دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Intercultural Competence of International Students: A Qualitative Content Analysis of the Textbook âCivilizationâ for French Language Learners توانش بین‌فرهنگی دانشجویان بین‌المللی تحلیل کیفی محتوای کتاب فرهنگ برای یادگیرندگان زبان فرانسه 1 37 7483 10.48311/LRR.15.6.1 FA فیروزه اصغری عضو هیئت علمی موسسه مطالعات فرهنگی و اجتماعی 0000-0002-5400-1709 Journal Article 1970 01 01 The relationship between language and culture is a crucial concern for both language education researchers and those studying the internationalization of higher education, as it addresses the need to alleviate cultural challenges encountered by international students in their host countries. This qualitative research aims to analyze the textbook “Civilisation Progressive du Francais” for basic-level French language learners from the perspective of intercultural competence using content analysis. The book is dedicated to teaching French and Francophone culture to enhance the adaptation of international students in France. According to the findings, the book effectively increases students' cultural "knowledge" by focusing on the "specific culture" of France, covering both general French culture and the daily culture of the French. While the book facilitates the development of students' intercultural skills by providing space for the analysis and interpretation of "French culture", awareness of "native culture", and comparison with "other cultures", but a significant portion of the book is devoted to specific French culture. Therefore, to foster a multicultural atmosphere and enhance the intercultural attitude and critical cultural awareness of international students, the book needs to be revised to include more sections on other cultures. The final results indicate that enhancing the intercultural attitude and knowledge of "authors" when writing books for foreign students and the effective role of "instructors" in promoting intercultural interactions in the classroom are crucial factors for students' effective and appropriate intercultural engagement in real-life situations. 1. Introduction In recent decades, international mobility increase, such as migration, international employment, and especially the embrace of the internationalization of higher education, with the movement of students through international student mobility programs, has doubled the importance of considering culture in the process of learning the target language. Students, just as they need to be taught and learn the language of the host country to establish verbal communication, need to be placed in situations and conditions that help increase their cultural awareness and knowledge of the host country. This, in turn, aids in developing understanding, interest, and curiosity about the culture of others, as well as the ability to communicate with people from different cultures. The formation and enhancement of this ability, aimed at reducing the challenges faced by international students and increasing their adaptability to the host country, can be achieved through educational books and classroom teaching. One of the ways used by host countries to achieve intercultural competence among international students is the dynamic teaching of culture through language education in the form of educational books. The present study aims to analyze the textbook " Civilisation Progressive du Francais " for adult French language learners in France from the perspective of intercultural competence. Research Question The main research question of this study is: How does an educational textbook enhance the intercultural competence of international students in the host country? 2. Literature Review 1.2. Intercultural Competence The intercultural dimension of language education helps learners not only acquire the linguistic competence necessary for communication but also enhance their intercultural competence (Byram et al., 2002). They emphasize that developing the intercultural dimension in language teaching involves recognizing that the aims are: to give learners intercultural competence as well as linguistic competence; to prepare them for interaction with people of other cultures; to enable them to understand and accept people from other cultures as individuals with other distinctive perspectives, values, and behaviors; and to help them to see that such interaction is an enriching experience. The main components of intercultural competence (communication) according to Byram’s model (Byram et al., 2002) are described below: Table 1 Components of Intercultural Competence Curiosity and openness, readiness to suspend disbelief about other cultures, and belief about one’s own Intercultural attitudes (savoir être) Of social groups and their products and practices in one’s own and in one’s interlocutor’s country, and of the general processes of societal and individual interaction Knowledge (savoirs) Ability to interpret a document or event from another culture, to explain it, and relate it to documents or events from one’s own Skills of interpreting and relating (savoir comprendre) Ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes, and skills under the constraints of real-time communication and interaction. Skills of discovery and interaction (savoir apprendre/faire) an ability to evaluate critically and on the basis of explicit criteria, perspectives, practices, and products in one’s own and other cultures and countries Critical cultural awareness (savoir s'engager) Note. Adapted from " Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers," by Byram, M., Gribkova, B., & Starkey, H. (2002) From Fantini's perspective (2009, p. 458), intercultural competence is “a set of abilities required for effective and appropriate performance when interacting with others who are linguistically and culturally different from oneself”. Therefore, achieving intercultural competence in language learners not only enhances their linguistic competence but also prepares them for interaction with people from different cultures, empowering them to understand and accept individuals from other cultures as people with distinct perspectives, values, and behaviors. The Council of Europe's document (2001) titled Common European Framework of Reference for Languages (CEFR) divides learners' competence into two parts: communicative linguistic competence (linguistic competence, sociolinguistic competence, and pragmatic competence) and general competence (intercultural knowledge, attitudes, and skills). Deardoff (2006) defines Intercultural Competence as the ability to develop targeted knowledge, skills, and attitudes that lead to visible behavior and communication that are both effective and appropriate in intercultural interactions. His two Intercultural Competence Models (2006), Pyramid Model of Intercultural Competence and Process Model of Intercultural Competence are based on five elements: attitude, knowledge, skills, internal outcomes, and external outcomes as following. Table 2 Components of Intercultural Competence Attitude Respect (valuing other cultures, cultural diversity) Openness (to intercultural learning and to people from other cultures, withholding judgment) Curiosity and discovery (tolerating ambiguity and uncertainty) Knowledge & Comprehension Cultural self-awareness; Deep understanding and knowledge of culture (including contexts, role, and impact of culture & others’ world views); Culture-specific information; Sociolinguistic awareness Skills To listen, observe, and interpret, to analyze, evaluate, and relate Internal outcomes Adaptability (to different communication styles & behaviors; adjustment to new cultural environments); Flexibility (selecting and using appropriate communication styles and behaviors; cognitive flexibility); Ethno relative view; Empathy External outcomes Behaving and communicating effectively and appropriately (based on one’s intercultural knowledge, skills, and attitudes) to achieve one’s goals to some degree Note. Adapted from " Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization," by Deardorff, D. K. (2006) Deardorff (2006) asserts that the enhancement of intercultural competence begins at the individual’s attitudinal level and then, through the use of knowledge and understanding and skills leads to internal outcomes, which collectively result in external outcomes that influence the individual's attitude. 2.2. Culture Learning in Language Education Searle (1976) argues that learning a language without considering its cultural roots hinders an individual’s socialization. This is because learning the language (linguistic knowledge) alone does not provide specific insights into the political, social, religious, or economic systems of the target country. Knowledge is acquired through education and learning. According to Paige et al. (1999, p. 50), cultural learning involves "the process of acquiring the culture-specific and culture-general knowledge, skills, and attitudes required for effective communication and interaction with individuals from other cultures." Paige et al. (2003) emphasize two aspects of culture in the education and learning of culture-specific and culture-general knowledge: ‘C’ culture’ and’ c’ culture. Lee (2009) defines the big “c” domain as a set of facts and statistics relating to the arts, history, geography, business, education, festivals, and customs of a target speech society. The small “c” domain refers to the invisible and deeper sense of a target culture (that is, the mainstream socio-cultural values, norms, and beliefs, taking into consideration such socio-cultural variables as age, gender, and social status)’. 3. Methodology The overall design of this qualitative research is text-based. The case study is the “Civilisation Progressive du Francais ” textbook (Carlo & Causa, 2005), which is designed to aid adult language learners in becoming familiar with French and Francophone cultures to facilitate students' adaptation in France. The data collection tools are based on a researcher-developed checklist. For analyzing the data, which includes 164 pages of text and 400 class activities, a qualitative content analysis method was used, focusing on the components of intercultural competence. 