نشانه­شناسی لایه­ای است، باید لایه‌های آن شناسایی و نمود عینی شبکه رمزگان در یک کنش ارتباطی مشخص شود. بنابراین، پس از تبیین مفاهیم پایه و تشریح ضرورت­های نظری حوزه نشانه­شناسی معماری، لایه­های دخیل در این خوانش شناسایی و با رویکرد نشانه­شناسی لایه­ای به‌طور دقیق واکاوی خواهند شد. روش نشانه­شناسی نظریه‌بنیاد درقالب یک شیوه تحلیلی به محقق کمک می‌کند که با شناسایی نشانه‌ها و کدهای موجود در معماری ایرانی، ضمن بررسی نشانه‌ها و تغییر نوع آن­ها، لایه‌های موجود در بازار ایرانی را شناسایی و عوامل مؤثر بر خوانش مطلوب و رمزگشایی مناسب در آن را بررسی کند. نتایج پژوهش نشان می­دهد که بازار متنی است که لایه‌های متعدد آن بر یکدیگر لغزیده و مناسبات انحصارطلبانه و جدایی‌طلبانه عناصر بنا به مناسبات هم‌پوشانی و نفوذ تبدیل شده است. لایه­های کالبدی، کارکردی، محیطی، زمانی و معنایی با هم آمیخته و یگانه شده­اند و یک کلیت نظام­مند به نام بازار را به‌وجود آورده­اند. درواقع، مجموعه­های لایه­های هم‌نشین و نظام­های درگیر در این بنا پشتیبانی­کننده یکدیگر و انسجام­آفرین هستند و خوانش مناسب بازار ایرانی باتوجه به حمایتگری لایه­های کالبدی، کارکردی، معنایی، محیطی و زمانی امکان‌پذیر است؛ به‌گونه‌ای که خوانش این مجتمع همبافته نشانه­ای، بر احساس مخاطب در حرکت درون رمزگان کالبدی و فراکالبدی بازار ایرانی متکی است.  }, keywords_fa = {واژگان کلیدی: بازار, سنتی, نشانه‌شناسی لایه‌ای, خوانش معماری.}, url = {http://lrr.modares.ac.ir/article-14-16573-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-16573-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {talebi, zahra and asadi, nader and davatgari, hanieh}, title = {Comparative Analysis of Teaching Methods Effect Based on Result-based, Process-based and Genre-based Approaches of Writing Skill amongst Intermediate English Learners}, abstract ={One of the most controversial issues in applied linguistics since the past two decades concerns the role of genre-based writing instruction and its applications in the area of second language (L2) teaching and learning (Correa & Echeverri, 2017; Derewianka, 2015; Lin, 2016; Tardy, 2005, 2006, 2009, 2011; Truscott, 2012; Thompson, 2014). Genre has been variously defined by different scholars in the field of second language acquisition. Swales (1990) introduced genre as a class of “communicative events” characterized by a sequence of segments with each move accomplishing some part of the overall communicative purpose of the text, in order to produce distinctive structural patterns.The main theoretical background of the study lies on Halliday’s (1994) Systemic Functional Linguistics (SFL), which offers the most theoretically sophisticated and pedagogically developed approach of the three, underpinned by a highly evolved and insightful theory of language and motivated by a commitment to language and literacy education (Hyland, 2004; Paltridge, 2001).  Paltridge (2002) concluded that writing genre-based tasks, help learners achieve some genre knowledge and develop their awareness to reflect on the acquisition of the genres they need. Although previous studies have contributed to different aspects of language pedagogy in L2 writing, much remains to be investigated regarding the impact of genre-based approach on EFL learners’ written production. Bearing the gap in the literature in mind, specifically, investigation of genre-based instruction could contribute to SLA literature theoretically and practically This study aims at addressing the following research questions RQ1: Are product, process, and genre-based approaches differentially effective in the improvement of accuracy in writing among intermediate EFL learners? RQ2: Are product, process, and genre-based   approaches differentially effective in the improvement of fluency in writing among intermediate EFL learners? RQ3: Are product, process, and genre-based   approaches differentially effective in the improvement of complexity in writing among intermediate EFL learners?   