Tarbiat Modares UniversityLanguage Related Research2322-30813120120320A Comparative and Interdisciplinary Analysis of Poetry and Painting in the Works of Sohrab SepehriA Comparative and Interdisciplinary Analysis of Poetry and Painting in the Works of Sohrab Sepehri1246178FAAlirezaAnushiravaniAssociate Professor of Comparative Literature, Shiraz UniversityLalehAtashiPh.D. Candidate in English Literature, Shiraz UniversityJournal ArticleBased on the theories of René Wellek and Henry Remak, interdisciplinary studies, as a sub-category of Comparative Literature, started to grow since 1980’s. The study of the relationship between literature and such arts as literature and painting has, since then, attracted the interest of many researchers. This paper is as attempt the relationship between poetry and painting through the poetry and paintings of Sohrob Sepehri. What have been discussed in this interdisciplinary research are the concepts of stasis and dynamism, which appear differently in the written language of poetry and the visual medium of painting. Though the main emphasis of this research is on interdisciplinarity, it still offers new perspective to a better understanding of Sepehri's poetry and paintings. The writers have tried to open the way for further interdisciplinary research in the field of Comparative Literature by elucidating a clear theoretical framework and research methodology.Based on the theories of René Wellek and Henry Remak, interdisciplinary studies, as a sub-category of Comparative Literature, started to grow since 1980’s. The study of the relationship between literature and such arts as literature and painting has, since then, attracted the interest of many researchers. This paper is as attempt the relationship between poetry and painting through the poetry and paintings of Sohrob Sepehri. What have been discussed in this interdisciplinary research are the concepts of stasis and dynamism, which appear differently in the written language of poetry and the visual medium of painting. Though the main emphasis of this research is on interdisciplinarity, it still offers new perspective to a better understanding of Sepehri's poetry and paintings. The writers have tried to open the way for further interdisciplinary research in the field of Comparative Literature by elucidating a clear theoretical framework and research methodology.https://lrr.modares.ac.ir/article_6178_654516d1b4df6917094de807156adc14.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320Journal of Latin identity, including: List of Latin, Latin compilation of articles and information guide for Latin magazine.Journal of Latin identity, including: List of Latin, Latin compilation of articles and information guide for Latin magazine.146180FAJournal Articlehttps://lrr.modares.ac.ir/article_6180_dffa23e3f38973de8a5a2bce627e261b.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320Teaching Grammatical Aspect to non-Iranian Persian Learners: A Comparison of Structural and Communicative MethodsTeaching Grammatical Aspect to non-Iranian Persian Learners: A Comparison of Structural and Communicative Methods25496181FAZiaTajeddinAssociate Professor of Applied Linguistics at Allameh Tabataba’i University.MalihehEshghavygraduated from Allameh Tabataba’i University with an M.A. degree in Teaching Persian to Speakers of Other Languages. She is currently teaching at Dehkhoda Institute (affiliated with the University of Tehran).Journal ArticleAs one of the main topics in Persian verbal phrases, grammatical aspect has been largely ignored in teaching Persian to speakers of other languages. To address the topic, this study investigated the learning of Persian grammatical aspect through two teaching methods: structural and communicative. Test takers were selected from the non-Iranian intermediate learners of Persian. Each group consisted of 40 foreign students. Both groups were administered an aspect test as a pretest to make sure about their homogeneity before treatment. Afterwards, grammatical aspect in Persian was taught to one group through the structural method, and through communicative materials developed by the authors to the other group. Each group’s progress was measured through the same aspect test after the completion of treatment. Paired-samples t-test results analysis showed that the communicative group, compared to the structural group, made significant improvement in learning Persian aspect. Furthermore, independent-samples t-test results revealed that the communicative group performed considerably better than the structural group in the post-test. These findings indicate that communicative language teaching is an effective method, which can be used to improve the teaching of Persian grammar to foreign students.As one of the main topics in Persian verbal phrases, grammatical aspect has been largely ignored in