Tarbiat Modares UniversityLanguage Related Research2322-30819620180321Meaning Construction Process in 87 th Sermon of Nahj al-Balaghah: A Conceptual Blending ApproachMeaning Construction Process in 87 th Sermon of Nahj al-Balaghah: A Conceptual Blending Approach1236680FAAli AkbarLabeshPhD candidate in linguistics, Payame Noor University, Tehran, IranArezooNajafianAssociate Professor, department of linguistics and foreign languages, Payame Noor University, Tehran, IranBelghisRovshanAssociate Professor, department of linguistics and foreign languages, Payame Noor University, Tehran, IranSeyyed Ali AsgharSoltaniAssociate Professor, department of English language, Baqir al-Olum University, Qom, IranJournal ArticleIt is a long time that linguistic researches have examined various corpuses, including religious texts, especially the analysis of Quranic texts. Because of its inexperienced and abstract nature, the field of religion is one of the areas where the need for metaphorical comprehension is felt more.
Nahj al-Balaghah is a significant Islamic / Shiite text with unique linguistic and rhetorical features which make the text worthwhile for studying conceptual metaphors, but no doubt, understanding metaphors cannot reveal all aspects of such texts. In some cases, recognizing and analyzing conceptual metaphors, despite being helpful, cannot go beyond a certain limit. In fact, limiting the research to mere identification of conceptual metaphors will keep a major part of the message unrevealed. The process of meaning construction is not a simple mapping between form and meaning and the systematic use of forms does not have the ability to accurately account for cognitive functions. Cognitive semanticists who have been searching for a way to explain and define the reasons and manners of meaning making processes in mind and language, gradually, proposed a theory called Conceptual Blending (Fauconnier & Turner, 2002); According to Fauconnier & Turner, these blends are not made in the form of distinct patterns, but act as a network of conceptual blends. Four spaces are involved in the formation of meaning: 1. Input space1 which is the conceptual space of the source domain, 2. Input space2 which is the conceptual space of the goal domain. Mapping of input spaces1 and 2, 3.Generic space and, 4. Blend space which is based on the projection of two input spaces on the third space.
The purpose of the present study is to examine the metaphor and explain its features and functions in the context of Nahj al-Balaghah based on conceptual blending theory, too.
It is worth noting that review of the researches carried out in the field of conceptual integration theory has shown that no research in the field of religious texts and especially Nahj al-Balaghah has been done in the framework of this theory.
The research method applied here is descriptive and its method is content analysis of the case. Sermon 87 (The introduction of the perfect human model), which is one of the most significant sermons in Nahj al-Balaghah, has been analyzed as a special case. In this study, by examining sermon 87, the stages of meaning construction is depicted through the analysis of the structure of the meaning and the cognitive mechanism of understanding the meaning. The purpose of the research is to determine which of the different types of the blending of meaning construction exists in this Sermon, and the network of conceptual blends in it is the result of going through which stages of the formation of meaning. The paper presents examples illustrating that there are different types of blending at different cases in this sermon. Some cases of mirror network, single-scope and double scope are presented in this paper which shows that Imam Ali (AS), by appealing to the most familiar and routine concepts used by the speakers of the Arabic language, such as"وَ اسْتَمْسَکَ مِنَ الْعُرَی بِأَوْثَقِهَا" , "قَدْ أَمْکَنَ الْکِتَابَ مِنْ زِمَامِهِ" , "مَعْقُولَهٌ عَلَی بَنِی أُمَیَّه" and many other cases like these, tried to express his metaphorical and elegant concepts. Of course, this diction is more complicated by the content and purpose, although complex sophisticated networks are less used in this sermon. In response to the second question, we can say that there are four spatial models, mapping between spaces, imperfect selection and emerging structure in all conceptual blending networks, although they have different characteristics in different networks. It seems that it is easier to imagine the imam's intended meaning through the imagination of the mental frameworks and the correspondence between the frameworks.It is a long time that linguistic researches have examined various corpuses, including religious texts, especially the analysis of Quranic texts. Because of its inexperienced and abstract nature, the field of religion is one of the areas where the need for metaphorical comprehension is felt more.
Nahj al-Balaghah is a significant Islamic / Shiite text with unique linguistic and rhetorical features which make the text worthwhile for studying conceptual metaphors, but no doubt, understanding metaphors cannot reveal all aspects of such texts. In some cases, recognizing and analyzing conceptual metaphors, despite being helpful, cannot go beyond a certain limit. In fact, limiting the research to mere identification of conceptual metaphors will keep a major part of the message unrevealed. The process of meaning construction is not a simple mapping between form and meaning and the systematic use of forms does not have the ability to accurately account for cognitive functions. Cognitive semanticists who have been searching for a way to explain and define the reasons and manners of meaning making processes in mind and language, gradually, proposed a theory called Conceptual Blending (Fauconnier & Turner, 2002); According to Fauconnier & Turner, these blends are not made in the form of distinct patterns, but act as a network of conceptual blends. Four spaces are involved in the formation of meaning: 1. Input space1 which is the conceptual space of the source domain, 2. Input space2 which is the conceptual space of the goal domain. Mapping of input spaces1 and 2, 3.Generic space and, 4. Blend space which is based on the projection of two input spaces on the third space.
The purpose of the present study is to examine the metaphor and explain its features and functions in the context of Nahj al-Balaghah based on conceptual blending theory, too.
It is worth noting that review of the researches carried out in the field of conceptual integration theory has shown that no research in the field of religious texts and especially Nahj al-Balaghah has been done in the framework of this theory.
The research method applied here is descriptive and its method is content analysis of the case. Sermon 87 (The introduction of the perfect human model), which is one of the most significant sermons in Nahj al-Balaghah, has been analyzed as a special case. In this study, by examining sermon 87, the stages of meaning construction is depicted through the analysis of the structure of the meaning and the cognitive mechanism of understanding the meaning. The purpose of the research is to determine which of the different types of the blending of meaning construction exists in this Sermon, and the network of conceptual blends in it is the result of going through which stages of the formation of meaning. The paper presents examples illustrating that there are different types of blending at different cases in this sermon. Some cases of mirror network, single-scope and double scope are presented in this paper which shows that Imam Ali (AS), by appealing to the most familiar and routine concepts used by the speakers of the Arabic language, such as"وَ اسْتَمْسَکَ مِنَ الْعُرَی بِأَوْثَقِهَا" , "قَدْ أَمْکَنَ الْکِتَابَ مِنْ زِمَامِهِ" , "مَعْقُولَهٌ عَلَی بَنِی أُمَیَّه" and many other cases like these, tried to express his metaphorical and elegant concepts. Of course, this diction is more complicated by the content and purpose, although complex sophisticated networks are less used in this sermon. In response to the second question, we can say that there are four spatial models, mapping between spaces, imperfect selection and emerging structure in all conceptual blending networks, although they have different characteristics in different networks. It seems that it is easier to imagine the imam's intended meaning through the imagination of the mental frameworks and the correspondence between the frameworks.https://lrr.modares.ac.ir/article_6680_c5c3d4fe6b2cc463c7d7ecba17cc9de7.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Analyzing Actional âManipulative Regime of Discourse in Fictional LiteratureAnalyzing Actional âManipulative Regime of Discourse in Fictional Literature25476681FAFazlollahKhodadadiphdstudent of Imam Khomeini International University (IKIU), Qazvin, IranSeyed AliGhasemzadehAssociate Professor of Imam Khomeini International University (IKIU), Qazvin, IranJournal ArticleThe purpose of this paper is to examine the structural elements of narrative based on theoretical model of actional –manipulative regime of discourse in Persian classical and contemporary Literature. Investigating the narrative structures of Persian fiction literature, both classical and contemporary, indicates specific narrative rules in the plot structures of these works and have led to their categorization in actional regime of narratives with different approaches. The hypothesis of the present research is that each story begins with a kind of imperfection and actor’s efforts to liquidate this imperfection and to achieve the object of value in the chain of narrative and discourse. Now, the question of the current research is as follows: what are the underlying mechanisms of actional – manipulative and narratives in Persian fictional literature, based on examples drawn from classical and contemporary stories? The results indicated that in this narrative structure the actor is in the quest of achieving something worthy by referring to convincing and persuasive approaches with various features such as encouragement, threats, flattery, bribe, provocation and rebellion.The purpose of this paper is to examine the structural elements of narrative based on theoretical model of actional –manipulative regime of discourse in Persian classical and contemporary Literature. Investigating the narrative structures of Persian fiction literature, both classical and contemporary, indicates specific narrative rules in the plot structures of these works and have led to their categorization in actional regime of narratives with different approaches. The hypothesis of the present research is that each story begins with a kind of imperfection and actor’s efforts to liquidate this imperfection and to achieve the object of value in the chain of narrative and discourse. Now, the question of the current research is as follows: what are the underlying mechanisms of actional – manipulative and narratives in Persian fictional literature, based on examples drawn from classical and contemporary stories? The results indicated that in this narrative structure the actor is in the quest of achieving something worthy by referring to convincing and persuasive approaches with various features such as encouragement, threats, flattery, bribe, provocation and rebellion.https://lrr.modares.ac.ir/article_6681_65586803f1435736f42a541d3a924595.