One-way ANOVA was employed as the statistical means of analysis for comparing the means of accuracy of product, process, and genre groups in written task. Discussion    The main purpose of the present study was to investigate the effect of three modes of developments (product, process, and genre-based) on written task performance across linguistic domain of accuracy, fluency, and complexity in EFL context. The results of the study are in line with the findings of Swales (1986), Martin (2009), Martin & Rose (2008), Johns (2003), Hyland (2007), and Kuhi (2014) who supported the effectiveness and merits of genre-based approach on learners’ written performance. Similarly, in line with the findings of the study the results of the study conducted by Paltridge (2001) revealed that learners outperformed and produced coherent writing in the genres taught, relying on the model texts provided. Also, Yayli (2011) observed a group of EFL learners. He proposed that the students displayed awareness of generic features and applied such knowledge to the practice of genres. Similar findings were reported by Huang (2014), he found that the student developed knowledge of the research article genre through assimilating explicit genre instruction. Yayli (2011) and Huang (2014) both confirmed that genre-based pedagogy could effectively foster students’ genre awareness. In line with this arguments, Yasuda (2011) focused on a task-based syllabus design and investigated its effect in a genre-focused writing. Yasuda’s (2011) study demonstrated the effectiveness of a task-based instructional framework in genre learning. Also, Cheng (2008a) revealed that, a key finding was that the concept of genre functioned as an explicit and supportive learning tool in the student’s growing awareness.    However, the findings ran against Freedman & Richardson (1997) that centered on the disjuncture between the claim that meaning is encapsulated in textual objects, genres as autonomous systems, and the avowal of a social constructionist functional model of language.  Also, Dovey (2010) conducted a design-based research and the results obtained revealed that students who learned with the process-based curriculum design had better performance in writing than their counterparts in genre group. According to Byram (2004) genre underestimates the skills required to produce content, and learners’ self-sufficiency. Similarly, Bawarshi (2000), and Badger & White (2000), adopted an approach as a synthesis of the three approaches which could lead to important development in the writing classroom. As Badger and White argue, effective communication involves knowledge about language, knowledge of the context in which the writing happens and especially the purpose for the writing (as in genre approaches), and skills in using language (as in process approaches) (2000, pp. 157-158).  }, Keywords = {Keywords: Result –based, Process-based, Genre-based, Writing Skill.,}, volume = {9}, Number = {3}, pages = {159-178}, publisher = {Tarbiat Modares University}, title_fa = {بررسی مقایسه‌ای تأثیر روش‌های تدریس مبتنی‌بر رویکرد نتیجه‌گرا، فرآیندگرا و فن بیان در مهارت نگارشی فراگیران زبان انگلیسی سطح متوسط}, abstract_fa ={هدف اصلی پژوهش حاضر بررسی مقایسه‌ای تأثیر روش‌های تدریس مبتنی‌بر رویکرد نتیجه‌گرا، فرآیندگرا و فن بیان در مهارت نگارشی زبان‌آموزان سطح متوسط است. روش تحقیق پژوهش حاضر ازنوع نیمه‌تجربی با سه گروه آزمایش است. بدین منظور، 60 زبان‌آموز ازبین جامعۀ آماری به‌صورت تصادفی در سه گروه آزمایشی نتیجه‌گرا، فرآیندگرا و فن بیان جای گرفتند. همچنین، گروه‌های آزمایش در 12 جلسه آموزش دیدند. ابزار پژوهش ازنوع فعالیت نوشتارمحور روایی بود که درمورد سه گروه، در مراحل پیش‌آزمون، پس‌آزمون اجرا شد. داده‌های جمع‌آوری‌شده نوشتاری ازنظردرستی، روانی و پیچیدگی به‌صورت کمی درآمد. به‌منظور تجزیه و تحلیل داده‌های حاصل از پژوهش از روش تحلیل آماری کوواریانس (آنکوای یکراهه) استفاده شد. نتایج تجزیه و تحلیل آماری نشان داد که تفاوت معناداری بین عملکرد سه گروه آزمایش (محصول‌گرا، فرآیندگرا و فن بیان) ازنظر دقت و روانی وجود داشت؛ به‌طوری که رویکرد فن بیان (ژانر) بیشترین تأثیر را بر دقت و روانی نوشتاری فراگیران داشت. نتایج پژوهش تفاوت معناداری ازنظر پیچیدگی را نشان نداد. درنهایت، این مطالعه چشم‌انداز بسیار روشنی را به‌منظور برنامه‌ریزی دوره‌های آموزشی مهارت‌های نگارش برای توجه بیشتر به آموزش روش‌های تدریس نگارش و اجرای تکالیف مبتنی‌بر فن بیان در کلاس‌های آموزش زبان انگلیسی خواهد داشت.  }, keywords_fa = {واژگان کلیدی: رویکرد نتیجه‌گرا, فرآیندگرا, فن بیان, مهارت نگارشی.