4. Results Enhancing intercultural competence in students as a fundamental element in international education (Deardorff & Arasaratnam-Smith, 2017) helps reduce common challenges faced by international students in the host country, such as culture shock, cultural incompatibility, and difficulties in communication and social interaction (Asghari, 2021). Educational textbooks play a significant role in improving the intercultural competence of international students. The results of this study show that while the content of the French civilization/culture textbook (designed for adult international students in France) effectively creates knowledge about the specific culture of France (including both “C” culture and “c” culture), it has shortcomings in fostering a multicultural environment (even when addressing Francophone countries). As Risager (2021, p. 177) notes in practice, as seen in textbooks and other educational materials for beginner and intermediate learners, the prevailing nationalist perspective implies that awareness of the world is confined within the borders of each nation. This complicates participation in global citizenship and also somewhat hinders the creation of a third space (Kramsch, 1993). Creating a multicultural environment not only enhances general knowledge about global cultures but also requires providing more opportunities to introduce one's own culture and become familiar with other cultures (beyond the host country's culture), acquiring skills to understand and interpret different cultures, the ability to make unbiased comparisons, and ultimately being prepared to respond appropriately when encountering various cultures in real life. The results of the current study indicate that while the content of the French civilization /culture textbook somewhat contributes to strengthening intercultural knowledge and skills through creating a space for analyzing and interpreting French culture, awareness of one's own culture, and comparison with other cultures, it still requires revision. Due to a significant portion of the book being devoted to the specific culture of France, there is a need for the inclusion of other cultures to create a multicultural environment, which will effectively enhance the intercultural attitude and critical cultural awareness of international students. In fact, the goal of such education, as Byram et al. (2002) described is not the purpose of teaching to try to change learners’ values, but to make them explicit and conscious in any evaluative response to others. In today’s multicultural world, especially in a country like France, which is a destination for international students from around the globe, it is expected that textbooks for international students should play a more prominent role in creating a multicultural environment to train intercultural speakers (through language education). Strengthening the intercultural attitudes and knowledge of authors when developing textbooks for international students, along with the effective role of instructors in enhancing intercultural interactions in the classroom, are key factors in improving the effective learning and appropriate intercultural engagement of international students in real-life situations ارتباط میان زبان و فرهنگ نه‌تنها از موضوعات اصلی محققان حوزۀ آموزش زبان است، بلکه از موضوعات مورد توجه در مطالعات حوزۀ بین‌المللی‌سازی آموزش عالی به منظور کاهش چالش‌های فرهنگی دانشجویان بین‌المللی در کشور مقصد به‌شمار می‌رود. هدف از انجام پژوهش کیفی حاضر، تحلیل کتاب آموزشی فرهنگ به یادگیرندگان سطح مقدماتی زبان فرانسه از دیدگاه توانش بین‌فرهنگی با استفاده از روش تحلیل محتوای کیفی است. کتاب به آموزش فرهنگ فرانسه و فرانکوفونی با هدف ارتقای سازگاری دانشجویان خارجی در کشور فرانسه اختصاص دارد. براساس یافته‌ها، کتاب با تمرکز بر «فرهنگ اختصاصی کشور هدف»، حول دو حوزۀ اصلی فرهنگ عام فرانسه و فرهنگ روزمرۀ فرانسویان، نقش مؤثری در ارتقای «دانش فرهنگی» دانشجویان خارجی دربارۀ کشور فرانسه ایفا می‌کند. کتاب اگرچه با ایجاد فضایی برای تحلیل و تفسیر «فرهنگ فرانسه»، آگاهی از « فرهنگ خودی» و امکان مقایسه با «فرهنگ دیگری» و همچنین پردازش دانش کسب‌شده به تقویت «دانش و مهارت بین‌فرهنگی» دانشجویان کمک می‌کند، اما به‌دلیل اختصاص بخش قابل توجه کتاب به فرهنگ اختصاصی فرانسه، نیازمند بازبینی و توجه به فرهنگ‌های دیگر به منظورایجاد فضایی چندفرهنگی برای ارتقای مؤثر «نگرش بین‌فرهنگی» و «آگاهی فرهنگی انتقادی» دانشجویان بین‌المللی است. نتیجۀ نهایی نشان می‌دهد تقویت دیدگاه بین‌فرهنگی «مؤلفان» در تدوین کتاب برای دانشجویان خارجی و ایفای نقش مؤثر «مدرسان» در تقویت تعاملات بین‌فرهنگی در کلاس از عوامل اصلی در افزایش یادگیری مؤثر و بروز کنش بین‌فرهنگی مناسب توسط دانشجویان در موقعیت واقعی است.

https://lrr.modares.ac.ir/article_7483_889fbd1aec443cef389ea10c93b498d8.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 The Study of the Productivity of Compound Noun Maker Patterns in Persian Language بررسی زایایی الگوهای سازندۀ اسم مرکب در زبان فارسی 39 64 7484 10.48311/LRR.15.6.39 FA سعید اکبری دانشجوی دکتری زبان‌شناسی، واحد تاکستان، دانشگاه آزاد اسلامی، تاکستان، ایران 0000-0003-1659-3640 نازنین امیرارجمندی استادیار گروه زبان‌شناسی، واحد تاکستان، دانشگاه آزاد اسلامی، تاکستان، ایران 0000-0002-4693-3530 مرجان طاهری اسکویی استادیار گروه زبان‌شناسی، واحد تاکستان، دانشگاه آزاد اسلامی، تاکستان، ایران 0000-0002-4709-461x مهناز کربلایی صادق استادیار گروه زبان‌شناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران Journal Article 1970 01 01 The present research investigates the productivity of compound noun maker patterns in Persian language based on the theoretical framework of Plag (2003). For this purpose, the authors have extracted 1300 compound nouns from a corpus taken from Persian language database (PLDB). The method of the present research is descriptive-analytic and data collecting is corpus based. After the study of collected data of research, the authors have concluded that the only quantitative method for measuring the productivity of word formation processes introduced by Plag (2003) is to count the outputs of a word formation process. Also, the most productive compound noun maker pattern among compound noun maker patterns is (noun+noun). Moreover, different methods of measuring the productivity rate of compound noun maker patterns offer different results. Analysis of the extracted data from the research corpus shows that among the compound noun maker patterns in Persian, (noun + noun) pattern has the highest productivity and these patterns ( pronoun + noun / pronoun + stem of present verb / noun + imperative verb / number + number) have the lowest productivity. 1. Introduction One of the most important word formation processes in the Persian language, which is also highly productive, is the process of composition, which is used in the construction of new words, especially compound nouns, and plays an important role in the formation and enrichment of Persian language words. Words play an essential role in the formation of human language, so knowing the productive word-forming processes and, above all, the productive noun-forming processes, can be one of the most practical methods of creating new words in any language, especially the Persian language. Languages have benefited from the process of composition, which is one of the most important processes of word formation and is considered one of the generative processes of word formation. Therefore, this research, based on the theoretical framework of the generation of Plug (2003) as well as the analysis of the data obtained from the corpus, investigated the quantitative methods of measuring the generation of patterns of compound nouns in Persian language, and the patterns of the formation of compound nouns which can help Persian language in naming and choosing words for new domestic or imported products and inventions. Despite many studies that Iranian and non-Iranian researchers have done on nouns, only a few studies have been conducted in relation to the issue of the reproduction of noun formation processes, and so far no researcher has exclusively investigated the reproduction of compound noun formation patterns in the Persian language. Based on this, the authors intend to study the rate of reproduction of compound noun formation patterns in Persian based on the theoretical framework of reproduction of Plug (2003). Research Question(s) In this regard, the following questions have been raised: 1. What are the quantitative methods of measuring the productivity of compound noun formation patterns in Persian language? 2. Among the patterns of compound nouns, which one is more productive? For the above two questions, two hypotheses have been proposed. For the first question, it is assumed that the quantitative methods of measuring the generation of compound noun formation patterns in Persian include counting the outputs of a noun formation process, using possible words, using monofrequency words, and counting new words. For the second question, it has been assumed that the pattern (noun + noun) has the highest rate of reproduction among the patterns that make up compound nouns. 2. Literature Review Shaghaghi (2011) defines productivity as follows: if a process can be used for phonetic changes or making new words or sentences, that process is considered productive, like the adjective-forming suffix (-y) in Persian language, which has a high productivity. Amir Arjamendi (2009) in her doctoral thesis entitled "Productivity in the process of composition of the Persian language" based on the theoretical framework of Borer and Borer (1988) and by studying and researching the linguistic databases of the Persian language, provided a general picture of productivit. Amir Arjamandi (2009) believes that it is possible to quantitatively measure the productivity in the composition of the Persian language by measuring the productivity by counting the outputs of the composition process using possible words and using single frequency words and by counting new words, but the reason for the limitations in the Persian language database was that it was only able to examine the productivity of the composition process using two methods of counting the outputs of the composition process and using single frequency words. Badakhshan (2011) in his doctoral dissertation investigated the rate of reproduction of the composition process in Persian based on the theoretical framework of Plague (2003). According to Badakhshan (2011), fertility is not absolute, but rather continuous. He deals with productivity as a quantitative and qualitative concept and then introduced the methods of measuring productivity and because of the limitations he faced such as the impossibility of choosing compound words separately in the linguistic body and also the lack of software that can separate compound words from other words. He is satisfied with only one method and by counting the outputs of a derivational process, he measures the fertility of non-current compound words in Persian language. 