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321The Study of Raising of Subject and its Association with the Phase theory in PersianThe Study of Raising of Subject and its Association with the Phase theory in Persian49686682FASaeedRafsanjani Nejadgeneral linguistics, Faculty of the Persian Language and Literature, Allameh Tabataba'i university, Tehran, IranMohmmadDabirmoghadamProfessor of Linguistics, Allameh Tabatabai University, Tehran, IranJournal ArticleThe movement of the subject from the embedded clause to the matrix clause has fanned the flames for more and more arguments among Persian linguists. In this article, two main questions are discussed: (1) is that the aforementioned movement A-movement or A-bar movement? and (2) what is the association of the movement with phase theory. The method adopted to answer these questions is analytic-descriptive. The first question is dealt with on the basis of freezing principle and successive movement which show that the embedded subject undergoes a-bar movement regardless of the kind of the matrix verb. On the one hand, on the basis of the freezing principle, the subject case feature is checked in the embedded clause, so, it can undergo A-bar movement. On the other hand, successive movement also shows that the subject undergoes A-bar movement to the matrix clauses having so-called raising predicates on the grounds that A-movement leads to improper movement. However, whether the verb is transitive or the so-called raising or passive restricts the movement. If the verb is transitive the displaced subject must appear with ‘ra’, if the matrix verb is so-called raising, it must appear without ‘ra’ and if the matrix verb is passive, it cannot appear in the matrix clause with or without ‘ra’. The appearance of ‘ra’ shows that not only the subject undergoes A-bar movement, but also v is a phase head in Persian, because the moved subject must go to the specifier of the transitive matrix vP and receives ‘ra’, then moves to a functional node, which can be either focus phrase or topic phrase. The passive matrix vP doesn’t allow the subject to move through its specifier and on the basis of induction, it can be claimed that the subject moves through the specifier of the so-called raising predicates. As a result, it seems that vP is a phase phrase in Persian.The movement of the subject from the embedded clause to the matrix clause has fanned the flames for more and more arguments among Persian linguists. In this article, two main questions are discussed: (1) is that the aforementioned movement A-movement or A-bar movement? and (2) what is the association of the movement with phase theory. The method adopted to answer these questions is analytic-descriptive. The first question is dealt with on the basis of freezing principle and successive movement which show that the embedded subject undergoes a-bar movement regardless of the kind of the matrix verb. On the one hand, on the basis of the freezing principle, the subject case feature is checked in the embedded clause, so, it can undergo A-bar movement. On the other hand, successive movement also shows that the subject undergoes A-bar movement to the matrix clauses having so-called raising predicates on the grounds that A-movement leads to improper movement. However, whether the verb is transitive or the so-called raising or passive restricts the movement. If the verb is transitive the displaced subject must appear with ‘ra’, if the matrix verb is so-called raising, it must appear without ‘ra’ and if the matrix verb is passive, it cannot appear in the matrix clause with or without ‘ra’. The appearance of ‘ra’ shows that not only the subject undergoes A-bar movement, but also v is a phase head in Persian, because the moved subject must go to the specifier of the transitive matrix vP and receives ‘ra’, then moves to a functional node, which can be either focus phrase or topic phrase. The passive matrix vP doesn’t allow the subject to move through its specifier and on the basis of induction, it can be claimed that the subject moves through the specifier of the so-called raising predicates. As a result, it seems that vP is a phase phrase in Persian.https://lrr.modares.ac.ir/article_6682_c46489a2d5a9a9ecfc53b17610926ddd.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321The Study of Wh-words Syntactic Movement in the Middle Persian Based on the Clausal Typing Hypothesis, A Study Based on Generative Grammar))The Study of Wh-words Syntactic Movement in the Middle Persian Based on the Clausal Typing Hypothesis, A Study Based on Generative Grammar))69916683FASEYYED MAHDISADATI NOOSHABADIPayam-e-Nour UniversityNARJES BANOUSABOURIAssistant Professor of Linguistics, Payam-e-Nour UniversityJournal ArticleIn this study the syntactic movement of wh-words and the existence of question particle in the wh-questions and yes-no questions of the middle Persian are studied based on the Cheng's (1991,1997) "Clausal Typing Hypothesis" and Baker's (1970) works. Based on the Clausal Typing Hypothesis of the Cheng (1991, 1997), only languages that have question particle in the clause-initial position of the yes-no questions allow the wh-word to have syntactic movement and the languages that lacks initial yes-no question particles have no syntactic wh-movement. In this study, the wh-words in the middle Persian are introduced and their distributions in different sentences are studied. This paper is done based on two questions: How is the quality of wh-movement in the middle Persian sentences based on the Cheng's (1991,1997) "Clausal Typing Hypothesis” and the second one is about the existence and distribution of wh-words and question particles in the middle Persian sentences. Considering these questions and the works of Cheng's (1991,1997), the results of this study are in line with the "Clausal Typing Hypothesis" and show that the middle Persian have no initial yes-no particle and there is no wh-word syntactic movement in the interrogative sentences.In this study the syntactic movement of wh-words and the existence of question particle in the wh-questions and yes-no questions of the middle Persian are studied based on the Cheng's (1991,1997) "Clausal Typing Hypothesis" and Baker's (1970) works. Based on the Clausal Typing Hypothesis of the Cheng (1991, 1997), only languages that have question particle in the clause-initial position of the yes-no questions allow the wh-word to have syntactic movement and the languages that lacks initial yes-no question particles have no syntactic wh-movement. In this study, the wh-words in the middle Persian are introduced and their distributions in different sentences are studied. This paper is done based on two questions: How is the quality of wh-movement in the middle Persian sentences based on the Cheng's (1991,1997) "Clausal Typing Hypothesis” and the second one is about the existence and distribution of wh-words and question particles in the middle Persian sentences. Considering these questions and the works of Cheng's (1991,1997), the results of this study are in line with the "Clausal Typing Hypothesis" and show that the middle Persian have no initial yes-no particle and there is no wh-word syntactic movement in the interrogative sentences.https://lrr.modares.ac.ir/article_6683_4670c07872d5314c6ad6ffa633d4a059.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Investigating the Evolution of Terminological Theories: From Lexical Turns in GTT to Metamorphosis of Frame-based Terminological UnitsInvestigating the Evolution of Terminological Theories: From Lexical Turns in GTT to Metamorphosis of Frame-based Terminological Units931216684FAMasoumehShiriNosratHejazi0000-0001-5217-027XJournal ArticleThe core question of this paper is what are the main parameters that have drifted the theoricians and practicians from GTT toward the socio-communicative and cognitive theories of Terminology? It deems that the functional interactions between concepts, word/term, syntax and their interrelation, and even their difference in the units of meaning have led ontologically and epistemologically to the formation and development of various kinds of terminological theories. By differentiating different theories and sub-theories of Terminology according to functional relationships pertaining between concepts, words, terms, syntax and by following up the various contours of this development from lexical turns in the early GTT to the significant transfigurations that have ensued in frame-based terminological units, we have discovered that neither GGT, nor socio-communicative theory and even nor cognitive theory have not considered the importance of syntax; because every syntactical analysis regardless of the language (general or specialized) should be based upon a syntactical theory. Whereas both terminology and syntax have remained conservative toward each other.