}, url = {http://lrr.modares.ac.ir/article-14-16186-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-16186-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {Bahrami, Fatemeh}, title = {Morpho-semantic Aspects of “hâ” in Persian from a Typological Perspective}, abstract ={  Number is a grammatical concept, whose singular/plural distinction has been mentioned in many Persian grammar books; but less attention has been paid to various semantic functions of plurality. So it is often interpreted as referring to more than one entity. The present article is an attempt to investigate mopho-semantic aspects of “hâ” as one of the most frequent plural-making morphemes, particularly with the aim of examining two questions hereunder: What are the morpho-semantic functions of “hâ” plural-marker in Persian? To what extend does Persian number system follow from the range of cross-linguistic varieties? Assessment of data (collected from written texts, grammar books and author’s intuition) according to Acquaviva’s framework (2008) clarifies that Persian follows from typological semantic functions and plural-making with “hâ” represents different interpretations in relation to basic lexical meaning of nouns it attaches to. In sum, plurality in Persian conceptualizes one or more functions as follows: - referring to more than one entity; - representing imperfect aspect; - expressing cohesion; - representing blurred perceptual boundary; - reflecting concrete reading of abstract and spatio-temporal nouns; - affirming instantiation, quantitative and qualitative abundance of the referent; - indicating distributive-dispersal interpretation of mass nouns, similarity; and - highlighting emphasis on the referent. It is worth mentioning that some aforementioned functions such as representing aspect, quantitative abundance, emphasizing and approximate temporal extension have not been introduced in the Acquaviva’s framework and they can just be found in Persian. Nevertheless, it is also possible to explain these by extending the conceptual modules of the framework.  }, Keywords = {Keywords: Number, “hâ” morpheme, Semantic typology, Morpho-semantic features}, volume = {9}, Number = {3}, pages = {179-202}, publisher = {Tarbiat Modares University}, title_fa = {کارکردهای صرفی- معنایی «ها» در زبان فارسی ازمنظر رده‌شناختی}, abstract_fa ={گرچه مفهوم دستوری شمار از بدیهیات تلقی می‏شود و به تمایز مفرد/جمع در همۀ کتاب‏های دستور زبان اشاره شده است، به جنبه‏های مختلف معنایی آن کمتر توجه شده و معمولاً مفهوم جمع به‌مثابۀ دلالت بر بیش از یک، تفسیر می‏شود؛ درحالی که مفهوم دقیق آن، باتوجه به مختصات معنایی اسم پایه، ازنظر رده‏شناختی بسیار تنوع‏پذیر است. در این نوشتار، ویژگی‏های صرفی- معنایی تکواژ «-ها» را به‏عنوان یکی از پربسامدترین تکواژهای جمع‏ساز فارسی بررسی می‏کنیم و به‏طور خاص قصد داریم نشان دهیم که زبان فارسی تا چه اندازه در رمزگذاری مفهوم جمع، تابع تنوعات بین‏زبانی است. ارزیابی داده‏های زبان فارسی در چارچوب رده‏شناختی آکواویوا، نشان می‏دهد که تکواژ «-ها» در زبان فارسی تنوع معنایی دارد و تحت‌تأثیر ویژگی‏های معنایی اسم پایه، ممکن است بیانگر یکی از مفاهیم تعدد، نمود ناقص، پیوستگی، تعدد بدون وجود مرز ادراکی قابل‌تشخیص، القاء خوانش ملموس و عینی از اسم‏های معنی و زمان/مکان، موردنمایی، دلالت بر فراوانی کمّی و کیفی (شدت‏بخشی)، پراکندگی و گستردگی موقعیت‌یافته برای اسم‏های توده‏ای، مشابهت، تأکید بر مصداق و یا تلفیقی از آن‏ها باشد. از این میان، کارکردهای نمودی، شدت‏بخشی، تأکید و تقریب زمانی، ویژگی‏های معنایی مختص جمع‏سازی در زبان فارسی هستند؛ اما همچنان تبیین این کارکردها ازطریق بسط حوزه‏های مطروحه در چارچوب مذکور ممکن است.  }, keywords_fa = {واژگان کلیدی: مقولۀ شمار, تکواژ «-ها», رده‌شناسی معنی‌شناختی, ویژگی‌های صرفی- معنایی.}, url = {http://lrr.modares.ac.ir/article-14-6298-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-6298-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {Darzi, Ali and Abbasi, Maji}, title = {Exploring the Subject Surface Position in Persian: A Psycholinguistic Study}, abstract ={The question of whether the subject stays in its base position within the vP or moves to its derived position at Spec TP/IP is difficult to answer with respect to free word order languages such as Persian, because the surface constituent orders in these languages do not necessarily provide sufficient information to determine syntactic positions (Koizumi & Tamaoka, 664:2010). The discussions in this regard has led to formulating two competing analyses: One is that the subject in canonically ordered sentences in Persian obligatorily moves from its base position within vP to its derived position at Spec TP/IP for the purpose of Nom Case or EPP checking (Anushe, 2008; Darzi, 1996; 2006; 2009; Tafakori R. 2007; Darzi & Beiraqdar, 2007). The other one, however, is that the subject does not have to move out of vP and stays in