3. Methodology The method of conducting the present descriptive-analytical research and the method of collecting the research data is to use the language corpus available in the Persian language database in the Research Institute of Humanities and Cultural Studies (PLDB). The data collected from the 8 linguistic corpora of the research included 1300 compound nouns selected from 63 sources. 4. Results In this article, the fertility patterns of compound nouns in Persian were investigated based on the opinions of Plag (2003). In this research, by extracting 1300 compound nouns from 63 sources in the Persian language database (PLDB), researchers tried to answer the two questions raised in this research and prove the hypotheses raised for each question. In order to find the most productive pattern of compound nouns and after examining all the patterns of compound nouns, the authors came to the following conclusion: the pattern of compound nouns (noun + noun) with a frequency of 623 compound nouns and a sample frequency of 6740 compound nouns is one of the highest fertility among the compound noun patterns. Therefore, the hypothesis related to the second question of this research is confirmed. The authors, in examining and comparing different methods of measuring the productivity of the patterns of compound nouns, obtained different results of these patterns. For example, in the first method of measuring the productivity rate of the data extracted from the body of the current research through counting the outputs of noun formation processes, which is a quantitative method, the compound noun pattern (noun + noun) had the highest fertility rate, while in the second method of measuring, the fertility rate of the data extracted from the body of this research, that is, by using single frequency words, which is based on the model of Plague (2003), is not a quantitative method and in this research is only used to compare and verify different productivity measurement methods. The compound noun formation pattern (pronoun + current stem (present)) which had very low productivity in the first method, in the second method has the highest rate of productivity among the compound noun formative patterns and the most productive noun pattern, called compounder. پژوهش حاضر به بررسی زایایی الگوهای سازندۀ اسم مرکب در زبان فارسی با تکیه بر چارچوب نظری زایایی پلاگ (2003) می‌پردازد. بدین منظور نگارندگان از پیکره‌ای برگرفته از پایگاه دادگان زبان فارسی، 1300 اسم مرکب استخراج کردند. روش تحقیق پژوهش حاضر توصیفی ـ تحلیلی بوده و روش گردآوری داده‌ها پیکره‌بنیاد است. نگارندگان پس از بررسی و تحلیل داده‌های جمع‌آوری‌شده از پیکرۀ پژوهش، این گونه نتیجه گرفتند که تنها روش کمی سنجش زایایی فرایندهای واژه‌سازی که پلاگ (2003) معرفی کرده، شمارش بروندادهای یک فرایند واژه‌سازی است. همچنین، زایاترین الگوی اسم مرکب‌ساز در میان الگوهای سازندۀ اسم مرکب در زبان فارسی، الگوی (اسم + اسم) است. به علاوه، روش‌های مختلف سنجش میزان زایایی الگوهای سازندۀ اسم مرکب، نتایج متفاوتی را از میزان زایایی این الگوها ارائه می‌دهد. تحلیل داده‌های استخراج‌شده از پیکرۀ پژوهش نشان می‌دهد که در میان الگوهای سازندۀ اسم مرکب در زبان فارسی، الگوی (اسم + اسم) بیشترین زایایی را دارد و الگوهای (ضمیر + اسم، ضمیر + ستاک فعلی (حال)، اسم + فعل امر و عدد + عدد) با بسامد نوع 1 واژه، غیرزایاترین الگوی سازندۀ اسم مرکب بوده و از کم‌ترین میزان زایایی برخوردارند.

https://lrr.modares.ac.ir/article_7484_2c048d74b3410237704eb7f93a10c9d7.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Investigating the Structural-semantic Features of Negative Pronouns in Russian and the Errors in the Translation of Sentences Containing these Pronouns into Persian Language بررسی ویژگی های ساختاری- معنایی ضمایر منفی در زبان روسی و خطاهای موجود در ترجمه ی آنها به زبان فارسی 65 104 7485 10.48311/LRR.15.6.65 FA بهاره چراغی استادیار گروه زبان و ادبیات روسی و اسلاوی دانشگاه شهید بهشتی، تهران، ایران 0000-0001-7602-1308 محمدرضا محمدی دانشیار دانشگاه تربیت مدرس، گروه زبان روسی Journal Article 1970 01 01 In this research, we aim to investigate the structural features of negative pronouns in Russian language to find the appropriate Persian equivalents for these pronouns and the errors in the translation of sentences containing these pronouns into Persian language. Since the topic of negative pronouns is different in terms of lexical, semantic, and functional features in Russian and Persian languages, Iranian language learners always face many problems when learning, understanding, and using these pronouns in speech. In this research, the question is raised, what were the causes of these problems and also the occurrence of errors in the translation of negative pronouns into Farsi. The purpose of this research is to find the cause of this problem by examining negative pronouns in Russian and Persian languages and showing their structural, semantic and grammatical differences and to provide solutions to solve it. The authors of this article, using the analytical-comparative method and relying on the available theoretical sources and also through the comparison of 160 cases of negative pronouns in the three existing translations of the literary novel ‘The Gambler’, carefully examined these pronouns and also the errors in their translation into Persian language. It should be noted that Iranian linguists in the semantic and grammatical classification of pronouns have never named negative pronouns as an independent group of pronouns. From the results of this research, it is possible to point to the presentation of suitable solutions for the translation of negative pronouns from Russian to Persian, the division of errors in the translation of these pronouns and the sentences containing them into Persian and how to correct them. 1. Introduction This article examines the structural-semantic features of negative pronouns in Russian language presents the appropriate Persian equivalents for these pronouns, and explains the errors in their translation as well as the translation of sentences containing these pronouns. Since the topic of negative pronouns is different in terms of lexical, semantic and functional features in Russian and Persian languages, Iranian language learners always face many problems when learning and using these pronouns in speech. It should be noted that Iranian linguists have not named negative pronouns as an independent group of pronouns in the semantic and grammatical classification of pronouns. The subject of different types of pronouns, including Russian negative pronouns, is considered one of the most difficult topics to teach in Iran to Russian language learners due to their semantic variety and also their special morphological and syntactic uses. The use, understanding and correct translation of these pronouns are prone to errors and problems. It should be noted that the process of learning a second language is not unlike learning a first language, which itself has the nature of trial and error, for this reason, the occurrence of errors in the process of learning a foreign language is considered normal. 1.2. Research Question In this article, the structural-semantic characteristics of negative pronouns in the Russian language are examined in detail, the appropriate Persian equivalents for these pronouns are presented, and the errors in their translation, as well as the translation of sentences containing these pronouns into Persian, are presented. Also, the question is raised that what were the causes of problems in the process of learning these pronouns and also the occurrence of errors in their translation into Farsi. 2. Literature Review The topic of pronouns and its types is mentioned in most educational books and various Russian writers and linguists have studied it. However, there has not been much comparative research between Russian and Persian languages in this field. Olkhova (2004) and Sakalova (1964) have studied in detail the negative structures in Russian. Valerievich (2010) has studied some features of negative pronouns in the Russian language. Yermakova (2010) has also addressed this issue. In another study, Trofanova (2020) has also examined this matter. Among the Persian sources, there is no source that exclusively examines the negative pronouns in the Russian language compared to the Persian language. Hosseini (1389), Cheraghi and Mohammadi (1388), Asghari and Ahmadi (1385) have also worked in the same field. The difference between this research and the previous research is that the previous research either did not exclusively examine negative pronouns and examined one or more other pronouns along with it, or in general, expressed all kinds of negative sentences in the language. In addition, all the previous research is based on theoretical materials and the existing translations of a specific work and the detailed comparison of these translations and the selection of the best equivalent among them have not been addressed, which distinguishes all these materials of the upcoming research from the previous research. 3. Methodology Also, in this research, with the analytical-comparative method and relying on the available theoretical sources, and also through the comparison of 160 examples containing negative pronouns and their equivalents in three existing translations of the literary novel “Gambler”, a detailed structural-semantic analysis of these pronouns and the errors in their translation into Persian have been addressed. It is necessary to remind that these examples were adapted from the “National Corpus of the Russian Language” (НКРЯ) and refrained from mentioning all 160 examples of negative pronouns and in this research only 30 of them have been expressed (with and without mistakes), but we have mentioned the results of their entire review. Then it was found out that of 160 examples, 100 sentences were translated completely correctly and in 60 cases there were errors in the translation. It should be noted that these errors are not only in the field of translation of negative pronouns, but also include other types of words, including the verb or the object of the same sentence. 