We have also witnessed great efforts that terminological theories deploy to differentiate terms and words; these efforts are brought into action to an extent that some theories such as wusterian GGT, consider “terms” «exclusively as linguistic codes» presenting specifically different functionalism in respect to “words” in “general language”. This means that in GGT, Terms and onomasiological organization are predominant in nominating and qualifying specialized terms. Whereas in framed-based terminology, uses “frame” and semasiological organization to present the terminological entries.
Saying so, it deems that the ontological and phenomenological differences of semantic units in GGT and frame-based terminological theory and also inattention toward the context and the structure of technical term formation within GGT in respect to socio-communicative terminology and socio-cognitive terminology, have created some tensions in initial concepts and the very basic presumptions of these theory. This actually opens up the way to the development of other reactional or even opposite theories.
We have also noted that “terms” in communicative terminology are «content-based structures», but this theory, like all others lack, using appropriate syntactical model. Moreover, the formation of meaning is still opaque in communicative theory. In communicative terminology, although the meaning is rendered by its semantic representations, but there is no evidence that how these representations are actualized: we don’t know neither their common points or their divergent points, nor their constraints. Thus, onamasiological organization in communicative terminology, needs to be more clarified.
As for socio-communicative terminology the effort is to offer a complete definition and description of a term; this demands listing thoroughly the whole terminological entries of the given specialized discipline. We also need to propose an ontological model for each notion. But before doing so, we need to consider the relation of categories and their independence from cultural and linguistic context.
Despite this, conceptualization in frame-based cognitive terminology encounters two main problems: Given that language and culture are subjectively represented in all levels of conceptualization, the question rises, logically, about the standard criterion for distinguishing the linguistic units. Meanwhile, since subjective representations are unlimited we may imagine an infinite number of conceptual relationships. Therefore, it appears that “idealized cognitive models” or “prototypical categories” are actually rather subjective and personalized than objective and universal. This will inevitably, affect conceptualization and also terminologisation in cognitive theories and block, for indeed, any effort of normalization according to objective criterion.
Thus, it is necessary to design, for ontological and phenomenological purposes, a specific model (or some specified models) in specialized fields, facilitating by this way, the perception of that field for the specialized users. It is also recommended to create systematic models or common axiological models which allow somewhat structured definitions for each term and which are able to elaborate significant relations of the conceptual and semantic categories in each field of knowledge.The core question of this paper is what are the main parameters that have drifted the theoricians and practicians from GTT toward the socio-communicative and cognitive theories of Terminology? It deems that the functional interactions between concepts, word/term, syntax and their interrelation, and even their difference in the units of meaning have led ontologically and epistemologically to the formation and development of various kinds of terminological theories. By differentiating different theories and sub-theories of Terminology according to functional relationships pertaining between concepts, words, terms, syntax and by following up the various contours of this development from lexical turns in the early GTT to the significant transfigurations that have ensued in frame-based terminological units, we have discovered that neither GGT, nor socio-communicative theory and even nor cognitive theory have not considered the importance of syntax; because every syntactical analysis regardless of the language (general or specialized) should be based upon a syntactical theory. Whereas both terminology and syntax have remained conservative toward each other.
We have also witnessed great efforts that terminological theories deploy to differentiate terms and words; these efforts are brought into action to an extent that some theories such as wusterian GGT, consider “terms” «exclusively as linguistic codes» presenting specifically different functionalism in respect to “words” in “general language”. This means that in GGT, Terms and onomasiological organization are predominant in nominating and qualifying specialized terms. Whereas in framed-based terminology, uses “frame” and semasiological organization to present the terminological entries.
Saying so, it deems that the ontological and phenomenological differences of semantic units in GGT and frame-based terminological theory and also inattention toward the context and the structure of technical term formation within GGT in respect to socio-communicative terminology and socio-cognitive terminology, have created some tensions in initial concepts and the very basic presumptions of these theory. This actually opens up the way to the development of other reactional or even opposite theories.
We have also noted that “terms” in communicative terminology are «content-based structures», but this theory, like all others lack, using appropriate syntactical model. Moreover, the formation of meaning is still opaque in communicative theory. In communicative terminology, although the meaning is rendered by its semantic representations, but there is no evidence that how these representations are actualized: we don’t know neither their common points or their divergent points, nor their constraints. Thus, onamasiological organization in communicative terminology, needs to be more clarified.
As for socio-communicative terminology the effort is to offer a complete definition and description of a term; this demands listing thoroughly the whole terminological entries of the given specialized discipline. We also need to propose an ontological model for each notion. But before doing so, we need to consider the relation of categories and their independence from cultural and linguistic context.
Despite this, conceptualization in frame-based cognitive terminology encounters two main problems: Given that language and culture are subjectively represented in all levels of conceptualization, the question rises, logically, about the standard criterion for distinguishing the linguistic units. Meanwhile, since subjective representations are unlimited we may imagine an infinite number of conceptual relationships. Therefore, it appears that “idealized cognitive models” or “prototypical categories” are actually rather subjective and personalized than objective and universal. This will inevitably, affect conceptualization and also terminologisation in cognitive theories and block, for indeed, any effort of normalization according to objective criterion.
Thus, it is necessary to design, for ontological and phenomenological purposes, a specific model (or some specified models) in specialized fields, facilitating by this way, the perception of that field for the specialized users. It is also recommended to create systematic models or common axiological models which allow somewhat structured definitions for each term and which are able to elaborate significant relations of the conceptual and semantic categories in each field of knowledge.https://lrr.modares.ac.ir/article_6684_55479c55ebd1efd3ff125f1337100388.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321The Effect of Metalinguistic Corrective Feedback and Revision on the Accuracy of English Regular and Irregular Simple Past TenseThe Effect of Metalinguistic Corrective Feedback and Revision on the Accuracy of English Regular and Irregular Simple Past Tense1231556685FAAfsanehSaeedakhtarUniversity of Mohaghegh ArdabiliRezaAbdiUniversity of Mohaghegh ArdabiliZeinabMoradpourUniversity of Mohaghegh ardabiliJournal ArticleThis study examined the effect of metalinguistic feedback and revision on the accuracy of the regular and irregular simple past tense. To this end, 56 Azari-Turkish learners of English participated in a quasi-experimental study. The study lasted for 7 sessions. In session one, a proficiency test (KET) was administered to all learners. The learners in 4 classes were randomly assigned as a metalinguistic explanation (ME) group (N = 13), a metalinguistic explanation plus revision (R) group (N = 17), a revision group (N = 14), and a control group (N = 12). To get assurance as to the initial homogeneity of groups involved in terms of the dependent variable (i.e., past tense command), a pretest was administered. The feedback treatment was performed for 4 sessions. In each session all individuals were required to write a 150-word text in 20 min. All texts drafted in each session were returned to the same individuals with varying comments in line with the condition defined for each group. The texts produced by the control group were not manipulated. Finally, all learners took a post-test and completed an attitude questionnaire to assess their attitude towards the treatment. The results indicated that the metalinguistic explanation plus revision group outperformed the other groups significantly in the accurate use of the past tense. English teachers are advised to spare enough time to provide appropriate feedback along the writing tasks of Iranian learners of English.This study examined the effect of metalinguistic feedback and revision on the accuracy of the regular and irregular simple past tense. To this end, 56 Azari-Turkish learners of English participated in a quasi-experimental study. The study lasted for 7 sessions. In session one, a proficiency test (KET) was administered to all learners. The learners in 4 classes were randomly assigned as a metalinguistic explanation (ME) group (N = 13), a metalinguistic explanation plus revision (R) group (N = 17), a revision group (N = 14), and a control group (N = 12). To get assurance as to the initial homogeneity of groups involved in terms of the dependent variable (i.e., past tense command), a pretest was administered. The feedback treatment was performed for 4 sessions. In each session all individuals were required to write a 150-word text in 20 min. All texts drafted in each session were returned to the same individuals with varying comments in line with the condition defined for each group. The texts produced by the control group were not manipulated. Finally, all learners took a post-test and completed an attitude questionnaire to assess their attitude towards the treatment. The results indicated that the metalinguistic explanation plus revision group outperformed the other groups significantly in the accurate use of the past tense. English teachers are advised to spare enough time to provide appropriate feedback along the writing tasks of Iranian learners of English.https://lrr.modares.ac.ir/article_6685_f72f78a365657d56853b6867fb37dc3c.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Typology of Theme System in Persian and Azeri TurkishTypology of Theme System in Persian and Azeri Turkish1571866686FAAhmadFarshbafianAssistant Professor of Persian language and Literature, Tabriz UniversityEsmaeilSafaei AslAlumnus in Linguistics, PhD, Allameh Tabataba'i UniversityYousefAramAssistant Professor of Linguistics, Bu-Ali Sina University, HamedanJournal ArticleIn systemic functional typology, which studies the systems of languages rather than the whole languages, linguists strive towards empirical generalizations that in principle apply to all languages around the world. In line with the above-mentioned goal of systemic functional typology and having examined the ideational (logical and experiential), interpersonal, and textual systems of the ‘clause grammar’ of different and various languages, Matthiessen (2004) has achieved a series of typological generalizations/universals. In connection with his proposed typological generalizations, Matthiessen (2004) has argued that they can be applied in the description of any language and in the attempt to expand the typological explanations in the framework of systemic functional grammar as well. However, he has immediately stated that “It is not yet possible to propose a generalized map; but we have to move in that direction.”