teaching Persian to speakers of other languages. To address the topic, this study investigated the learning of Persian grammatical aspect through two teaching methods: structural and communicative. Test takers were selected from the non-Iranian intermediate learners of Persian. Each group consisted of 40 foreign students. Both groups were administered an aspect test as a pretest to make sure about their homogeneity before treatment. Afterwards, grammatical aspect in Persian was taught to one group through the structural method, and through communicative materials developed by the authors to the other group. Each group’s progress was measured through the same aspect test after the completion of treatment. Paired-samples t-test results analysis showed that the communicative group, compared to the structural group, made significant improvement in learning Persian aspect. Furthermore, independent-samples t-test results revealed that the communicative group performed considerably better than the structural group in the post-test. These findings indicate that communicative language teaching is an effective method, which can be used to improve the teaching of Persian grammar to foreign students.https://lrr.modares.ac.ir/article_6181_7873b66ca1d39eb8603c467fa05cfe86.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320A Comparative Study of the Baroque school with Indian Style (Case Study: Bidel Dehlavi)A Comparative Study of the Baroque school with Indian Style (Case Study: Bidel Dehlavi)51666182FAAbdollahHasanzade-Mir AliAssistant Professor, Department of Persian Language & Literature, Semnan University, Semnan, IranLeilaShamaniM.A., Department of Persian Language & Literature, Semnan University, Semnan, IranJournal ArticleBaroque movement started from Italy and covered the whole Europe. Baroque school came into being after the glorious Renaissance era, and The Indian style came into being in Persian literature likewise Iraqi. These two have a firm relationship with each other. For example, sonnet is the prevailing form in both schools. Also they have concepts like movement and permutation, emphasis on visible and concrete forms, reliance on physical beauty, how to describe nature, dominance of décor, defamiliarization, etc, in common. What are clearly observed in Baroque literature are: not imitating the formers, instability of the world, movement metaphors, death, presentation, carpe diem, artist's revolution, philosophical complexity, paradox, conditionality of human knowledge, freedom of speech,etc. These are also salient in the poetry of Bidel Dehlavi. This research studies the firm relationship between Baroque school and poetic style in Iran and India considering some poems of Bidel.Baroque movement started from Italy and covered the whole Europe. Baroque school came into being after the glorious Renaissance era, and The Indian style came into being in Persian literature likewise Iraqi. These two have a firm relationship with each other. For example, sonnet is the prevailing form in both schools. Also they have concepts like movement and permutation, emphasis on visible and concrete forms, reliance on physical beauty, how to describe nature, dominance of décor, defamiliarization, etc, in common. What are clearly observed in Baroque literature are: not imitating the formers, instability of the world, movement metaphors, death, presentation, carpe diem, artist's revolution, philosophical complexity, paradox, conditionality of human knowledge, freedom of speech,etc. These are also salient in the poetry of Bidel Dehlavi. This research studies the firm relationship between Baroque school and poetic style in Iran and India considering some poems of Bidel.https://lrr.modares.ac.ir/article_6182_4c5a99856a3c634a5a3beae02520cdc2.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320Analysis of Semantic Components of Haq in the Holy QurÄn through the Study of Its Syntagmatic and Paradigmatic RelationsAnalysis of Semantic Components of Haq in the Holy QurÄn through the Study of Its Syntagmatic and Paradigmatic Relations67846183FAFarhadSasaniAssociate Professor, Department of General Linguistics, Alzahra University, Tehran, IranParvizAzadiPh.D. Student, Department of Quranic Science & Hadith, Tehran University, Tehran, IranJournal ArticleSyntagmatic and paradigmatic structures, as it was already reiterated by linguists such as Roman Jakobson, constitute the fundamental structure of language. Thus it is possible that semantic components of a word are found, the relations of syntagmatic and paradigmatic words with it are studied, and finally, the functions of that word in language are determined in a wide scale. In this method, first, sytamatic and paradigmatic words, which are considered to be the semantics components of the word, are found, and then their common semantic components are analyzed.