4. Results Based on what has been said, it can be concluded that the topic of negative pronouns in Russian language has special complexities, these pronouns are made by adding some word-forming suffix ни and не to interrogative pronouns, each of which has special morphological and syntactic features. The verb is used negatively in the sentences that have a negative pronoun with the suffix ни, while the sentences with a negative pronoun with the suffix не are impersonal and have a positive verb. It should be noted that in the classification of pronouns in Persian language, negative pronouns do not exist as a separate category and this group of pronouns is considered as indefinite pronouns, while negative pronouns in Russian language are considered as an independent category. There are similarities and differences in the expression of these pronouns between the Russian and Persian languages. These pronouns in Persian language are made either by the pronoun “nothing” or by adding this pronoun to some nouns, pronouns and numbers. The verb in all these sentences is negative, unlike in Russian. Among the other differences between the two languages, we can point out that some negative pronouns in Persian questional sentences are used in the sense of an indefinite pronoun and the verb of the sentence is positive, but such structures do not exist in the Russian language. From the similarities between the two languages, it can be pointed out that in Persian, whenever the negative pronoun “nothing” is placed before the noun, it expands or intensifies the concept of negation. For example, in the sentence “nothing said” the pronoun “nothing” only increases the intensity of negation, which applies to pronouns with the prefix ни in the Russian language. The introduction and expression of these differences and similarities can help to understand, apply and translate them correctly by language learners in the speech. In addition, the difference between this research and the previous researches is that all the previous researches were based on theoretical materials and the existing translations of a particular work and their detailed comparison and the selection of the best equivalent among them were not addressed. It distinguishes the research from the previous ones. By examining and analyzing all research data, the following results can be pointed out: - Generally, 160 cases of negative pronouns were found, of which 138 cases were negative pronouns with the suffix ни and 22 cases with the suffix не. - Among all the negative pronouns, the negative pronouns нечего and ничего are the most numerous. It should be noted that the use of these two pronouns in other Russian literary works also has a high frequency. - Negative pronouns are rarely used in cases with prepositions. Only the pronoun ничто is used 3 times in the preposition mode (with the preposition о). - The equivalent of impersonal sentences with negative pronouns with не in Persian language are both two-part and one-part sentences. - The equivalent of the sentences in which the negative pronoun is used with ни is, in most cases, two-part sentences. Among these pronouns, the equivalents of the sentences with the pronouns ничего and никогда are in some cases single-membered. - The equivalent of the negative pronoun нечего is often translated as the phrases “there is no reason, there is no use, it is not necessary, we have nothing to do and ...” along with the verb. The equivalent of negative adverbial pronouns with the prefix не is also expressed in the Persian language in the present tense as “I don't have any place”, “I don't have time”. The equivalents of negative pronouns with the prefix ни are also mentioned in detail in the text. - The errors in the translation of negative pronouns and sentences containing these pronouns were classified into five categories, where the highest number of translators' errors were of the type of not translating different parts of the sentence, and the lowest number of their errors were the type of stylistic errors in the translation. - Among the translators, the total number of errors were in Habibi's translation is 22, Atash Barab 22 and Asgharzadeh 43. Among these, Asgharzadeh's translation has the highest number of errors in the translation. Habibi and Atesh Barab are in second place. در این پژوهش برآنیم تا به بررسی ویژگیهای ساختاری-معنایی ضمایر منفی در زبان روسی پرداخته و همچنین معادلهای فارسی مناسب برای این ضمایر و خطاهای موجود در ترجمهی آنها به زبان فارسی را بیابیم. از آنجا که مبحث ضمایر منفی به لحاظ ویژگیهای ساخت واژی، معنائی و کاربردی در زبانهای روسی و فارسی متفاوت است، زبانآموزان ایرانی به هنگام فراگیری و کاربرد این ضمایر در کلام همواره با مشکلات متعددی مواجه میشوند. در این پژوهش این سوال مطرح میشود که علل ایجاد این مشکلات و همچنین بروز خطا در ترجمه ی ضمایر منفی به فارسی چه بوده است. هدف از این پژوهش این است که با بررسی ضمایر منفی در زبانهای روسی و فارسی، علل این مشکلات را بیابد و برای رفع آنها راه کارهایی ارائه نماید. نویسندگان این مقاله با روش تحلیلی- مقایسه ای و با تکیه بر منابع نظری موجود و همچنین از طریق مقایسه ی 160 مورد ضمیر منفی در چهار ترجمه ی موجود از رمان ادبی قمارباز[i] به بررسی دقیق این ضمایر وهمچنین خطاهای موجود در ترجمهی آنها به زبان فارسی پرداخته اند. از نتایج پژوهش روشن شد که زبانشناسان ایرانی دردستهبندی معنایی و دستوری ضمایر، نامی از ضمایر منفی به عنوان گروه مستقلی از ضمایر به میان نیاورده اند که این خود یکی از دلایل عدم درک آنها توسط فراگیران زبان روسی بوده و استفاده از زبان میانجی به عنوان اصلیترین عامل در بروز خطا در ترجمه ی ضمایر منفی روسی به فارسی محسوب می شود. 1 Игрок (The Gambler)

https://lrr.modares.ac.ir/article_7485_1cd035a313edec52ac8f69c27aba683f.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Challenges of Literary Translation from Russian Language to Persian Language: Based on the Translation of Alexander Pushkin's Play by Mikhail Bulgakov چالش‌های ترجمۀ ادبی از زبان روسی به زبان فارسی: بر مبنای ترجمۀ نمایشنامۀ «الکساندر پوشکین» میخاییل بولگاکف 105 135 7486 10.48311/LRR.15.6.105 FA سعیده دست آموز دانشیار گروه زبان روسی دانشگاه الزهرا(س) زهرا نوجوان دانشجوی کارشناسی ارشد رشته آموزش زبان روسی دانشگاه تهران 0009-0000-0851-4936 Journal Article 1970 01 01 Literary translation is an intercultural and interlinguistic discourse, one of the most difficult of which is the translation of classical plays. In this research, we are trying to provide solutions in the field of translation of classic Russian plays by analyzing the challenges in the translation of Alexander Pushkin's play written by Mikhail Bulgakov, a famous writer of the first decade of the 20th century Russia. In other words, the purpose of this research is to investigate and analyze the linguistic challenges faced by the translator when translating classical Russian plays. What are the most important challenges facing the translator in the process of literary translation? What methods should the translator use in dealing with specific realities of the source language? In this research, library research method and descriptive and analytical sample mining are used. The results of the research indicate that the translator of the play needs to know the realities of the source language in order to be able to find an accurate equivalent for them. The translator must have a good understanding of the speech situations in the writing and try to create the same effect as the source text on the reader of the target text. In addition, the translator must have the ability to analyze the discourses in the play and recognize the purpose of each of the characters in the discourse process in order to be successful in translating the illocutionary functions of the syntactic structures. The results of this research can be effective in the accurate translation of literary works, especially the translation of classical plays from Russian language to Persian language. 1. Introduction The historical play "Alexander Pushkin," by the esteemed Russian writer Mikhail Bulgakov, depicts the final days of the renowned poet Alexander Pushkin. This play was translated into Persian and published by Bouka in Tehran in 2021, marking the first such translation from Russian to Persian. The translation faced numerous challenges typical of literary works. This research aims to identify and explain the difficulties encountered in translating "Alexander Pushkin" at various linguistic levels, including vocabulary, phrases, and sentences. The main research question addresses the challenges in literary translation, particularly plays, from Russian to Persian, and how to maintain the original text's essence. The study posits that translating plays between Russian and Persian involves complex cross-linguistic and cross-cultural discourse. Using library research and descriptive-analytical methods, it suggests strategies for translators to address these challenges, emphasizing the need for thorough research on the work, accurate identification of linguistic units, and discourse analysis to achieve precise translation. Research Question(s) What challenges do translators face in literary translation, especially in translating plays from Russian to Persian? How can translators provide an accurate translation while preserving the original text's essence despite these challenges? 2. Literature Review There have been various studies on the characteristics and difficulties of literary translation, in which the principles and methods of drama translation have also been discussed: see (Ремчукова, Недопёкина, 2020), (Кононенко, 2020), (Рафаель, 2019), (Модестов, 2009), (Чуковский К. Гумилев И., 1919), (Казакова, 2001). In addition, the research shows that various studies have been done on the play "Alexander Pushkin" by Mikhail Bulgakov. See (Словьева, 2016), (Иваншина, 2012), (Masako, 2014), (Урюпин, 2015). The innovation of the present article lies in its analysis of the challenges specific to translating Alexander Pushkin's plays for the first time, as well as its examination of the broader issues involved in literary translation. Furthermore, it proposes solutions to address these challenges. 