In line with Matthiessen’s claim mentioned above, the present paper has attempted to describe the THEME system of Azeri Turkish on the one hand and compare it with the THEME system of Persian language on the other hand. This research has been conducted in terms of the following three typological parameters concerning the THEME system: (1) The treatment of unmarked and marked THEME (related to the subsystem of THEME MARKEDNESS), (2) The relationship between THEME and MOOD (related to the subsystem of THEME SELECTION), and (3) The relationship between experiential (topical) THEME and interpersonal and textual THEME (related to the subsystems of THEME TYPE, INTERPERSONAL THEME, and TEXTUAL THEME).
Studying typological behaviors of the Azeri Turkish THEME system in the framework of Matthiessen (2004)’s typological generalizations and comparing those behaviors with the typological behaviors of the Persian THEME system show that the two languages of Persian and Azeri Turkish (1) have an almost identical thematic structure, (2) treat both unmarked and marked Themes similarly, (3) have multiple types of Themes beside simple ones, (4) treat the elements of a multiple Theme similarly, and (5) have a MOOD-free THEME system. These findings show that both languages, which are genealogically different, have a similar THEME system and specifically the three subsystems of THEME MRKEDNESS, THEME SELECTION, and THEME TYPE. This result is consistent with ‘axial principle of congruence’. According to this principle, languages tend to be more congruent with one another in terms of paradigmatic axis/system than in terms of syntagmatic axis/structure.
In the end, it is suggested that the typological behaviors of the THEME system of other languages spoken in Iran be identified and introduced in the aforementioned framework.In systemic functional typology, which studies the systems of languages rather than the whole languages, linguists strive towards empirical generalizations that in principle apply to all languages around the world. In line with the above-mentioned goal of systemic functional typology and having examined the ideational (logical and experiential), interpersonal, and textual systems of the ‘clause grammar’ of different and various languages, Matthiessen (2004) has achieved a series of typological generalizations/universals. In connection with his proposed typological generalizations, Matthiessen (2004) has argued that they can be applied in the description of any language and in the attempt to expand the typological explanations in the framework of systemic functional grammar as well. However, he has immediately stated that “It is not yet possible to propose a generalized map; but we have to move in that direction.”
In line with Matthiessen’s claim mentioned above, the present paper has attempted to describe the THEME system of Azeri Turkish on the one hand and compare it with the THEME system of Persian language on the other hand. This research has been conducted in terms of the following three typological parameters concerning the THEME system: (1) The treatment of unmarked and marked THEME (related to the subsystem of THEME MARKEDNESS), (2) The relationship between THEME and MOOD (related to the subsystem of THEME SELECTION), and (3) The relationship between experiential (topical) THEME and interpersonal and textual THEME (related to the subsystems of THEME TYPE, INTERPERSONAL THEME, and TEXTUAL THEME).
Studying typological behaviors of the Azeri Turkish THEME system in the framework of Matthiessen (2004)’s typological generalizations and comparing those behaviors with the typological behaviors of the Persian THEME system show that the two languages of Persian and Azeri Turkish (1) have an almost identical thematic structure, (2) treat both unmarked and marked Themes similarly, (3) have multiple types of Themes beside simple ones, (4) treat the elements of a multiple Theme similarly, and (5) have a MOOD-free THEME system. These findings show that both languages, which are genealogically different, have a similar THEME system and specifically the three subsystems of THEME MRKEDNESS, THEME SELECTION, and THEME TYPE. This result is consistent with ‘axial principle of congruence’. According to this principle, languages tend to be more congruent with one another in terms of paradigmatic axis/system than in terms of syntagmatic axis/structure.
In the end, it is suggested that the typological behaviors of the THEME system of other languages spoken in Iran be identified and introduced in the aforementioned framework.https://lrr.modares.ac.ir/article_6686_1458c6647dbf7cca56dff7bfe0576ebb.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Womenâs Features of Speech Based on Lakoffâs Approach: The Effect of AgeWomenâs Features of Speech Based on Lakoffâs Approach: The Effect of Age1872126687FAZhinoEbrahimiRazi UniversityKuroshSaberiLinguistics, Faculty of Literature and Human Sciences, Razi, KermanshahShahabMoradkhaniDepartment of English Language (teaching), Faculty of Literature and Human Sciences, Razi, KermanshahJournal ArticleThe present study, as a research in the field of language and gender, aimed at investigating the Persian spoken by women in Kermanshah city based on Lakoff’s dominance approach. Research in the field of language and gender began by Robin Lakoff (1973, 1975). She postulated that the language of women is different from men. According to her, women have a tendency to use the linguistic features that reflect and reinforce a subordinate role in society’s power structure. These linguistic features include "hedges", "indirect requests", "tag questions", "fillers", "and empty adjectives “and” up talk". She further suggested that women use "super polite forms" and have a "poorer sense of humor" than men. The purpose of this study was to investigate, describe and categorize the specific features in women’s speech. It further analyzed the impact of age on the frequency of using these speech features. The data of the present study were collected using questionnaires and interviews from 90 urban middle-class Persian-speaking women of Kermanshah in three different age groups with diploma or no academic degree. The authors of this study, in addition to examining the language of Kermanshahi women in line with Lakoff’s approach and explaining them based on "Freud's defense mechanism theory", succeeded to add several other features based on the science of psychology. These new and innovative speech features which were pointed out in the present study are: "childlike speech and tone", "stretched sounds", "histrionic language", "avoidant language", and "animism". The research findings were analyzed quantitatively using chi-square test, and qualitatively adopting the framework of Freud's defense mechanisms theory. The findings of the study demonstrate that age creates a significant difference in the frequency of using most of these speech features. Save for the two features of "rising tone in statements" and "tag questions", all the other features of Lakoff's approach and the features discovered by the researchers exist in women's speech, with different frequencies though, and can be generalizable to the population at large.
The table below presents both group of features of women’s language by Lakoff and the authors:
Features of the Persian language spoken women (Kermanshahi)
Features included in Lakoff's approach
Features Discovered by Researchers
Hedging
Childlike speech and tone
Color terms
Stretched sound
Empty adjectives
Avoidant language
Super polite forms
Histrionic of choice
Weak quantifiers
Animism
Expletives
Empathic stressThe present study, as a research in the field of language and gender, aimed at investigating the Persian spoken by women in Kermanshah city based on Lakoff’s dominance approach. Research in the field of language and gender began by Robin Lakoff (1973, 1975). She postulated that the language of women is different from men. According to her, women have a tendency to use the linguistic features that reflect and reinforce a subordinate role in society’s power structure. These linguistic features include "hedges", "indirect requests", "tag questions", "fillers", "and empty adjectives “and” up talk". She further suggested that women use "super polite forms" and have a "poorer sense of humor" than men. The purpose of this study was to investigate, describe and categorize the specific features in women’s speech. It further analyzed the impact of age on the frequency of using these speech features. The data of the present study were collected using questionnaires and interviews from 90 urban middle-class Persian-speaking women of Kermanshah in three different age groups with diploma or no academic degree. The authors of this study, in addition to examining the language of Kermanshahi women in line with Lakoff’s approach and explaining them based on "Freud's defense mechanism theory", succeeded to add several other features based on the science of psychology. These new and innovative speech features which were pointed out in the present study are: "childlike speech and tone", "stretched sounds", "histrionic language", "avoidant language", and "animism". The research findings were analyzed quantitatively using chi-square test, and qualitatively adopting the framework of Freud's defense mechanisms theory. The findings of the study demonstrate that age creates a significant difference in the frequency of using most of these speech features. Save for the two features of "rising tone in statements" and "tag questions", all the other features of Lakoff's approach and the features discovered by the researchers exist in women's speech, with different frequencies though, and can be generalizable to the population at large.