The term “Haq”, which is repeated 290 times, is one of the most significant Quranic terms. Haq and its syntagms and substitutions (rasu:l, din, bātil, hudā, sidq, bayyināt) are the basis of its analysis. In addition to Arabic language, this term has also got a variety of applications in its Quranic veriety. For instance, God says that He and all His effects in the world such as creation, sending the Messengers, the revelation, good tidings and threats are “Haq”.Syntagmatic and paradigmatic structures, as it was already reiterated by linguists such as Roman Jakobson, constitute the fundamental structure of language. Thus it is possible that semantic components of a word are found, the relations of syntagmatic and paradigmatic words with it are studied, and finally, the functions of that word in language are determined in a wide scale. In this method, first, sytamatic and paradigmatic words, which are considered to be the semantics components of the word, are found, and then their common semantic components are analyzed.
The term “Haq”, which is repeated 290 times, is one of the most significant Quranic terms. Haq and its syntagms and substitutions (rasu:l, din, bātil, hudā, sidq, bayyināt) are the basis of its analysis. In addition to Arabic language, this term has also got a variety of applications in its Quranic veriety. For instance, God says that He and all His effects in the world such as creation, sending the Messengers, the revelation, good tidings and threats are “Haq”.https://lrr.modares.ac.ir/article_6183_c14a2a57ead18f3532a5a8949382c536.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320A Survey and Comparison on Verbal Back Channel Signals in Persian ConversationsA Survey and Comparison on Verbal Back Channel Signals in Persian Conversations851126184FAShahlaSharifiAssociate Professor, Department of General Linguistics, Ferdowsi University of Mashhad, Mashhad, IranShahlaSharifiAssociate Professor, Department of General Linguistics, Ferdowsi University of Mashhad, Mashhad, IranMohammad RezaPahlavannezhadAssociate Professor, Department of General Linguistics, Ferdowsi University of Mashhad,
Mashhad, IranMahnazAzadmaneshM.A. Student, Department of General Linguistics, Ferdowsi University of Mashhad, Mashhad, IranJournal ArticleThis survey is dedicated to the study of Persian reactive tokens. Reactive tokens are short utterances such as “hmm”, “mm”, and alike, which are produced by the listener when he/she is listening. They do not require answers on the part of the speakers and they do not cause changing of the turn. Reactive tokens influence the success of the ongoing conversation. Their importance is understood in their absence. If they are used improperly, the conversation is disturbed. Without considering these tokens, we will ignore the important features of conversations. To our knowledge, no research has so far examined these token.
In the corpus of this research, 960 tokens are transcribed in all the conversations, including face to face and telephone conversations, and studied in conversational analysis framework. Furthermore, super-segmental features and the degrees of reactive tokens’ influences are explored. The results showed that reactive tokens have different meaning in different context and we can consider a canonical and a non-canonical meaning for them. Also a spectrum for the degree of their influence is presented. The aim of this study is discovering the meanings and function of reactive tokens and some factors influencing their meaning in the conversations.This survey is dedicated to the study of Persian reactive tokens. Reactive tokens are short utterances such as “hmm”, “mm”, and alike, which are produced by the listener when he/she is listening. They do not require answers on the part of the speakers and they do not cause changing of the turn. Reactive tokens influence the success of the ongoing conversation. Their importance is understood in their absence. If they are used improperly, the conversation is disturbed. Without considering these tokens, we will ignore the important features of conversations. To our knowledge, no research has so far examined these token.