its base position within it (Karimi, 2005). In the present study we test these analyses by performing two off-line experiments, involving a sentence completion task and a grammaticality judgment task. Analyzing the data obtained from the sentence completion task revealed that in %90.89 of the experimental sentences, completed by participants, subjects were located in Spec TP/IP. It also revealed that in %9.11 of the experimental sentences, produced by participants, subjects were located within vP. Furthermore, studying the data gained from the grammaticality judgment task divulged that the sentences with their subjects within vP took longer to process than the sentences with their subjects in Spec TP/IP; It took 2.871 and 3.801 seconds for the participants to process these two groups of sentences respectively. These results present psycholinguistic evidence for the analysis according to which the subject must move to Spec TP/IP in canonically ordered sentences in Persian.  }, Keywords = {Keywords: Scrambling, Reaction time, Grammaticality Judgment task, Derivational}, volume = {9}, Number = {3}, pages = {203-225}, publisher = {Tarbiat Modares University}, title_fa = {بررسی جایگاه روساختی فاعل در زبان فارسی برپایۀ شواهد روان‌زبان‌شناختی}, abstract_fa ={پژوهش‌های انجام‌شده برای شناسایی جایگاه روساختی فاعل در جملات بی‌نشان زبان فارسی به شکل‌گیری دو دیدگاه متفاوت در این‌ مورد درمیان زبان‌شناسان ایرانی منجر شده‌اند. برخی از زبان‌شناسان همچون انوشه (۱۳۸۷)، درزی (1996، 1385، 1388)، تفکری رضایی (1389) و درزی و مهدی بیرقدار (1389) با ارائۀ شواهدی نشان داده‌اند که فاعل جمله پس از ادغام در درون فرافکن بیشینۀ گروه فعلی (کوچک)، به‌منظور بازبینی مشخصۀ حالت فاعلی یا اصل فرافکنی گسترده، به جایگاه شاخص گروه تصریف یا زمان حرکت می‌کند؛ درحالی که براساس پیشنهاد کریمی (۲۰۰۵)، جایگاه بنیادی و روساختی فاعل در جملات بی‌نشان زبان فارسی درون فرافکن بیشینۀ گروه فعلی کوچک درنظر گرفته می­شود و برای حرکت فاعل به شاخص گروه تصریف یا تصریف، الزامی وجود ندارد. در این مقاله، به‌کمک یک آزمون روان‌زبان‌شناختی دورخط ازنوع قضاوت دستوری‌بودگی، شواهدی را در تأیید دیدگاه پژوهشگرانی ارائه می‌کنیم که جایگاه روساختی فاعل را شاخص فرافکن بیشینۀ گروه تصریف یا زمان می‌دانند.  }, keywords_fa = {قلب نحوی,زمان واکنش,قضاوت دستوری‌بودگی,نظریۀ پیچیدگی اشتقاقی}, url = {http://lrr.modares.ac.ir/article-14-8732-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-8732-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {Rouhi, Afsar and nemattabrizi, A.R. and Jafarigohar, Manoochehr and Hemati, Fatemeh and Ghaderi, Esmaeil}, title = {The Role of Task Complexity, Task Condition, and Self-regulation of Learners in L2 Writing}, abstract ={Task-based language teaching (TBLT) characterized by involving language learners in meaning-focused activities with some focus-on-form has enjoyed increasing popularity in the past two decades. Meanwhile, ample theoretical and empirical evidence has been presented to account for different task design features that influence language learning and learners’ performance. However, selecting and sequencing suitable tasks as well as recognizing appropriate task combinations that can provide a good opportunity for learning are still topical issues in SLA research (Robinson, 2011; Skehan, 2014). Considering this interest, this study set out to examine whether changes in the cognitive demands of tasks and their implementation condition (operationalized by individual and collaborative writing) would lead to differential improvement in language learners’ writing performance. The study also explored the relationship between an under-researched learner factor (self-regulation) and EFL learners’ written performance in individual and collaborative tasks varying in terms of cognitive complexity. The novelty of the present study lies primarily in its considering the combined effect of task complexity and task condition on writing—which is a somewhat neglected mode in research on TBLT—of EFL learners. Although different models and criteria have been proposed to account for task complexity, psycholinguistic rationales have drawn more support recently. Skehan’s (1998, 2009) trade-off hypothesis and Robinson’s (2001, 2003, 2009) cognition hypothesis are two influential models in vogue toady. Different views on attentional capacity of human beings have led Skehan and Robinson to have almost contradicting predictions on