The table below presents both group of features of women’s language by Lakoff and the authors:
Features of the Persian language spoken women (Kermanshahi)
Features included in Lakoff's approach
Features Discovered by Researchers
Hedging
Childlike speech and tone
Color terms
Stretched sound
Empty adjectives
Avoidant language
Super polite forms
Histrionic of choice
Weak quantifiers
Animism
Expletives
Empathic stresshttps://lrr.modares.ac.ir/article_6687_cdf28f8b7d14ab02d12a2329d71e4079.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Sensory Relativity and its Effect on Non-Persian Language Learners' Writing SkillSensory Relativity and its Effect on Non-Persian Language Learners' Writing Skill2132406688FARezaPishghadamFerdowsi University of Mashhad0000-0001-6876-5139ShimaEbrahimiFerdowsi University of MashhadJournal ArticleSpeaking, listening, writing, and reading have a particular influence on the language learners’ improvement and paying attention to improving such skills is necessary for teaching a second language. Since speaking and listening are naturally acquired from the beginning of our lives (Brown, 2001), most of the language learners pay more attention to these two and the other two skills take the back seats, though comprehension mostly happens through writing (Bazerman et al., 2005). Writing can bring the words and the language to the conscious level (Olson, 1993) and can produce a more lasting representation of the meaning, create a higher level of knowledge structure and deeper and more consistent learning (Brossard, 2001). In this regard, knowing the fact that creativity of the written texts is directly related to classroom involvement can probably be used for improving the students’ skills. For this reason, the present study aims to highlight the role of senses in the writing skill to reduce the difficulties a learner might face. Hence, the writers have employed the sensory relativism framework (Pishghadam, Jajarami, & Shayesteh, 2016) to teach writing and hypothesized that people’s senses can affect their understandings of the world and should their senses change; their conceptualization may vary as well. In other words, individuals’ outlook may be different if their first encounter to a concept is visual than tactile. Given the importance of sensory relativity in molding foreign language learners' perception of the new language, the present study attempted to assess Persian language learners' writing skill using their five senses. For this purpose, 40 non-Persian language learners, classified into four groups of 10, from 16 different countries, and at the same level of Persian language (level 7), were selected to participate in 20 sessions of sensory-relativism-based Persian language teaching class for five weeks. Regarding CAF (complexity, accuracy, and fluency) measures, results of qualitative analysis of 200 written texts about four Iranian cultural themes showed the significant effect of sensory relativity hypothesis on the language learners' writing skill. In other words, more involvement of the sensory stimuli brings about the internalization of students' information in their long-term memory. Furthermore, changes or addition in the level of senses can hierarchically relativize the students' level of learning. Subsequently, with the involvement of more senses, the accuracy, fluency, and complexity of the writing in the stages of involvement (inner and arch) were more than the stages of exvolvement (auditory, visual, and kinesthetic).The achieved findings revealed the effectiveness of this hypothesis on teaching language skills.Speaking, listening, writing, and reading have a particular influence on the language learners’ improvement and paying attention to improving such skills is necessary for teaching a second language. Since speaking and listening are naturally acquired from the beginning of our lives (Brown, 2001), most of the language learners pay more attention to these two and the other two skills take the back seats, though comprehension mostly happens through writing (Bazerman et al., 2005). Writing can bring the words and the language to the conscious level (Olson, 1993) and can produce a more lasting representation of the meaning, create a higher level of knowledge structure and deeper and more consistent learning (Brossard, 2001). In this regard, knowing the fact that creativity of the written texts is directly related to classroom involvement can probably be used for improving the students’ skills. For this reason, the present study aims to highlight the role of senses in the writing skill to reduce the difficulties a learner might face. Hence, the writers have employed the sensory relativism framework (Pishghadam, Jajarami, & Shayesteh, 2016) to teach writing and hypothesized that people’s senses can affect their understandings of the world and should their senses change; their conceptualization may vary as well. In other words, individuals’ outlook may be different if their first encounter to a concept is visual than tactile. Given the importance of sensory relativity in molding foreign language learners' perception of the new language, the present study attempted to assess Persian language learners' writing skill using their five senses. For this purpose, 40 non-Persian language learners, classified into four groups of 10, from 16 different countries, and at the same level of Persian language (level 7), were selected to participate in 20 sessions of sensory-relativism-based Persian language teaching class for five weeks. Regarding CAF (complexity, accuracy, and fluency) measures, results of qualitative analysis of 200 written texts about four Iranian cultural themes showed the significant effect of sensory relativity hypothesis on the language learners' writing skill. In other words, more involvement of the sensory stimuli brings about the internalization of students' information in their long-term memory. Furthermore, changes or addition in the level of senses can hierarchically relativize the students' level of learning. Subsequently, with the involvement of more senses, the accuracy, fluency, and complexity of the writing in the stages of involvement (inner and arch) were more than the stages of exvolvement (auditory, visual, and kinesthetic).The achieved findings revealed the effectiveness of this hypothesis on teaching language skills.https://lrr.modares.ac.ir/article_6688_99e7e6ce097324aceb45f98299ceb621.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Analysis of Abraham's Debates in the Holy Quran Based on Pragma-Dialectic ApproachAnalysis of Abraham's Debates in the Holy Quran Based on Pragma-Dialectic Approach2412656689FAArsalanHassanpourdehnaviPhD Student, Sistan & Baluchistan University, Iran.GitiTakiEnglish Department, Humanities Faculty, Sistan & Baluchestan University, IranSahebaliAkbariAssociate Professor in Arabic Literature, Ferdowsi University, IranJournal ArticleThe present article aims to investigate and compare the argumentative discourse of Abraham’s debates with Nimrod, Azar, Star-worshipers and Idolaters in the Holy Qur'an. To this end, at first, the Persian translations of Abraham argumentative discussions with the opponents have been identified and then they have been analyzed based on Pragmatic-dialectical approach.This approach is composed of two parts: the dialectical and the pragmatic section. According to this approach, each argumentative dialogue has four stages: confronting, opening, argumentative and concluding features. In fact, the protagonist goes through these stages to defend his standpoint and tries to persuade the antagonist. Considering Abraham’s debates with his opponents on the one hand, and pragma-dialectical approach other hand, two questions have been the focus of attention in this article:1. Are these four stages of pragma-dialectical approach and the ways of persuading the audience different in Abraham’s debates? 2. Are the speech acts used in these debates the same? The related hypotheses are: 1. these four stages of pragma-dialectical approach and the ways of persuading the audience are not different in Abraham debates. 2. The speech acts used in these debates are not the same.
Research methodology is descriptive- analytical. The translations of Abraham’s debates with Nimrod, Azar , Star worshipers and Idolaters in the Holy Qur'an have been extracted from Makarem (1378, 12387) and Husseini (1382) and then have been analyzed and compared. Out of 167 Ayahs that have narrated Abraham‘s story in the Holy Quran, 61 Ayahs show Abraham’s debates. According to these debates, 105 speech acts were studied in terms of argumentative stages (confronting, opening, argumentative and concluding) and also the frequency of speech acts according to Searle (1969) was identified.
The research findings showed that from 105 speech acts in the debates, 86 of them are of Abraham and 19 cases belong to the opponents. In addition, the study showed that the argumentative stages of Abraham debates vary in these debates. Abraham debate with Star worshipers is different from other debates in confronting and opening stages. In this way difference in opinion is hidden in confronting stage and gradually it becomes clear in the opening and argumentative stages. Furthermore, in confronting stage the standpoint is single sided .Convincing the idolaters and Star worshipers, Abraham has made use of a“dramatic method”. In the pragmatic section, frequency and type of speech acts used by Abraham are different in the debates. In addition, the current research showed that this approach should be appropriately modified if it aims to investigate the argumentative discourse of the prophets in the Holy Qur'an.The present article aims to investigate and compare the argumentative discourse of Abraham’s debates with Nimrod, Azar, Star-worshipers and Idolaters in the Holy Qur'an. To this end, at first, the Persian translations of Abraham argumentative discussions with the opponents have been identified and then they have been analyzed based on Pragmatic-dialectical approach.This approach is composed of two parts: the dialectical and the pragmatic section. According to this approach, each argumentative dialogue has four stages: confronting, opening, argumentative and concluding features. In fact, the protagonist goes through these stages to defend his standpoint and tries to persuade the antagonist. Considering Abraham’s debates with his opponents on the one hand, and pragma-dialectical approach other hand, two questions have been the focus of attention in this article:1. Are these four stages of pragma-dialectical approach and the ways of persuading the audience different in Abraham’s debates? 2. Are the speech acts used in these debates the same? The related hypotheses are: 1. these four stages of pragma-dialectical approach and the ways of persuading the audience are not different in Abraham debates. 2. The speech acts used in these debates are not the same.