In the corpus of this research, 960 tokens are transcribed in all the conversations, including face to face and telephone conversations, and studied in conversational analysis framework. Furthermore, super-segmental features and the degrees of reactive tokens’ influences are explored. The results showed that reactive tokens have different meaning in different context and we can consider a canonical and a non-canonical meaning for them. Also a spectrum for the degree of their influence is presented. The aim of this study is discovering the meanings and function of reactive tokens and some factors influencing their meaning in the conversations.https://lrr.modares.ac.ir/article_6184_08425b881bcde94a383cd258cea331be.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320The Comparative Concept of Linguistic Justice (Function of Language in Justice Development)The Comparative Concept of Linguistic Justice (Function of Language in Justice Development)1131266185FAKokabFaezPh.D. Student of Department of Management, Faculty of Management, Tehran University, Tehran, IranHusseinKhanifarbAssociate Professor, Department of Management & planning, Faculty of Management, Tehran University, Tehran, IranS.MehdiAlvaniProfessor, Department of Management, Faculty of Management, Tehran University, Tehran, IranAli AsgharPourezzatAssociate Professor, Department of Management, Faculty of Management, Tehran University, Tehran, IranGholam RezaJandaghiProfessor, Vital Statistics, Department of Management, Faculty of Management, Tehran University, Tehran, IranJournal ArticleLanguage as a social phenomenon is associated with the construction of social and community values; an interactive and two-way communication, so that either language has an impact on the social construction, and social context and environment have influences on language. In some cases, language differences may lead to differences in perception of the world. The main goal of this paper is Comparative investigating the function of language in justice development (called: Linguistic Justice). The results showed that in lingual justice approach, justice is built based on the language constructs, and it develops and strengthens the linguistic capabilities of every society. Therefore, to achieve a just society, using of just words, and just language as well as understanding the concepts of justice are more emphasized. Use of degrading words for highlighting of humane defects or showing the influence and power are forbidden and enrichment of language by justice words is very important as a main agenda. In other words, stigmatizing language, which is based on detecting of rebuke differences of people and setting a hierarchy of power, will be against the requirements of lingual justice.Language as a social phenomenon is associated with the construction of social and community values; an interactive and two-way communication, so that either language has an impact on the social construction, and social context and environment have influences on language. In some cases, language differences may lead to differences in perception of the world. The main goal of this paper is Comparative investigating the function of language in justice development (called: Linguistic Justice). The results showed that in lingual justice approach, justice is built based on the language constructs, and it develops and strengthens the linguistic capabilities of every society. Therefore, to achieve a just society, using of just words, and just language as well as understanding the concepts of justice are more emphasized. Use of degrading words for highlighting of humane defects or showing the influence and power are forbidden and enrichment of language by justice words is very important as a main agenda. In other words, stigmatizing language, which is based on detecting of rebuke differences of people and setting a hierarchy of power, will be against the requirements of lingual justice.https://lrr.modares.ac.ir/article_6185_22eda830d1051274a2581d6466c06e6c.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320Gemination & Digemination in Persian and Iranian DialectsGemination & Digemination in Persian and Iranian Dialects1271516186FAAliyehKord-e Zafaranlu KambuziyaAssistant professor, Faculty of Humidities, Tarbiat Modarres UniversityFarzanehTajabadiPh.D. student of General Linguistics, Faculty of Humanities, Tarbiat Modares University, Tehran, IranAliyehKord-e Zafaranlu KambuziyaAssistant professor, Faculty of Humidities, Tarbiat Modarres UniversityJournal ArticleDigemination is a phonological process, which is found in some languages like Persian. Since historical surveys implied languages’ tendency to this phenomenon and, it has not been to date studied systematically in Persian, so the purpose of the present research is to introduce this phenomenon and provide some information about its characteristics. In this paper, the relation between digemination and gemination with other rules like assimilation, lenition, fortition, compensatory lengthening was investigated. The research is based on corpus consisting of 12000 data from 33 Iranian dialects gathered from dialectology books and papers. In addition to qualitative analysis, the quantitative calculation of the features frequency has been used as well. In sum, the results illustrated that: 1- digemination behaves versus gemination; 2- compensatory lengthening and insertion are the most frequent rules related to digemination; 3- digemination causes other phonological processes and 4- different classes of consonants show different behavior toward gemination as liquid> stop> nasal> glide, and this direction is versus in digemination.Digemination is a phonological process, which is found in some languages like Persian. Since historical surveys implied languages’ tendency to this phenomenon and, it has not been to date studied systematically in Persian, so the purpose of the present research is to introduce this phenomenon and provide some information about its characteristics. In this paper, the relation between digemination and gemination with other rules like assimilation, lenition, fortition, compensatory lengthening was investigated. The research is based on corpus consisting of 12000 data from 33 Iranian dialects gathered from dialectology books and papers. In addition to qualitative analysis, the quantitative calculation of the features frequency has been used as well. In sum, the results illustrated that: 1- digemination behaves versus gemination; 2- compensatory lengthening and insertion are the most frequent rules related to digemination; 3- digemination causes other phonological processes and 4- different classes of consonants show different behavior toward gemination as liquid> stop> nasal> glide, and this direction is versus in digemination.https://lrr.modares.ac.ir/article_6186_fb3deea8bff8902a6a092a4b532b4a68.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320The Iconicity of Reduplicative Constructions in Persian: Semantic TypesThe Iconicity of Reduplicative Constructions in Persian: Semantic Types1531726187FAArsalanGolfamAssistant Professor, Linguistics Department, Tarbiat Modares University, Tehran, IranArsalanGolfamAssistant Professor, Linguistics Department, Tarbiat Modares University, Tehran, IranGholam RezaMohyodin QomsheiFaculty Member of Daneshnamenegary Foundation, Tehran, IranJournal ArticleIn this research, the semantic properties of Persian reduplicative constructions were studied in the framworks of “Iconicity Theory”, in general, and the quantity principle in particular.