3. Methodology In this research, translation is regarded as an interlingual and intercultural discourse. BarKhudarov (1975) defines translation as the process of transferring a verbal work or text from one language to another while preserving its original content. Translating "realities" constitutes a significant aspect of conveying the national and historical characteristics of each nation when moving between languages. The term "realities" was introduced in the 1930s by Bulgarian scholars Valakhov and Florin in their work titled "Untranslatables in Translation." Other translators also consider various equivalents such as untranslatable terms, exoticisms, nativisms, and more (Ilyushkina, 2015, p. 23). Valakhov and Florin categorize realities as a specific group of linguistic tools, defining them as: "Realities are words or phrases that denote objects, phenomena, and topics specific to the life, culture, or development of a nation, which are unfamiliar or unknown to other nations, and for which an exact equivalent cannot be found" (Valakhov, Florin, 1986, p. 45). BarKhudarov suggests that realities are words, concepts, or situations absent from the practical experiences of speakers of another language (BarKhudarov, 1975). Therefore, translators must acquaint themselves with the narrative timeframe, as well as the author's feelings, perspectives, circumstances, and society. They must possess a thorough understanding of the contexts surrounding the time of writing and be capable of accurately representing them. Furthermore, any work translated from one language to another is rooted in a specific cultural, social, and historical system. Thus, familiarity with the cultural, social, and historical realities of a language is essential for translators. According to Rafael Gómez Tirado (2020), successful interlingual communication necessitates not only linguistic and grammatical knowledge but also an understanding of the linguistic-cultural context of texts, as the importance a particular community attaches to a phenomenon or reality is always reflected in language (Rafael, 2020). Translating the specific realities of Russia during Alexander Pushkin's lifetime is considered a significant challenge in translating his works. Overall, this study focuses on translating Alexander Pushkin's plays into Persian, exploring and explaining issues related to the translation of realities, idioms, colloquial expressions, specific structures, and other challenges in literary translation, especially in drama. Here goes the text for your methodology. 4. Results The translation of a play represents a complex interlingual and intercultural discourse, requiring the translator to possess a thorough command of both the content and subtexts of the play. A translator must have a precise understanding of analogous discourses in the target language to offer successful equivalents based on functional-cognitive analysis of translation units in the source text. Translation units within a play encompass not only individual words but also idioms, and sometimes even entire sentences are considered translation units. In this study, it became evident through examples from Alexander Pushkin's plays that one of the most challenging aspects of translating these works is rendering the realities specific to Pushkin's era: titles, positions, and epithets from the nineteenth century; specific names of individuals and geographical locations; socio-economic realities; idiomatic expressions and colloquialisms; religious and historical concepts, and more. Additional challenges include dealing with specialized syntactic structures that serve secondary functions, as well as translating particles and interjections. Examination and analysis of examples demonstrated that a literal translation approach is not always suitable for conveying these realities. Footnotes play a crucial role as a communicative bridge between the translator and the reader, especially when dealing with archaic Russian terms. The play translator must ensure that the translated work is comprehensible to the reader, director, and ultimately the audience. To achieve this goal, specific strategies can be employed. For instance, when translating terms related to military equipment and specific objects, the translator should provide explanatory footnotes. When translating diminutive or augmentative forms of specific Russian names, footnotes should clarify these forms to prevent confusion among Persian-speaking readers unfamiliar with Russian conventions. Given that Russian is an inflected language, translators should transliterate uninflected Russian words or adjust transliterated words to adhere to Persian language rules during translation. In the translation of vulgarities, a literal equivalence is inappropriate; instead, a translation that respects the functional-cognitive meaning of the source text should be provided. When translating historical realities, attention should be paid to contextual hints in the original text, with necessary explanations provided in footnotes. As mentioned, syntactic structures with secondary functions, as well as particles and interjections, present further challenges in literary translation, each constituting a translation unit in itself. Accurately translating these units requires discourse analysis of the source text and a precise understanding of their functional-cognitive meaning. A literary translator who successfully navigates these challenges will undoubtedly achieve a successful translation ترجمه یک گفتمان بین‌فرهنگی، بین دو زبان مبدأ و مقصد است. یکی از دشوارترین انواع ترجمه، ترجمۀ متون ادبی است. اگر اثر ادبی یک نمایشنامه باشد ترجمۀ آن با چالش‌های بیشتری روبه‌روست. در این پژوهش سعی بر آن داریم تا با تحلیل چالش‌های موجود در ترجمۀ نمایشنامۀ «الکساندر پوشکین» که توسط میخاییل بولگاکف نویسندۀ مشهور دهۀ اول قرن بیستم روسیه نوشته شده، راهکارهایی را در زمینۀ ترجمۀ نمایشنامه‌های کلاسیک روسی ارائه دهیم. به عبارت دیگر هدف از این پژوهش بررسی و تحلیل چالش‌های زبانی پیش روی مترجم هنگام ترجمۀ نمایشنامه‌های کلاسیک روسی است. مهم‌ترین چالش‌های پیش روی مترجم در فرایند ترجمۀ ادبی کدامند؟ مترجم در برخورد با واقعیت‌های خاص زبان مبدأ باید از چه شیوه‌هایی استفاده کند؟ در این پژوهش از روش تحقیق کتابخانه‌ای و نمونه‌کاوی توصیفی ـ تحلیلی استفاده شده است. نتایج پژوهش حاکی از آن است که مترجم نمایشنامه نیاز به شناخت واقعیت‌های زبان مبدأ دارد تا بتواند معادل‌یابی دقیقی برای آن‌ها انجام دهد. مترجم باید درک مطلوبی از موقعیت‌های گفتاری موجود در اثر داشته باشد و تلاش کند، تأثیر مشابه متن مبدأ را بر روی خوانندۀ متن مقصد ایجاد کند. علاوه بر آن مترجم باید توانایی تحلیل گفتمان‌های موجود در نمایشنامه و هدف هر یک از شخصیت‌ها از بیان آن‌ها را داشته باشد تا در ترجمۀ کارکردهای منظوری ساختارهای نحوی موفق باشد. نتایج این تحقیق ‌می‌تواند در ترجمۀ دقیق آثار ادبی کلاسیک به‌ویژه ترجمۀ نمایشنامه‌های کلاسیک از زبان روسی به زبان فارسی مؤثر باشد.

https://lrr.modares.ac.ir/article_7486_30543a51b7a21d5312fdddfeecafb3d4.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Investigating the Correctness of Attributing the MunajatKhams 'Ashar to Imam Sajjad (PBUH) Based on Stylometry Techniques بررسی درستی استناد مناجات خمس عشر به امام سجاد (ع) براساس تکنیک‌های سبک‌سنجی 137 171 7487 10.48311/LRR.15.6.137 FA عیسی متقی زاده استاد گروه زبان و ادبیات عربی، دانشگاه تربیت مدرس، تهران، ایران 0009-0005-2732-5774 سمیه مدیری دانشجوی دکتری زبان و ادبیات عربی، دانشگاه خوارزمی، تهران، ایران Journal Article 1970 01 01 Advances in science and technology have made it no longer acceptable to have works with a dubious author. Stylometry is a method that uses statistical analysis to determine the author of a literary work. Author attribution methods rely heavily on writing style; assuming that each person has unique style. Author identification is used in areas such as plagiarism, criminology, and unspecified author identification. Due to the fact that many factors are involved in identifying the author of texts, a method with 100% accuracy has not been presented so far, and researchers are still trying to find a way to minimize computational errors. One of the methods that is claimed to have good accuracy is Yule’s theory. In this article, Yule's theory and four other theories have been combined to compare the vocabulary richness of the Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya. Then, Using descriptive-analytical method and explanation of statistical datas, the correctness of the attribution of Munajat Khams 'Ashar to Imam Sajjad (PBUH) has been investigated. The results show the high accuracy of the calculations and the independence of the output of the theories to the length of the text. Also, due to the slight difference between the vocabulary richness of the Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya, its attribution to Imam Sajjad (PBUH) is confirmed. 1. Introduction The issue of attributing a text to someone who did not really write it, has always been the focus of researchers. With the advancement of science in the twentieth century, the need to prove the accuracy of attributing a text to a particular author has intensified, and with the advancement of information technology, the popularity of intelligent methods of author recognition has increased. Today, to identify the author of a text, various methods are used, one of the most important methods is study the writing style. The study of writing style is a subset of the new rhetoric. The new rhetoric aims at adding formal logic a field of reasoning, and applies whenever action is linked to rationality (Perelman, 1971). In stylistics, using text reasoning and analysis, characteristics are considered for the author's style. A variety of methods for attribution have been proposed. There are three main approaches: lexical methods, syntactic or grammatic methods, and language-model methods, including methods based on compression (Zhao & Zobel, 2005). In this article, the lexical method will be used. One of the most practical lexical methods to achieve the author's style is the "vocabulary richness" method. Unfortunately, the output of many methods depends on the length of the text. Therefore, a method should be used that has the least dependence on the length of the text. In this paper, we have combined five theories to calculate vocabulary richness to achieve the most accurate results. Research Question(s) 1. How accurate and reliable are the results of the five equations used in this research? 2. How much does the output of the theories depend on the length of the text? 3. What is the difference between the vocabulary richness of Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya? 2. Literature Review Authorship attribution (AA) is the process of attempting to identify the likely authorship of a given document, given a collection of documents whose authorship is known (Bozkurt et al., 2007). The accepted assumption behind AA is that every author writes in a distinct way; some writing characteristics cannot be manipulated by the writer’s will, and therefore can be identified by an automated process (Howedi & Mohd, 2014). One of the fundamental sub-problems of AA is the extraction of the most suitable features to represent the writing style of each author. This problem is known as “stylometry” (Howedi et al., 2020, p. 1334). stylometry is defined as those techniques that allow measure the style of an author by the identification of its features of style (stylemas). Those stylemas, also called style markers, are obtained from textual measurements normally calculated by statistical methods (Escobedo et al., 2013, Stamatatos, 2009). Some researchers have used a combination of some lexical richness functions to achieve better results, namely: K proposed by Yule (1944), R proposed by Honore (1979), W proposed by Brunet (1978), S proposed by Sichel (1975), and D proposed by Simpson (1949) which are defined as follows (Stamatatos et al., 2000): where: Vi : is the number of words used exactly i times N: Total number of words V: Number of non-repetitive words α: usually is fixed at 0.17 The final output for calculating vocabulary richness is obtained by combining these five equations. Since the series of narrators and the document of Munajat Khams 'Ashar is not mentioned completely in the available sources, attributing it to Imam Sajjad (PBUH) needs to be proved, so in this research, using stylometry techniques, it is examined. 