learners’ performance in tasks with different levels of cognitive complexity. Robinson (2001, 2003), assuming multiple-resource model of attention, holds the view that performing some complex tasks (e.g., those made complex by the number of elements) pushes learners to make efficient use of their attentional resources and produce more accurate and complex output. Contrarily, Skehan (1998), acknowledging the limited attentional capacity of learners, claims that simultaneous increase in accuracy and syntactic complexity of linguistic output is not feasible just due to the manipulation of task complexity. He claims that learners carrying out cognitively demanding tasks have to prioritize one (accuracy or complexity) at the expense of the other. Two research questions were formulated for the present study: (a) Do task complexity, task condition, and their interaction affect the accuracy, syntactic complexity, and fluency (CAF) of language learners’ written performance? (b) Is there any relationship between self-regulation of language learners and their performance in individual and collaborative writing tasks varying in terms of cognitive complexity? To answer these questions, 122 EFL learners whose homogeneity was ensured by Nelson English Language Proficiency Test were recruited. They were randomly assigned into four groups. The participants in four groups carried out the tasks which were different in terms of cognitive demands (simple/complex) and their implementation conditions (individual/collaborative). Task complexity was manipulated by the number of elements that participants had to consider while performing the writing task. The collected data were analyzed by MANOVA and Pearson correlation after checking for the assumptions underlying these statistical analyses. Findings revealed that task condition had a significant effect on the writing accuracy of language learners but manipulation of task complexity did not affect three writing dimensions, i.e., syntactic complexity, accuracy, and fluency (CAF) significantly. These findings lent partial support to Skehan’s (2009) trade-off approach toward task design and also Vygotsky’s (1978) social constructivism. Moreover, self-regulation of learners who performed the complex writing task in isolation showed a positive significant correlation with the accuracy of their writing. Robinson (2011) has made a similar prediction regarding the role of individual differences in learners’ performance in complex tasks. The findings add support to the view that selecting appropriate levels of task complexity and suitable task implementation conditions enhance different dimensions of the written performance of language learners. The study calls for more prominent place for task condition and individual differences of learners in the frameworks and models put forward for task designing and sequencing.    }, Keywords = {Keywords: Task Complexity, Task Condition, Writing, Self-regulation}, volume = {9}, Number = {3}, pages = {227-249}, publisher = {Tarbiat Modares University}, title_fa = {نقش پیچیدگی تکلیف، شرایط انجام تکلیف و خودنظم‌جویی فراگیران زبان در مهارت نوشتن}, abstract_fa ={در این پژوهش، تأثیر ایجاد تغییر در بار شناختی تکلیف و شرایط اجرای آن در عملکرد نوشتاری فراگیران زبان مطالعه شده است. بررسی رابطۀ بین خود‌‌نظم‌جویی فراگیران و تولید نوشتاری انفرادی و مشارکتی آن‌ها در تکالیفی متفاوت ازنظر پیچیدگی شناختی، هدف دیگر تحقیق حاضر است. 122 فراگیر زبان انگلیسی به‌طور تصادفی در چهار گروه تقسیم شدند و چهار نوع تکلیف ساده- انفرادی، ساده- مشارکتی، پیچیده- انفرادی و پیچیده- مشارکتی را انجام دادند. داده‌های جمع‌آوری‌شده با تحلیل واریانس چند‌متغیره و ضریب همبستگی پیرسون تحلیل شدند. یافته‌ها نشان دادند که شرایط انجام تکلیف باعث ایجاد تفاوت معنا‌داری در صحت نوشتاری فراگیران زبان شد؛ ولی پیچیدگی تکلیف تفاوت چشمگیری در اَبعاد مختلف نگارش آن‌ها ایجاد نکرد. فراگیرانی که تکلیف ساده را به‌طور مشارکتی انجام دادند، بالاترین میانگین را در صحت نوشتاری به‌دست آوردند. همچنین، خودنظم‌جویی فراگیرانی که تکلیف پیچیده را به‌شکل انفرادی انجام دادند، همبستگی مثبت معنا‌داری با صحت نوشتاری آن‌ها نشان داد. یافته‌های ما بر نیاز به توجه بیشتر به شرایط انجام تکلیف و تفاوت‌های فردی فراگیران در مدل‌ها و چارچوب‌های ارائه‌شده برای طراحی و تنظیم تکالیف، تأکید می‌کند.  }, keywords_fa = {واژگان کلیدی: پیچیدگی, تکلیف, نوشتار, خودنظم‌جویی.