Researches on reduplicative constructions in most languages have reveraled the connection of these constructions to such meanings as augmentation, increased quantity, internsification, continuation, repetition, completion, and distribution. The aim of this research was to show the connection of Persian reduplicative constructions to the aforementioned meanings within the framworks of “Iconicity Theory”, the principle of quantity, and the revised version of Regier's model (1998).
The extensive research on form-meaning correlation in Persian causative constructions seminated in the development of a semantic classification of Persian reduplicative constructions (The attached semantic types lists 1-5).In this research, the semantic properties of Persian reduplicative constructions were studied in the framworks of “Iconicity Theory”, in general, and the quantity principle in particular.
Researches on reduplicative constructions in most languages have reveraled the connection of these constructions to such meanings as augmentation, increased quantity, internsification, continuation, repetition, completion, and distribution. The aim of this research was to show the connection of Persian reduplicative constructions to the aforementioned meanings within the framworks of “Iconicity Theory”, the principle of quantity, and the revised version of Regier's model (1998).
The extensive research on form-meaning correlation in Persian causative constructions seminated in the development of a semantic classification of Persian reduplicative constructions (The attached semantic types lists 1-5).https://lrr.modares.ac.ir/article_6187_0e1bacf07b14673fcdb553da51b999a5.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320Review and Critique of the Performance of Poetic Texts Teaching Strategy in the Undergraduate Arabic Language and LiteratureReview and Critique of the Performance of Poetic Texts Teaching Strategy in the Undergraduate Arabic Language and Literature1731916188FADaneshMohammadiPh.D student of Arabic Language and Literature at Tarbiat Modares University, Tehran, Iran.IsaMotaghizadehAssistant Professor of Arabic Language and Literature at Tarbiat Modares University, Tehran, Iran. Email: emotaghizadeh@modares.ac.irSajadEsmailiMA Student of Arabic Language and Literature at Tarbiat Modares University, Tehran, Iran. Email: s.esmaili20@gmail.comDaneshMohammadiPh.D student of Arabic Language and Literature at Tarbiat Modares University, Tehran, Iran.0000-0003-1999-6947Journal ArticleAmong the most important lessons, as the most striking aspect of literature in any language and by which the main objectives of this field are met, are the courses related to the poetic texts. A great deal of Arabic language and literature is devoted to literary texts, among which much is devoted to the poetic texts.
But for many years, the poetic texts are taught with traditional methods in this field and many of the teachers do not use new strategies in teaching of these texts. This has led the poetic texts not to be successful in reaching their main goals, meaning the improvement of literary talents of students and strengthening their desire and motivation to their field.
This study tries to deal with the appropriate strategy performances in teaching Arabic poetic texts in Arabic language and literature useing survey and questionnaire methods. The population of this study includes the fourth and higher semester undergraduate students and Arabic language and literature field professors in the Universities of Tehran, Allame Tabatabaei, Beheshti and Tarbiat Moallem. The findings demonstrated that in many students’ and professors’ point of view, new strategies of teaching of poetic texts (i.e. semantic perception of poetry, aesthetic expression of verses and stylistic analysis) are performed less than the traditional strategies pertaining to correct reading of texts and expression of grammatical points.Among the most important lessons, as the most striking aspect of literature in any language and by which the main objectives of this field are met, are the courses related to the poetic texts. A great deal of Arabic language and literature is devoted to literary texts, among which much is devoted to the poetic texts.