3. Methodology In the present article, the correctness of attributing Munajat Khams 'Ashar to Imam Sajjad (PBUH) is examined by sampling the prays of Al-Sahifa al-Sajjadiyya and comparing his vocabulary richness with the Munajat Khams 'Ashar. Since, according to the claim, the output of the theories is not dependent on the length of the text, two statistical populations are selected: the first consists of prays which 80 words have been selected, and the second consists of prayers With different number of words; Therefore, in addition to comparing the vocabulary richness of the samples, the dependence of the equations on the length of the text will also be examined. Also, From Munajat Khams 'Ashar, we chose the first, fifth, tenth and fifteenth prays as samples. 4. Results The results show that: 1. The accuracy of the calculations is very high and therefore the output of the theories is reliable. 2. The output of the theories was not dependent on the length of the text and did not increase in proportion to the increase in the number of words. 3. There is not much difference between the vocabulary richness of Munajat Khams 'Ashar and the prays of Al-Sahifa al-Sajjadiyya in both statistical populations; Therefore, the correctness of attributing the Munajat Khams 'Ashar to Imam Sajjad (PBUH) - from the perspective of stylometry techniques - is proved. با پیشرفت علم و تکنولوژی، دیگر وجود آثار با نویسنده مشکوک، پذیرفتنی نیست. سبک‏سنجی روشی است که با استفاده از تجزیه و تحلیل آماری، نویسنده آثار ادبی را تعیین می‌کند. روش‏های انتساب نویسنده، عمدتاً متکی بر شناسایی نویسنده براساس سبک نوشتاری هستند؛ با این پیش‏فرض که سبک نوشتاری هر شخص، دارای ویژگی‏های منحصربه‌فردی است. تشخیص هوشمند نویسنده در زمینه‏هایی مانند: سرقت ادبی، جرم‏شناسی و تعیین نویسنده نامشخص، کاربرد دارد. به دلیل آنکه عوامل بسیاری در تشخیص نویسنده متون، دخیل هستند، تاکنون روشی با دقت 100 درصد ارائه نشده است و پژوهشگران همچنان در تلاش هستند روشی را ارائه کنند که خطای محاسباتی را به حداقل ممکن برسانند. یکی از روش‏هایی که ادعاشده از دقت خوبی برخودار است نظریه یول است. در جستار حاضر، نظریه یول و چهار نظریه دیگر در زمینه غنای واژگانی، ترکیب شده‏اند و با بهره‏گیری از روش توصیفی ـ تحلیلی و تبیین داده‏های آماری، مقایسه‏ای میان غنای واژگانی مناجات خمس عشر و دعاهای صحیفۀ سجادیه انجام شده تا درستی انتساب این مناجات به امام سجاد (ع) مورد بررسی قرار گیرد. نتایج تحقیق، بیانگر دقت بالای محاسبات انجام‏شده و نیز عدم وابستگی خروجی نظریه‏ها به طول متن است. همچنین به‌دلیل عدم وجود اختلاف قابل ملاحظه، میان غنای واژگانی مناجات خمس عشر و دعاهای صحیفه سجادیه، انتساب این مناجات به امام سجاد (ع) تأیید می‏شود.

https://lrr.modares.ac.ir/article_7487_2639ba2137371773aa1e64e7735cdb30.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Investigating the Effect of Natural Cognitive Intelligence and Awareness-increasing Metacognitive Intelligence on the Learning of Listening Skills of Second Language Learners (Case Study: Arabic Language Educational Collection Book: Shahed and Taallom) بررسی تأثیری هوش شناختی ذاتی و آگاهی‌افزایی هوش فراشناختی بر یادگیری مهارت شنیداری فراگیران زبان دوم (مطالعۀ موردی کتاب مجموعۀ آموزشی زبان عربی: شاِهد و تعلّم) 173 196 7488 10.48311/LRR.15.6.173 FA نورالدین پروین استادیار زبان و ادبیات عرب مجتمع آموزش عالی شهید محلاتی، قم، ایران. 0000-0003-2350-8790 Journal Article 1970 01 01 Many studies show that the long-standing perception of listening as a passive skill in language learning has led to traditional auditory teaching methods leading learners to passive input receivers, while learners should be taught in a way that is passive. They should be able to control and strengthen their auditory function. Metacognitive intelligence strategies enable learners to plan, monitor, problem-solve, and evaluate, making them more active listeners. For this purpose, a class (26 students) of auditory secondary learners of the Shahed and Taallom Educational Collection in an educational center was selected as a sample and after removing outliers, using a quasi-experimental pre-test method - Intervention-post-test, the performance of the learners in the auditory parallel tests, before and after the educational intervention, was examined by SPSS software and paired t-test. The results indicate that the learners have increased their learning skills in the post-exam stage with the awareness of metacognitive intelligence, and self-regulation has increased their motivation and also their learning success. In the light of these findings, concepts and suggestions for further studies were presented. 1. Introduction Metacognition has been accepted as the main factor in educational progress, especially in language learning. Considering the positive relationship between metacognitive intelligence and improving listening skills, so far no research has been done on the effect of metacognitive intelligence on the listening skills of Iranian learners of Arabic as a second language. Therefore, an independent research based on the effect of metacognitive listening strategy training on improving listening comprehension and metacognitive awareness of Arabic language learners seems necessary. The purpose of the current research is to investigate the effect of metacognitive intelligence awareness-raising on listening skills among secondary level students of the "Shahed and Taallom" educational collection. Research Questions By considering the problems stated above, the following questions are raised: 1. What is the relationship between intrinsic cognitive intelligence and Arabic listening skills? 2. Does metacognitive intelligence awareness have an impact on improving listening skills of Arabic language learners? 2. Literature Review Listening is a complex skill and since it plays an important role in people's daily life, it needs attention and precision. Bervan (2001) believes that learners in the classroom should focus more on listening than speaking. Emphasizing listening skills, he admits that his listening ability is usually more than his verbal ability, and this is the reason why in recent years of language education, he has paid more attention to listening comprehension(Sotudeh & Taqipoor, 2010) By metacognition theory, we mean the theory of metacognition, the theory of cognition. Metacognitive theories are a subset of theories of mind. Theories of mind include, but are not limited to, theories of cognition. Theories of mind deal with mental phenomena such as emotions, personality, etc. (Astington, 1993). Seif (2012) believes that metacognition is the awareness of a person in relation to how he learns; Therefore, metacognitive theories are those theories of the mind that focus on the cognitive aspects of the mind. In fact, metacognitive theories harmonize the beliefs or hypotheses that allow people to predict, control and explain their own knowledge, the knowledge of others, or knowledge in general (Montgomery, 1992). Bailer and Snowman (1993) believe that metacognition is a person's knowledge about his own cognitive processes and the quality of their useful and constructive use to achieve learning goals. 3. Methodology The research method used in this article is quantitative. In the first step, the research is conducted in a quasi-experimental manner, In order to find out the correlation between subjective intelligence questionnaire and listening skills, the students were asked to answer the questionnaire and participated in a listening test which was designed from the content of the intermediate level book "Shahed and Taallom". In the self-intelligence questionnaire, we considered a score between 0-60 , which were tested in two indicators (do: 2 points and do not: 0). The results of the questionnaire and the listening test were analyzed in the paired t-test, which proved the positive correlation between subjective intelligence and listening skill. 4. Results The present study first discovered the degree of correlation between inherent cognitive intelligence and listening skills and subjected them to educational intervention. The second step also measured the effectiveness of metacognitive intelligence educational interventions in strengthening learners' listening skills compared to before the intervention. The results showed that targeted training of metacognitive intelligence had a significant effect on increasing learning and improving learners' performance in listening tests. The results of the present research showed that the strategy of comprehensive interaction with peers as one of the strategies to raise awareness of metacognitive intelligence can greatly help improve the listening skills of learners. The present research showed that teachers make different aspects of learning visible to learners by raising awareness of metacognitive intelligence, thus turning them from passive recipients into active listeners. The results of Hughes and Schumacher's (1991) study are also consistent with this finding, as they found that students who used the "self-test" strategy increased their scores on class tests from of 57 to 71 percent. نتایج تحقیقات فراوانی نشان می‏دهد از دیرباز تلقی گوش دادن به‌عنوان یک مهارت غیرفعال در یادگیری زبان باعث شده است که روش‏های سنتی آموزش شنیداری، فراگیران را به سمت دریافت‏کنندگان ورودی، منفعل سوق ‏دهد، در حالی که فراگیران باید طوری آموزش داده شوند توانایی چگونگی کنترل و تقویت عملکرد شنیداری خویش را داشته باشند. استراتژی‌های هوش فراشناختی امکان برنامه‌ریزی، نظارت، حل مسئله و ارزشیابی فراگیران را فراهم و آنان را به شنوندگان فعال‏تر تبدیل می‏کند. بدین منظور یک کلاس آموزشی (26 نفر) از فراگیران سطح متوسطۀ شنیداری (المتوسطه) مجموعۀ آموزشی شاِهد و تعلّم در یک مرکز آموزشی به صورت نمونه‌برداری در دسترس انتخاب و پس از حذف برون هشته‌ها، با استخدام یک روش شبه‏آزمایشی پیش‏آزمون ـ مداخله ـ پس‏آزمون‏، عملکرد فراگیران در آزمون‌های موازی شنیداری، قبل و بعد از مداخلۀ آموزشی، توسط نرم‌افزار اس.‏پی.‏اس.‏اس. و آزمون تی تست جفتی، مورد بررسی قرار گرفت. نتایج حاکی از آن است که فراگیران با آگاهی‌افزایی هوش فراشناختی، در مرحلۀ پس‌آزمون در مهارت شنیداری رشد آموزشی داشته‌اند و خودتنظیمی باعث افزایش انگیزش و همچنین موفقیت یادگیری آنان شده است. در پرتو این یافته‏ها، مفاهیم و پیشنهاداتی برای مطالعات بیشتر ارائه شد.