Research methodology is descriptive- analytical. The translations of Abraham’s debates with Nimrod, Azar , Star worshipers and Idolaters in the Holy Qur'an have been extracted from Makarem (1378, 12387) and Husseini (1382) and then have been analyzed and compared. Out of 167 Ayahs that have narrated Abraham‘s story in the Holy Quran, 61 Ayahs show Abraham’s debates. According to these debates, 105 speech acts were studied in terms of argumentative stages (confronting, opening, argumentative and concluding) and also the frequency of speech acts according to Searle (1969) was identified.
The research findings showed that from 105 speech acts in the debates, 86 of them are of Abraham and 19 cases belong to the opponents. In addition, the study showed that the argumentative stages of Abraham debates vary in these debates. Abraham debate with Star worshipers is different from other debates in confronting and opening stages. In this way difference in opinion is hidden in confronting stage and gradually it becomes clear in the opening and argumentative stages. Furthermore, in confronting stage the standpoint is single sided .Convincing the idolaters and Star worshipers, Abraham has made use of a“dramatic method”. In the pragmatic section, frequency and type of speech acts used by Abraham are different in the debates. In addition, the current research showed that this approach should be appropriately modified if it aims to investigate the argumentative discourse of the prophets in the Holy Qur'an.https://lrr.modares.ac.ir/article_6689_324545ee1d35608f4932e6c10c5a2df4.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Analyzing the Infinitive [mæ:jstæ:] construction in Khanikian DialectAnalyzing the Infinitive [mæ:jstæ:] construction in Khanikian Dialect2672956690FAJournal ArticleKhanik is a historical village in south part of the Kakhk rural district, Gonabad city in Razavi Khorasan Province. Its people use different constructions of infinitive such as [mæ:jstæ:] (shahkoorzadeh, 1984: 599) and [mæstæ] (Rezaei, 1994: 429) in their speech. This verb has different meaning such as “to want”, “to like” and “to desire”. Due to the fact that different constructions of infinitive [mæ:jstæ:] are prevalent in Khanikian dialect, it is one of the most applied verb in this dialect. This verb is mostly used as an auxiliary, while it is also used as an independent or main verb, it has a memorial history to speaker and listener. Some verbs of infinitive [mæ:jstæ:] are seen in Persian texts of 4th and 5th century. This infinitive, verb or a construction of it aren’t present in great and valid dictionaries such as Borhan-e Ghate or Dehkhoda dictionary. In addition, there isn’t any trace of it in Old Persian languages. Different verbs of this infinitive have basic differences with standard Persian language such as having two stems.
The main questions of this research is about the way of constructing the rare infinitive [mæ:jstæ:] and its nature.
Research questions:
Are the past and present stems of the infinitive [mæ:jstæ:] different in Khanikian dialect?
What are the tenses, constructions and species of this infinitive in the past, future and imperative?
Is there a verb or a construction which is not in standard Persian?
Hypotheses:
Difference in past and present stems is prevalent in this infinitive, which is remained since ancient Iranian languages.
There are vast variety in present stems too.
Building method of verbs of this infinitive is different from standard Persian and other verbs of Khanikian dialect.
Methodology:
The method of this research was based on traditional dialectology, in which researcher talked with speakers and records their voices. Then the questionnaire which had been filled by people, were analyzed.
In this research which is the first one in its kind, different constructions of rare infinitive [mæ:jstæ:] in the past, present, future, interrogative forms, negative forms and imperative forms are described and analyzed. There are several differences among verbs of this infinitive with standard Persian. The most important point of infinitive [mæ:jstæ:] is its high frequency and diversity in present and past form.
There aren’t such diversities in other verbs of Khanikian dialect, especially in present form. In addition to current tenses in standard Persian, this infinitive has some other tenses which are not in Persian or other dialects (Ekhtiari, 2015: 36–45). A) Past tenses of infinitive [mæ:jstæ:] are included:
Simple past: with [x] and
with [bæ]
Past progressive: with [x]
Present perfect: with [xæ] and
with [bæ]
Present perfect progressive: with [xæ] and
with [bæ] (it rarely applies except than in first person)
Past subjunctive: with [xæ] and
with [bæ]
in special case (due to the replacement of identifier) with [xæ]
Past progressive subjunctive: with [bæ]
in special case with [xæ] (due to the replacement of identifier)
Past perfect: with [x]
Past perfect (in future form): (past in future), it isn’t in old or current Persian such as [ma:yesta m boda bo bor om] (Ekhtiari, 2016: 34-36)
Past perfect progressive: with [x], Past perfect and past perfect progressive hasn’t heard with [bæ]
Ab?ad (in past present perfect form): with [x]
Ab?ad (in progressive form): with [xæ]
B) Present and future tenses:
Simple present in Khanikian dialect has 12 different constructions such as simple future, future progressive and interrogative form. Some important differences of infinitive [mæ:jstæ:] and four constructions with standard Persian language are as follows:
Lack of infinitive [mæ:jstæ:] and its different constructions in standard Persian language. For example past progressive subjunctive, future progressive and present perfect in future are not in standard Persian.
Infinitive [mæ:jstæ:] has some present stems or roots which are in contrast with present stems in standard Persian.
There are some tenses of [mæ:jstæ:] in Khanikian dialect which standard Persian doesn’t have them.
Present and past intensifiers are different in construction of infinitive
[mæ:jstæ:], while in standard Persian six intensifiers in past and present are used alike.
Making negative form of this infinitive, is in contrast with most verbs of the dialect. Sharifi (2011) believes in respect that “when there is negative element in verb construction, it is just after verbal prefix.” (Sharifi: 2011, 10), but in opposite of what is prevalent in most verbs of Khanikian dialect, verbs of infinitive [mæ:jstæ:] don’t have prefix and its negative form is in contrary with rules of other verbs in this dialect. For example positive form from a regular verb [var guftan] (to say) in this dialect is [vær gujʊ m] (I say) which its negative is [vær næ gujʊ m] (I don’t say), but when it comes with auxiliary verb from infinitive [mæ:jstæ:] negative mark is added at the beginning of auxiliary verb and it does not replace the place of identifier: [næ mæ m værgu: jʊm] (I don’t want to say).
Introducing and reviving of this infinitive will help reconstruct about 500 verbs of Persian language (its past, present, future, negative, imperative and interrogative forms) which some of them are used in old text of Persian. In addition, its different method of verb construction will help Persian language ministration in word making.Khanik is a historical village in south part of the Kakhk rural district, Gonabad city in Razavi Khorasan Province. Its people use different constructions of infinitive such as [mæ:jstæ:] (shahkoorzadeh, 1984: 599) and [mæstæ] (Rezaei, 1994: 429) in their speech. This verb has different meaning such as “to want”, “to like” and “to desire”. Due to the fact that different constructions of infinitive [mæ:jstæ:] are prevalent in Khanikian dialect, it is one of the most applied verb in this dialect. This verb is mostly used as an auxiliary, while it is also used as an independent or main verb, it has a memorial history to speaker and listener. Some verbs of infinitive [mæ:jstæ:] are seen in Persian texts of 4th and 5th century. This infinitive, verb or a construction of it aren’t present in great and valid dictionaries such as Borhan-e Ghate or Dehkhoda dictionary. In addition, there isn’t any trace of it in Old Persian languages. Different verbs of this infinitive have basic differences with standard Persian language such as having two stems.
The main questions of this research is about the way of constructing the rare infinitive [mæ:jstæ:] and its nature.