}, url = {http://lrr.modares.ac.ir/article-14-8231-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-8231-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {sabzevari, mehdi}, title = {Types of Polysemy in Standard Persian: A Cognitive Approach}, abstract ={Polysemy is one of the most important, and traditional area in the semantic and lexical relations studies. Polysemy is a lexeme or word which has several meanings which are all somehow related. Regarding distinctive features of the words which are seen as polysemy cases, the study of these concepts and meanings specifically, and lexical relations in general is in the focus of the two recent decades researches in the cognitive linguistics, and also for psycholinguistics. We could find a rather rich literature in the study of polysemy in the field of lexical semantic and also cognitive semantics. In the traditional lexical semantics, collocation and the adjacent words are very important to add to the meaning of a word. In cognitive semantics, different concepts of an expression is connected to a central or proto typical concept in a network like connections which represents the fact that one concept is central, and the rest are non-central or secondary but related somehow to this primary meaning or concept. Indeed, the metaphorical extensions have no place among the actual concepts of a word. Polysemy could not include the figurative meanings of a word. Polysemy typically is a matter of nonfigurative and lexical meaning. In Persian, it has been always a tendency toward semantics and the lexical relations surveys. This tendency reveals the subject as a demanding area. In this descriptive and analytic paper, the types of polysemy of Persian with a cognitive approach, and classification of Evans' study will be considered, and discussed with the examples to testify if this classification will also be applicable to Persian or not. Evans suggests that polysemy might be one of the three kinds of conceptual, lexical and inter-lexical. What is important in Evan's approach is the semantic components of a word which could be activated in the relevant contexts, and this activation may represents some kind of conceptual polysemy. What is traditionally considered as polysemy is mostly treated as lexical polysemy in Evan's study. Conceptual polysemy with regards to the features as size, color, shape etc. of a single concept, and different activations of these features proposes a new look at the polysemy. In lexical polysemy, one meaning is central or primary from which other meanings emerge in a radial manner. Most of the polysemy cases in a language could be found as a lexical polysemy in Evan's terms. Different categories in language including nouns, verbs, adjectives and adverbs represent polysemy. Inter-lexical polysemy includes the possible polysemy relations between two words with different usages. A cognitive approach as Evan's consider polysemy in a language  is based on a primary or central concept, selection and activation of some features of a concept, the effect of context, mental and cognitive accessibility of the speakers to a definite cognitive pattern to come to a specific interpretation. A point worth to mention here is that regarding polysemy, a word might have a figurative or metaphorical meaning in a context which is not often mentioned among the meanings in a lexical entry. This meaning is totally context- based. Polysemy is not mainly related to a special context but it is the second or third or even more actual, and inherent meaning of a word and it could be found in a dictionary. Although context plays an important role for the selection of the right meaning, metaphorical meaning is a selection which is dependent on the paradigmatic relations due to some conceptual similarities. However, this metaphorical meaning is not part of the central meaning and as a result the polysemy. This paper, with the identification of these types of polysemy in Persian,  is to analyze, and evaluates a semantic subject with a cognitive approach.With evidences presented in this paper from Persian ,Evans' approach is proved to be useful for and applicable to the polysemy analysis in Persian, and more it represents a different, and innovative method for studying polysemy.    }, Keywords = {Keywords: Polysemy, Primary concept, Radial category, Cognitive approach, Theory of Lexical Concepts and Cognitive Models (LCCM theory)}, volume = {9}, Number = {3}, pages = {251-271}, publisher = {Tarbiat Modares University}, title_fa = {بررسی انواع چندمعنایی در فارسی معیار با رویکردی شناختی}, abstract_fa ={چندمعنایی از موضوعات مهم و سنتی مطالعات معنی‌شناسی و روابط واژگانی است. واژۀ چندمعنی بنابر تعریف، واژه یا تکواژی است که چند معنی مرتبط دارد. به‌دلیل ویژگی‌های متمایز واژه‌های چندمعنی، مطالعات این نوع مفاهیم و معانی به‌طور خاص و روابط واژگانی به‌طور عام در دو دهۀ اخیر در کانون توجه تحقیقات زبان‌شناسی شناختی و روان‌شناسان زبان بوده است. چندمعنایی در زبان فارسی نیز در حوزۀ معنی‌شناسی، روابط واژگانی و معنی‌شناسی واژگانی، همواره موردتوجه محققان این حوزه بوده است. بنابراین، مطالعه و توصیف این نوع روابط واژگانی درقالب رویکردهای جدید اهمیت دارد. در این مقالۀ توصیفی و تحلیلی، اقسام چندمعنایی فارسی معیار را با رویکردی شناختی و مشخصاً تقسیم‌بندی نظری ایوانز در مطالعات چندمعنایی بررسی و تحلیل می‌کنیم. درواقع، با بررسی نمونه‌هایی از انواع چندمعنایی در فارسی معیار امروزی و تحلیل آن‌ها در چارچوب نگرش شناختی ایوانز، می‌کوشیم اعتبار و کیفیت این تقسیم‌بندی چندمعنایی را که ازمنظری متفاوت و نوین است، درمورد زبان فارسی معیار بررسی و ارزیابی کنیم. نوآوری این مقاله کاربرد رویکرد شناختی متمایز در بازشناسی انواع چندمعنایی در فارسی همراه با ارائۀ نمونه‌هایی مشخص و مستدل است. شواهد ارائه‌شده در این مقاله علاوه‌بر اینکه کارکرد نگرش شناختی ایوانز را در بررسی چندمعنایی تأیید می‌کند، رویکردی متفاوت را برای تحلیل روابط معنایی پیش‌روی ما می‌گذارد.  }, keywords_fa = {واژگان کلیدی: چندمعنایی, مفهوم اولیه, مقولۀ شعاعی, رویکرد شناختی, نظریۀ مفاهیم واژگانی و الگوهای شناختی.}, url = {http://lrr.modares.ac.ir/article-14-845-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-845-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {motaghizadeh, eessa and Parvini, Khalil and Mousavi, Seyed Rez}, title = {Pathology of Reading Skill of Students in the Arabic Language and Literature (Case Study: undergraduate students)}, abstract ={Reading skills is one of the most important language skills. The Success in learning a second language depends on this skill. But it is noted that the final semester students of the Arabic language and literature department who are ready to be graduated and even many graduates of this field are not able to read the Arabic texts correctly and fluently. Therefore, the authors of the present study intend to use the descriptive-analytical method and survey method to evaluate the reading skill of Arabic of undergraduate students to identify their weaknesses on reading and offer some suggestions for developing them. It should be noted that different studies have been conducted on reading skill in Iran and Arabic countries, but none of these studies investigate the weaknesses of Arabic language and literature students of Iran state universities in reading skill. So the present study is completely different from previous studies. The main question of the study is: how weak are Arabic language and literature students in reading skill and what are the reasons of these weaknesses? The statistical sample of the present study has been formed by124 undergraduate students in the Arabic language and literature department in 12 Iranian state universities, 41 of them are male and 83 are female. The tool used in the study is a researcher-made test, which has been designed for the first time for reading skill in Arabic language and literature and the existing models in the Arabic countries have been used to design the test. The results reflected the weakness of students and their lack of mastery in this skill. Although the students who are ready to be graduated, faces weakness in all levels of reading. There is a kind of consensus amongst the experts of Arabic language on this issue. The most important reason of this problem is that there is no special lesson for reading skill in the syllabus.  }, Keywords = {Keyword: Reading skills, Recognition skills, Comprehension, Criticism skills, Arabic Language and Literature.