https://lrr.modares.ac.ir/article_7488_97c99dd2a042908aabc0bafc64ddc028.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 The Semantic and Syntactic Aspects of Tense, Aspect, and Modality in the Kurdish Imperative Paradigm ابعاد معنایی و نحوی زمان، نمود و وجهیت در صیغگان امری: مطالعۀ موردی کردی 197 239 7489 10.48311/LRR.15.6.197 FA رحمان ویسی حصار دانشیار زبانشناسی، گروه زبان انگلیسی و زبانشناسی، دانشکده زبان و ادبیات، دانشگاه کردستان، سنندج، ایران 0000-0002-3570-8338 ابراهیم بدخشان دانشیار زبانشناسی، گروه زبان انگلیسی و زبانشناسی، دانشکده زبان و ادبیات، دانشگاه کردستان، سنندج، ایران 0000-0002-6874-743X محمد احمدنژاد استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی و زبانشناسی، دانشکده زبان و ادبیات، دانشگاه کردستان، سنندج، ایران 0000-0002-0952-8456 Journal Article 1970 01 01 This paper attempts to explain the relationship between the imperative paradigm and the system of tense, aspect, and modality in Kurdish. This study employs the theoretical framework proposed by Aikhenvald and Dixon (2017). Additionally, the data were collected by interviewing Kurdish informants. The results indicate that the imperative paradigm in Kurdish is based on three imperative constructions, and four imperative strategies are also used to convey directive meanings. The results also show that the imperative constructions have different syntactic behaviors in different temporal zones of the tense system. The imperative constructions mainly combine with verbs that have a positive dynamic aspectual feature; however, these constructions transform these verbs during the process of coercion and highlight only the preparatory phases of the verbs. Consequently, these constructions combine easily with ingressive verbal operators because they represent only the preparatory phases of the actions. However, the imperative constructions do not combine with imperfective operators as they highlight the middle phases of the events. Furthermore, the imperative constructions do not host perfective aspectual operators due to semantic incongruity between them. Finally, the results show that the imperative constructions and strategies lack a rich eventual semantic layer and appear mainly as expressive speech acts. 1. Introduction The tripartite system of tense, aspect, and mood constructs the composite eventual and modal structure of a sentence. However, this composite system manifests differently in various sentential types such as declarative, interrogative, and imperative. Although the interaction of these three subsystems has been extensively studied in declarative sentences, they have not been adequately explored in imperative constructions. Given the highly particular and idiosyncratic syntactic and semantic behavior of imperatives, it is crucial to study these subsystems and their interactions within imperative sentences. This paper aims to examine these subsystems and their interactions within the imperative paradigm, employing the theoretical framework proposed by Aikhenvald and Dixon (2017). Thus, it studies tense, aspect, and modality in canonical and non-canonical imperative constructions in Kurdish. 2. Literature Review Imperative constructions have not been extensively investigated in Iranian languages in general, and Kurdish in particular. Most traditional grammatical sources in Kurdish adopt a prescriptive approach, primarily focusing on declarative and interrogative constructions and largely ignoring imperatives (IKSA 1976, 1985; Nabaz 1976; Mahvi 2011). No research to date has investigated tense, aspect, and modality in imperative constructions. However, Veisi Hasar (2021) studied imperative constructions in Kurdish, identifying two imperative constructions and four imperative strategies. Yet, he does not explore aspect, modality, and tense within these structures. 3. Methodology The theoretical approach used in this study is based on the work of Aikhenvald and Dixon (2017) and the typological approach of Van der Auwera et al. (2005). Aikhenvald and Dixon (2017) categorize imperative constructions into canonical and non-canonical types. The canonical construction refers to the imperative for the second person singular subject. According to them, any structure derived from and matching the canonical construction can be considered an imperative construction. However, a non-canonical imperative, whose primary function is to express a directive function but structurally differs from the canonical construction, should be in complementary distribution with the canonical ones. If a directive structure is not structurally related to the canonical construction and is not in complementary distribution with it, it is not an imperative construction but an imperative strategy. In addition, based on the typological framework presented by Van der Auwera et al. (2005), we explain the imperative paradigm in Kurdish. This model illustrates different imperative paradigms as follows: - a. The language has a maximal system, but not a minimal one. - b. The language has a minimal system, but not a maximal one. - c. The language has both a maximal and a minimal system. - d. The language has neither a maximal nor a minimal system. 4. Findings By analyzing the data, it is revealed that the Kurdish language has three imperative constructions and four imperative strategies. The second person singular imperative is formed by a special inflectional ending, an omitted subject, and a subjunctive mood indicated by the prefix -bǝ. The second person plural imperative uses a deleted subject and the prefix -bǝ, but lacks a special verbal ending. Imperative constructions for other person-number categories (first, third, singular, and plural) use a specific imperative operator bā and the prefix -bǝ. These three constructions form the imperative paradigm in Kurdish. Additionally, four strategies are used to express commands and directive meanings, which are not syntactically imperative. These constructions are based on the verbs heŝtәn (let), řoʔin (going), and hātәn (come), each possessing distinct grammatical attributes and used in various contexts. Regarding the interaction between imperatives and tense, imperative constructions are mainly bound to the present tense and do not appear in other tenses. Interestingly, even the imperative strategies are primarily limited to the present tense and do not convey commands in other tenses. Only the second person singular imperative can appear in the future tense, in contrast to other categories, and takes a different inflectional ending. Imperative constructions predominantly combine verbs that have a dynamic aspectual feature. However, through coercion, they highlight only the preparatory phase of these verbs. Static verbs within this construct are marked. Dynamic verbs in an imperative structure undergo coercion, and only their preparatory phases are highlighted in the imperative construct. Regarding grammatical aspects, imperative verbs do not combine with imperfective (progressive) verbs, as they do not profile the middle phases indicated by the progressive operators. Instead, they combine with ingressive operators, as both highlight the preparatory phases of the verbs. Additionally, imperative constructions do not combine perfective verbs due to semantic incompatibility. The perfective operator refers to a bounded process, while imperative constructs do not profile the ending limitation of the verbs. هدف جستار حاضر بررسی رابطۀ بین ساخت‏های امری و نظام زمان، نمود و وجه در کردی است. روش‏ تحقیق حاضر مبتنی بر رویکرد آیخنوالد و دیکسون (2017) و الگوی رده‏شناختی وندرآئورا و همکاران (2005) است. داده‏های تحقیق نیز عمدتاً از طریق مصاحبه با گویشوران جمع‏آوری شده است. نتایج تحقیق نشان داد که صیغگان امری در کردی مبتنی بر سه ساخت امری بوده، و چهار راهبرد امری نیز در کنار این ساخت‏ها برای بیان معانی امری بکار می‏روند. همچنین نتایج نشان داد که ساخت‏های امری روی محور زمان دارای نوعی توزیع نامتقارن بوده، و همچنین رفتارهای متفاوتی در رابطه با پدیدار زمان دستوری دارند. همچنین روشن شد که ساخت امری عمدتاً میل به ترکیب با افعالی دارد که خصلت پویایی (نمود) آن‌ها مثبت است. اما ساخت امری در فرایند تحمیل خصیصۀ پویایی افعال را خنثی ساخته و ساخت نهایی تنها مراحل مقدماتی رخداد را بازنمایی می‏کند. به همین دلیل ساخت امری با عملگرهای ناقص آغازی به راحتی ترکیب می‏شود چراکه این عملگرها تنها مراحل آغازی رخداد را بازنمایی می‏کنند، و همچنین تمایلی به ترکیب با عملگر استمراری ناقص ندارد، چراکه این عملگر عمدتاً مراحل میانی و پویای رخداد را بازنمایی می‏کند. از سوی دیگر ساخت امری به‌دلیل ویژگی‏های نمودی و زمانی هرگز نمود کامل را به خود نمی‏پذیرد، چراکه این نمود تجانس معنایی با ساخت امری ندارد. درنهایت نتایج نشان داد که در صورت هر گونه جایگشت ساخت امری در محور نامتقارن زمان، عملگرهای وجهی به‌عنوان اولین جایگزین برای آن‌ها ظاهر می‏شوند. نتایج بیانگر این است که عبارات امری و رهنمودی عمدتاً دچار فقر معنایی در لایه‏های رخدادی بوده، و صرفاً چون یک کنش گفتار بیانی عمل می‏کنند.