Research questions:
Are the past and present stems of the infinitive [mæ:jstæ:] different in Khanikian dialect?
What are the tenses, constructions and species of this infinitive in the past, future and imperative?
Is there a verb or a construction which is not in standard Persian?
Hypotheses:
Difference in past and present stems is prevalent in this infinitive, which is remained since ancient Iranian languages.
There are vast variety in present stems too.
Building method of verbs of this infinitive is different from standard Persian and other verbs of Khanikian dialect.
Methodology:
The method of this research was based on traditional dialectology, in which researcher talked with speakers and records their voices. Then the questionnaire which had been filled by people, were analyzed.
In this research which is the first one in its kind, different constructions of rare infinitive [mæ:jstæ:] in the past, present, future, interrogative forms, negative forms and imperative forms are described and analyzed. There are several differences among verbs of this infinitive with standard Persian. The most important point of infinitive [mæ:jstæ:] is its high frequency and diversity in present and past form.
There aren’t such diversities in other verbs of Khanikian dialect, especially in present form. In addition to current tenses in standard Persian, this infinitive has some other tenses which are not in Persian or other dialects (Ekhtiari, 2015: 36–45). A) Past tenses of infinitive [mæ:jstæ:] are included:
Simple past: with [x] and
with [bæ]
Past progressive: with [x]
Present perfect: with [xæ] and
with [bæ]
Present perfect progressive: with [xæ] and
with [bæ] (it rarely applies except than in first person)
Past subjunctive: with [xæ] and
with [bæ]
in special case (due to the replacement of identifier) with [xæ]
Past progressive subjunctive: with [bæ]
in special case with [xæ] (due to the replacement of identifier)
Past perfect: with [x]
Past perfect (in future form): (past in future), it isn’t in old or current Persian such as [ma:yesta m boda bo bor om] (Ekhtiari, 2016: 34-36)
Past perfect progressive: with [x], Past perfect and past perfect progressive hasn’t heard with [bæ]
Ab?ad (in past present perfect form): with [x]
Ab?ad (in progressive form): with [xæ]
B) Present and future tenses:
Simple present in Khanikian dialect has 12 different constructions such as simple future, future progressive and interrogative form. Some important differences of infinitive [mæ:jstæ:] and four constructions with standard Persian language are as follows:
Lack of infinitive [mæ:jstæ:] and its different constructions in standard Persian language. For example past progressive subjunctive, future progressive and present perfect in future are not in standard Persian.
Infinitive [mæ:jstæ:] has some present stems or roots which are in contrast with present stems in standard Persian.
There are some tenses of [mæ:jstæ:] in Khanikian dialect which standard Persian doesn’t have them.
Present and past intensifiers are different in construction of infinitive
[mæ:jstæ:], while in standard Persian six intensifiers in past and present are used alike.
Making negative form of this infinitive, is in contrast with most verbs of the dialect. Sharifi (2011) believes in respect that “when there is negative element in verb construction, it is just after verbal prefix.” (Sharifi: 2011, 10), but in opposite of what is prevalent in most verbs of Khanikian dialect, verbs of infinitive [mæ:jstæ:] don’t have prefix and its negative form is in contrary with rules of other verbs in this dialect. For example positive form from a regular verb [var guftan] (to say) in this dialect is [vær gujʊ m] (I say) which its negative is [vær næ gujʊ m] (I don’t say), but when it comes with auxiliary verb from infinitive [mæ:jstæ:] negative mark is added at the beginning of auxiliary verb and it does not replace the place of identifier: [næ mæ m værgu: jʊm] (I don’t want to say).
Introducing and reviving of this infinitive will help reconstruct about 500 verbs of Persian language (its past, present, future, negative, imperative and interrogative forms) which some of them are used in old text of Persian. In addition, its different method of verb construction will help Persian language ministration in word making.https://lrr.modares.ac.ir/article_6690_815074618f19008da3c78b95a2f5b964.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321Analyzing Figurative Dimension of Rebellion and Liberation in Forough Farrokhzadâ Poem: "Let's Believe in the Beginning of the Cold Season"Analyzing Figurative Dimension of Rebellion and Liberation in Forough Farrokhzadâ Poem: "Let's Believe in the Beginning of the Cold Season"2973166691FAMarziehATHARI NIKAZMShahid Beheshti UniversitySohrabAhmadiAllameh UniversityJournal ArticleForough Farrokhzad, Persian contemporary poet, was born and grown up in a society where the female poets were less rebellious against the values, the values which were rooted in the cultural background and beliefs of Iranians. In 20th and early 30th , Forough decided to escape the contracts and norms. Her first reactions were rebellious. The demand for emancipation in her first three poems, "captive", "wall" and "rebellion" represents this issue against the beloved and the values of the male-dominated society. In the "Other Birth", she criticized the patriarchal domination of society and began to explicit all the dominant values of society. In most of her poems, the poet wants to leave everything that she throws at her and always sees the obstacle to this emancipation; this barrier can be man, law, society, or human. But in the "Let's believe in the beginning of the cold season," she rather criticizes the modern Man. In her latest work, the poet portrays the themes such as rebellion and emancipation in abstract and in some cases multi-dimensional manner. Specially in the poem " Let's believe in the beginning of the cold
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season", which is also the title of the collection, the poet expresses her desire to rebel and then to liberation in various ways.
Therefore, it can be said that this rebellion is, in the first poems of the Forough, has obviously two senses, first of all, the love that comes from the feminine passion and then the rebellion against the beloved-woman contracts in his contemporary society. Moving through the first poems of Forough and following her poetic path, we find that the poet faces a number of ups and downs in expressing the concepts in her poem, most of them follow the same form. But what we see in the books after the "captive" and "the wall", is the expression of these two concepts with more poetic images and other poetic arrangements. In fact, the poet has never ignored the rebellion during the stages of maturity, but rather propagated it with new ways of expression.
Our hypothesis is that the theme of rebellion in these works is personal most often unidimensional or bi-dimensional, but what is said in the poems of her two latest works, it is very important to go beyond the personality of the poet and, therefore, to move from personal revenge and to reach “the social self” for “the collective rebellion”.
From the beginning to her final poems , the poets seeks to express this rebuke, which include expressions, images, metaphors, analogies and poetic arrangements. Of course, it should be pointed that this measures are not conscious, rather it would be her won worldview. In addition to the rebellion, another important issue is the belief of liberation from persecution. In fact, for Forough Farrokhzad, the liberation is a kind of attempt to find a solution to the breakthrough, and that liberation is expressed with various poetic forms.
By adopting a semiotic approach to literary discourse analysis, the authors tried to analyzed the visual dimension of Forough's poetry in the representation of the concept of liberation and rebellion. Thus the main objective of the current research was to show that the visual dimension was one of the main structures of the meaning of the text. Our hypothesis was that the figurative dimension in Forough's poetry is the concept of rebellion and emancipation, and sometimes the abstraction of this dimension makes it difficult for the reader to understand the meaning. This paper consisted of three parts. Following the research background, which focused mostly on sources that analyze Forough's poem from thematic-structural perspective,the authors have discussed the methods, and approaches of semiotic theories of Paris school to text analysis, which defines the figurative dimension.
In the end, the authors have shown some Forough’s poetry characteristics that are remarkable. First, the negation of all social and poetic constraints, in relation to the man, the beloved, the nature and the love. The next step has been attributed to the liberation theme. The love has different aspects in Forough's poetry and is not valued, the only thing that gives hope to the poet is the season that is cold. This image of the cold that was from the beginning continues throughout the poem with the changes of comparison and metaphor and in the end, it is again the center of the poet's interest. Thus Forough's poetry has a spatio-temporal isotopy and at the end the first picture appears, which is due to the uniqueness of the image of rebellion and liberation. In the case we want to show the figurative dimension on the basis of model proposed by Denis Bertrand, we must say the figurativity goes in the negative direction, towards the conceptualization and not on a clear and explicit direction.Forough Farrokhzad, Persian contemporary poet, was born and grown up in a society where the female poets were less rebellious against the values, the values which were rooted in the cultural background and beliefs of Iranians. In 20th and early 30th , Forough decided to escape the contracts and norms. Her first reactions were rebellious. The demand for emancipation in her first three poems, "captive", "wall" and "rebellion" represents this issue against the beloved and the values of the male-dominated society. In the "Other Birth", she criticized the patriarchal domination of society and began to explicit all the dominant values of society. In most of her poems, the poet wants to leave everything that she throws at her and always sees the obstacle to this emancipation; this barrier can be man, law, society, or human. But in the "Let's believe in the beginning of the cold season," she rather criticizes the modern Man. In her latest work, the poet portrays the themes such as rebellion and emancipation in abstract and in some cases multi-dimensional manner. Specially in the poem " Let's believe in the beginning of the cold
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season", which is also the title of the collection, the poet expresses her desire to rebel and then to liberation in various ways.