}, volume = {9}, Number = {3}, pages = {273-296}, publisher = {Tarbiat Modares University}, title_fa = {ارزیابی مهارت خواندن دانشجویان کارشناسی رشتۀ زبان و ادبیات عربی}, abstract_fa ={مهارت خواندن یکی از مهم‌ترین مهارت‌های زبانی است و از شروط موفقیت در یادگیری زبان دوم، تسلط بر این مهارت است؛ اما دانشجویان ترم آخر مقطع کارشناسی رشتۀ زبان و ادبیات عربی که در شرف دانش‌آموختگی هستند و حتی بسیاری از دانش‌آموختگان این رشته نمی‌توانند متون عربی را صحیح و روان بخوانند. ازاین‌رو، می‌خواهیم با استفاده از روش توصیفی- تحلیلی و روش پیمایشی، مهارت خواندن دانشجویان مقطع کارشناسی رشتۀ زبان و ادبیات عربی را ارزیابی، نقاط ضعف آنان در این مهارت را شناسایی و راهکارهایی را به‌منظور بهبود آموزش مهارت خواندن ارائه کنیم. نمونۀ آماری پژوهش حاضر را 124 دانشجوی ترم هشتم مقطع کارشناسی رشتۀ زبان و ادبیات عربی در 12 دانشگاه دولتی ایران تشکیل داده‌اند که 41 نفر از آن‌ها مرد و 83 نفر زن هستند. ابزار به‌کاررفته در این پژوهش، آزمون محقق‌ساخته است که برای اولین‌بار در رشتۀ زبان و ادبیات عربی برای مهارت خواندن طراحی شده و برای طراحی آن، از الگوهای موجود در کشورهای عربی استفاده کردیم. یافته‌ها نشان می‌دهند که دانشجویان مهارت خواندن را به‌خوبی کسب نکرده‌اند و با اینکه در ترم آخر هستند و اغلب دروس کارشناسی را گذرانده‌اند، در همۀ سطوحی که متخصصان زبان عربی برای مهارت خواندن ذکر کرده‌اند، با ضعف مواجه هستند. اصلی‌ترین دلیل این مشکل، وجود نداشتن درسی خاص برای مهارت خواندن در سرفصل درسی است.  }, keywords_fa = {واژگان کلیدی: مهارت خواندن, مهارت شناخت, مهارت فهم, مهارت نقد, زبان و ادبیات عربی.}, url = {http://lrr.modares.ac.ir/article-14-12615-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-12615-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} } @article{ author = {Moein, Morteza Babak}, title = {The efficacy of Semiotic and interactive model of Landowski in the analysis of the educational discourses}, abstract ={Eric Landowski; the postgreimassien semiotician, defines his semiotic and interactive model as the program of discipline, conviction, coincidence and adjustment,  according to the principles of "rule", "intentionality", "luck" and  " sensible" paradigm respectively. Naturally, this model can be encompassed in the social domain in which we encounter with the interactive practices of subjects. If we accept that basically educational activity is defined on the basis of the interaction between the three different factors: the subject of the educator, the subject of the learner, and the object and method on which the training is based, we can study and explore the diversity and the difference for the training practices with this model. In the present article we tried to examine carefully this model and the characteristics of each of these semiotic and interactive systems. We will present another model, the virtuous and vices one in order to read the possible interactions between the educator's actor and the educator actor in a social welfare class to say  the classroom. Accordingly, different educational methos of analysis and fundamental philosophy upon which each of them has been founded will be explored and examined by introducing various educational goals and patterns.}, Keywords = {Keywords: Program, Conviction, Coincidence, Adjustment, Landowski, Education.}, volume = {9}, Number = {3}, pages = {297-317}, publisher = {Tarbiat Modares University}, title_fa = {کارآیی نظام‌های معنایی و تعاملی لاندوفسکی در تحلیل گفتمان‌های آموزشی}, abstract_fa ={اریک لاندوفسکی، نشانه‌شناس پساگرماسی، الگوی نظام‌های معنایی و تعاملی خود، یعنی برنامه‌مداری، مجاب‌سازی، تصادف و تطبیق را به‌ترتیب براساس اصول «قاعده‌مندی»، «نیت‌مندی»، «شانس» و «امر احساسی» تعریف می‌کند. طبیعتاً امکان پیاده‌سازی این الگو در حوزه‌های اجتماعی وجود دارد که در آن‌ها با پراتیک‌های تعاملی سوژه‌ها مواجه می‌شویم. اگر قبول کنیم که فعالیت آموزشی براساس تعامل بین سه عامل متفاوت، یعنی سوژۀ آموزش‌دهنده، سوژۀ آموزش‌گیرنده و ابژه و متدی تعریف می‌شود که براساس آن آموزش داده می‌شود، می‌توانیم تنوع و تفاوت پراتیک‌های آموزشی را با این الگو موردخوانش قرار دهیم. در مقالۀ حاضر، ضمن معرفی موشکافانۀ این الگو و ویژگی‌های هریک از این نظام‌های معنایی و تعاملی و همچنین مطرح کردن الگوی دیگر، یعنی الگوی فضیلتی- رذیلتی لاندوفسکی، تعامل‌های ممکن میان ساحت کنشگر آموزش‌دهنده و کنشگر آموزش‌گیرنده را در یک محیط خُرد اجتماعی، یعنی کلاس درس، موردخوانش قرار می‌دهیم. همچنین، چگونگی تجزیه و تحلیل شیوه‌های آموزشی و فلسفۀ بنیادینی را که هریک از این شیوه‌ها بر آن استوار هستند، در حوزۀ آموزش اهداف روش‌های گوناگون آموزشی و با الگوهای مطرح‌شده نشان می‌دهیم.  }, keywords_fa = {واژگان کلیدی: برنامه‌مداری, مجاب‌سازی, تصادف, تطبیق, لاندوفسکی, آموزش.}, url = {http://lrr.modares.ac.ir/article-14-16292-en.html}, eprint = {http://lrr.modares.ac.ir/article-14-16292-en.pdf}, journal = {Language Related Research}, issn = {2322-3081}, eissn = {2383-0816}, year = {2018} }