But for many years, the poetic texts are taught with traditional methods in this field and many of the teachers do not use new strategies in teaching of these texts. This has led the poetic texts not to be successful in reaching their main goals, meaning the improvement of literary talents of students and strengthening their desire and motivation to their field.
This study tries to deal with the appropriate strategy performances in teaching Arabic poetic texts in Arabic language and literature useing survey and questionnaire methods. The population of this study includes the fourth and higher semester undergraduate students and Arabic language and literature field professors in the Universities of Tehran, Allame Tabatabaei, Beheshti and Tarbiat Moallem. The findings demonstrated that in many students’ and professors’ point of view, new strategies of teaching of poetic texts (i.e. semantic perception of poetry, aesthetic expression of verses and stylistic analysis) are performed less than the traditional strategies pertaining to correct reading of texts and expression of grammatical points.https://lrr.modares.ac.ir/article_6188_30893a5eb454815e3bf4a3406b1b80c0.pdfTarbiat Modares UniversityLanguage Related Research2322-30813120120320Gender Differences in the Usage of Farsi Lexicon within CDI Framework: A Case Study in a Pair of TwinsGender Differences in the Usage of Farsi Lexicon within CDI Framework: A Case Study in a Pair of Twins1932236189FAMahinnazMirdehghanAssistant Professor, Department of Linguistics, Shahid Beheshti University, Tehran, IranAsiyeImaniM.A., Department of Linguistics, Shahid Beheshti University, TehranJournal ArticleThe present research is a case study of gender differences of language usage in a pair of non-identical twins (a boy [Arsham] and a girl [Arshida]), performed on their using in Farsi Lexicon. The descriptive-analytic research is based on Mac-Arthur-Bates’s Communicative Development Inventories (CDI), according to which the twin’s lexicon has been divided into 22 categories, to which two extra categories are added. The language corpus is the twin’s recorded daily speech including 2535 words, categorized based on the framework. The frequency of each lexical group is evaluated throughout the research, together with the analysis of data accomplished by dependent T-test. The T-test results illustrated that there is a significant difference (p< 0.05) between the average of the twin’s usage only within the groups of 6, 10 and 16 as well as on their score of total scale (diagram 1 and table 26). This is while their average is near to each other in all other groups. Arsham’s average is higher than Arshida’s in any case of significant difference, showing his better doing in some groups. In the groups number 2 and 13, their doing and average is the same. Other similarities and differences in their lexicon can be summarized as follows: 1) Verbs in their lexicon have the highest frequency; 2) Abstract words have the least frequency; 3) Broadness and variety in the boy’s lexicon is more than the girl’s (of the whole corpus, 56.25% is devoted to the boy and 43.74% to the girl).The present research is a case study of gender differences of language usage in a pair of non-identical twins (a boy [Arsham] and a girl [Arshida]), performed on their using in Farsi Lexicon. The descriptive-analytic research is based on Mac-Arthur-Bates’s Communicative Development Inventories (CDI), according to which the twin’s lexicon has been divided into 22 categories, to which two extra categories are added. The language corpus is the twin’s recorded daily speech including 2535 words, categorized based on the framework. The frequency of each lexical group is evaluated throughout the research, together with the analysis of data accomplished by dependent T-test. The T-test results illustrated that there is a significant difference (p< 0.05) between the average of the twin’s usage only within the groups of 6, 10 and 16 as well as on their score of total scale (diagram 1 and table 26). This is while their average is near to each other in all other groups. Arsham’s average is higher than Arshida’s in any case of significant difference, showing his better doing in some groups. In the groups number 2 and 13, their doing and average is the same. Other similarities and differences in their lexicon can be summarized as follows: 1) Verbs in their lexicon have the highest frequency; 2) Abstract words have the least frequency; 3) Broadness and variety in the boy’s lexicon is more than the girl’s (of the whole corpus, 56.25% is devoted to the boy and 43.74% to the girl).https://lrr.modares.ac.ir/article_6189_67ba02d73c54f0b83c05507b7fb7267f.pdf