Therefore, it can be said that this rebellion is, in the first poems of the Forough, has obviously two senses, first of all, the love that comes from the feminine passion and then the rebellion against the beloved-woman contracts in his contemporary society. Moving through the first poems of Forough and following her poetic path, we find that the poet faces a number of ups and downs in expressing the concepts in her poem, most of them follow the same form. But what we see in the books after the "captive" and "the wall", is the expression of these two concepts with more poetic images and other poetic arrangements. In fact, the poet has never ignored the rebellion during the stages of maturity, but rather propagated it with new ways of expression.
Our hypothesis is that the theme of rebellion in these works is personal most often unidimensional or bi-dimensional, but what is said in the poems of her two latest works, it is very important to go beyond the personality of the poet and, therefore, to move from personal revenge and to reach “the social self” for “the collective rebellion”.
From the beginning to her final poems , the poets seeks to express this rebuke, which include expressions, images, metaphors, analogies and poetic arrangements. Of course, it should be pointed that this measures are not conscious, rather it would be her won worldview. In addition to the rebellion, another important issue is the belief of liberation from persecution. In fact, for Forough Farrokhzad, the liberation is a kind of attempt to find a solution to the breakthrough, and that liberation is expressed with various poetic forms.
By adopting a semiotic approach to literary discourse analysis, the authors tried to analyzed the visual dimension of Forough's poetry in the representation of the concept of liberation and rebellion. Thus the main objective of the current research was to show that the visual dimension was one of the main structures of the meaning of the text. Our hypothesis was that the figurative dimension in Forough's poetry is the concept of rebellion and emancipation, and sometimes the abstraction of this dimension makes it difficult for the reader to understand the meaning. This paper consisted of three parts. Following the research background, which focused mostly on sources that analyze Forough's poem from thematic-structural perspective,the authors have discussed the methods, and approaches of semiotic theories of Paris school to text analysis, which defines the figurative dimension.
In the end, the authors have shown some Forough’s poetry characteristics that are remarkable. First, the negation of all social and poetic constraints, in relation to the man, the beloved, the nature and the love. The next step has been attributed to the liberation theme. The love has different aspects in Forough's poetry and is not valued, the only thing that gives hope to the poet is the season that is cold. This image of the cold that was from the beginning continues throughout the poem with the changes of comparison and metaphor and in the end, it is again the center of the poet's interest. Thus Forough's poetry has a spatio-temporal isotopy and at the end the first picture appears, which is due to the uniqueness of the image of rebellion and liberation. In the case we want to show the figurative dimension on the basis of model proposed by Denis Bertrand, we must say the figurativity goes in the negative direction, towards the conceptualization and not on a clear and explicit direction.https://lrr.modares.ac.ir/article_6691_1e7875cf32d306989d80c14308f3a099.pdfTarbiat Modares UniversityLanguage Related Research2322-30819620180321ocio-cognitive Analysis of Taboo and Euphemism in Expressions, Idioms and Proverbs Structures, of Persian and Englishocio-cognitive Analysis of Taboo and Euphemism in Expressions, Idioms and Proverbs Structures, of Persian and English3173346692FABahmanZandipayame noor universityMasoudBahreynipayame noor universityMehdiSabzevaripayame noor university0000-0002-7471-7931RaziehMahdi Beyraghdarpayame noor universityJournal ArticleIn this research, taboo and euphemism are examined with a socio-cognitive perspective. The study is conducted on the structures of expressions in Persian and English and 15 pairs (30 items) of these terms are compared and contrasted. Social topics such as social variables, taboo and euphemism, cognitive subjects including schema applications, and metaphors are included in this investigation. The main purpose is to clarify the similarities and differences existing in the two languages. Data are analyzed analytically and descriptively. The results show that the terms that contain taboo, are converted to other terms that have a kind of euphemism, so they are euphemized in order to be accepted in the society. The data is part of the most commonly used idioms and proverbs used in Persian and English. We collected the data from the documentary, library, electronic sources like internet, and also used the related books in relation to the types of idioms and proverbs in two languages. The research hypothesis is that although in the surface structure and objective representation of the two-languages, speakers have differences in the use of taboo and euphemism, but in the underlying structure of the languages, there are very similar concepts based on cognitive-socio elements of language. These concepts are coded through metaphors in the minds of the speakers. In this study, we will answer the following question: Based on which schemas taboo
and euphemism are formed in the minds of the speakers in these two languages? And what are social aspects of these two issues? Variables of style, gender, age, occupation, social class and power; as well as force, event, object and possession schemas have been mostly used in the structures of expressions. Sometimes people look at the subject from one point of view; sometimes this point of view involves several topics. Based on the subject in their mind, an expression that has the right schema is selected. The expressions in both languages have the same semantic underlying structure and subject, but in the surface structure, the objective representation and the structure of each item are different. In fact, every term has a kind of conceptual metaphor in its structure that forms a kind of connection between the underlying structure of that term in terms of its semantic and its surface structure, in terms of constituent words. Therefore, the concept and subject are the same, but the ways to deal with these concepts are different. As mentioned, most of the schemas used to create these terms are force (or power), event, object and possession schemas. Volumetric, motor and surface schemas are used at lower levels. Meanwhile, the types of application and structures used in taboo and euphemisms depend on the positioning of individuals based on the principles of politeness, which points to the link between social and cognitive foundations. In sum, the study of the collection of these elements, with a cognitive-socio approach, in relation to taboo and euphemisms, in English and Persian is a systematic and new study that we investigated in this research in details.In this research, taboo and euphemism are examined with a socio-cognitive perspective. The study is conducted on the structures of expressions in Persian and English and 15 pairs (30 items) of these terms are compared and contrasted. Social topics such as social variables, taboo and euphemism, cognitive subjects including schema applications, and metaphors are included in this investigation. The main purpose is to clarify the similarities and differences existing in the two languages. Data are analyzed analytically and descriptively. The results show that the terms that contain taboo, are converted to other terms that have a kind of euphemism, so they are euphemized in order to be accepted in the society. The data is part of the most commonly used idioms and proverbs used in Persian and English. We collected the data from the documentary, library, electronic sources like internet, and also used the related books in relation to the types of idioms and proverbs in two languages. The research hypothesis is that although in the surface structure and objective representation of the two-languages, speakers have differences in the use of taboo and euphemism, but in the underlying structure of the languages, there are very similar concepts based on cognitive-socio elements of language. These concepts are coded through metaphors in the minds of the speakers. In this study, we will answer the following question: Based on which schemas taboo
and euphemism are formed in the minds of the speakers in these two languages? And what are social aspects of these two issues? Variables of style, gender, age, occupation, social class and power; as well as force, event, object and possession schemas have been mostly used in the structures of expressions. Sometimes people look at the subject from one point of view; sometimes this point of view involves several topics. Based on the subject in their mind, an expression that has the right schema is selected. The expressions in both languages have the same semantic underlying structure and subject, but in the surface structure, the objective representation and the structure of each item are different. In fact, every term has a kind of conceptual metaphor in its structure that forms a kind of connection between the underlying structure of that term in terms of its semantic and its surface structure, in terms of constituent words. Therefore, the concept and subject are the same, but the ways to deal with these concepts are different. As mentioned, most of the schemas used to create these terms are force (or power), event, object and possession schemas. Volumetric, motor and surface schemas are used at lower levels. Meanwhile, the types of application and structures used in taboo and euphemisms depend on the positioning of individuals based on the principles of politeness, which points to the link between social and cognitive foundations. In sum, the study of the collection of these elements, with a cognitive-socio approach, in relation to taboo and euphemisms, in English and Persian is a systematic and new study that we investigated in this research in details.https://lrr.modares.ac.ir/article_6692_b154e7b21b2ff0a14d96affa6d3fb958.pdf