https://lrr.modares.ac.ir/article_7489_c2f8e6f7f5a740e5b753357c9bb2c664.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 From Sign to Praxeme: Analyzing the Dimensions of Reformulation in the Travelogue Entitled âThree Years in Asiaâ by Arthur de Gobineau, Based on the Praxematics Theory از نشانه تا کنش- معنا : تحلیل ابعاد بازآرایی در سفرنامۀ سه سال در آسیا اثر آرتور دوگوبینو با تکیه بر نظریۀ کنش - معناشناسی 241 270 7490 10.48311/LRR.15.6.241 FA فاطمه قاسمی آریان دانشجوی دکتری مشترک ادبیات فرانسه، دانشگاه فردوسی مشهد و دانشگاه سوربن نوول-پاریس 3، مشهد، ایران محمد رضا فارسیان استاد گروه زبان فرانسه، دانشگاه فردوسی مشهد، مشهد، ایران Journal Article 1970 01 01 Travelogues are considered one of the most important sources for understanding one's "Self" in the mirror of the "Other." When the "Self" is represented in a travelogue, it always reveals a part of the "Other" reality to the readers. The selection of words in order to represent reality through "dialogism of naming" is related to the field of "praxematics." Praxematics, as a type of semantics, analyzes the production of meaning in language and the processes of transitioning from language to discourse through various social, cultural, and linguistic actions. In this regard, examining "reformulation" in a travelogue text can be seen as the main issue of research, shedding light on the mechanisms of auto ـ dialogism where the narrator engages in a conversation with their own discourse. Accordingly, the travelogue book "A Three ـ Year Voyage in Asia" by Arthur de Gobineau, a famous French writer, has been selected as the research source. The aim of the research is to uncover the linguistic dimensions and novel ways of introducing the "Other" into one's own language in the travelogue. In this article, while introducing praxematics theory, we attempt to examine the process of reformulation in Gobineau's travelogue and answer the following questions: How can reformulation be expressed at the linguistic level in introducing the "Other", and to what extent will this contribute to effective intercultural dialogue? The results of the research indicate that despite printing and expressive gaps, Gobineau strives to create a balance between the "Self" and the "Other" worlds at the linguistic level and largely maintains a naming process that is free from racial and colonial perspectives. 1. Introduction The dialectical relationship between the "Self" and the "Other" in a travelogue relies on the reorganization of the "Other" to introduce them to the lector, which drives the author towards narrative and repetitive reiterations. This occurs either by reusing the same words or by transcribing the words of the "Other" into the language of the "Self." The choice of words to describe reality is connected to the "dialogism of naming," a domain within "praxematics." In this context, the travelogue “Trois ans en Asie” [Three Years in Asia] by Arthur de Gobineau, a renowned French writer, was selected as the research source. Gobineau is known in Iran following his orientalism studies. In his travelogue, he stated that he endeavored to avoid presenting any correct or incorrect views of the superiority of the "Self" over Iranians and, as much as possible, to view subjects from their perspective before making any one-sided judgments. Accordingly, it is assumed that the traveler also adhered to this principle during the reformulation process at the linguistic level. Thus, this article aims to examine the reformulation process that leads to the naming of the "Other" in Gobineau's travelogue using the praxematics theory. It seeks to answer these questions: How can reformulation lead to the introduction of the "Other" at the linguistic level, and to what extent does this facilitate intercultural dialogue? Hence, the examination of reformulation in the original version of the travelogue is conducted along three main lines: auto-dialogism reformulation, reformulation and dialogisation interdiscursive, and reformulation and dialogisation interlocutive. 2. Literature Review Various studies have been conducted in the fields of semiotics of discourse. Among the most notable is Hamidreza Shaeiri's work titled “Tajziye va Tahlil-e Neshāne-Ma’nāsenākhti-ye Goftemān” [Analysis of semiotics of discourse] (2013), published by Samt, which examines discursive operations, the cognitive, perceptual-emotional, affective, and aesthetic dimensions of discourse, and ultimately the conditions for the production of meaning in different discourses. Regarding Arthur de Gobineau, research has been conducted on his fictional work “Nouvelles asiatiques” [The Asian short storys] in Iran. Mohammadreza Farsian and Somayeh Khabir, in their article "Barresi-e tatbiqi-e zanmadārāne qesse-hāye hezār o yek shab va dāstān hāye āsiyaāe Gobineau [Women in One Thousand and One Nights and Asian Novels of Gobineau: A Comparative Study]" (2018) in the Journal of Contemporary World Literature Research, analyze the manifestations of women in “One Thousand and One Nights” and Gobineau's “Nouvelles asiatiques”, discussing the author's influence from “One Thousand and One Nights”. However, to date, no study using the praxematics theory at the linguistic level has examined reorganization in literary texts in Iran. In this context, the research corpus is based on the original text of Count de Gobineau's travelogue “Trois ans en Asie” (1859). 3. Methodology The praxematics is a linguistic theory that, within an anthropological and realist framework, focuses on the analysis of meaning production in language, examining the processes that transition from "language" to "discourse" through various social, cultural, and linguistic actions. The concept of action-semantics was introduced by Robert Lafont, a linguist, literary historian of Occitan literature, poet, and French novelist who coined the term "internal colonization" (Ruchon, 2018, p. 185). This theory documents the role of language within cultural and social actions and critiques Saussurean linguistics for its lack of interest in the conditions of sign production in languages (Ruchon, 2018, p. 185). Arthur de Gobineau, the distinguished French traveler and writer, visited Iran from 1855 to 1858 and penned the notable travelogue “Trois ans en Asie”. His work in Orientalism had a considerable influence in Iran. Therefore, among the reformulations gathered from the travelogue, certain instances were selected for analysis. Following the description of the types of reformulation, their linguistic value, and dialogic nature, the samples were categorized in statistical charts to reveal the traveler's tendency towards each type of reformulation and dialogism. 4. Results The results of the research on the travelogue “Trois ans en Asie”, based on the praxematics theory, indicate that Gobineau often utilized alternating reorganization through the use of markers like "ou" and commas, which are based on the principle of balance. These markers maintain the equal status of both the source and target statements without creating any syntactic or cognitive hierarchy between them. Additionally, in almost all the instances found, the reformulation moves from the foreign towards the familiar, suggesting a value of generalization and an approach close to lexicography. This alternation and balance between the source and target statements facilitate intercultural dialogue between the "Self" and the "Other." Pragmatically, this type of reformulation is performed in an interlocutive manner and with an inherently educational purpose, as the dynamic act of generalization brings the "Other" closer to the "Self." سفرنامه‌ها به‌عنوان یکی از مهم‌ترین منابع شناخت «خود» در آینه «دیگری» محسوب می‌شوند. هنگامی که «خود» در سفرنامه به بازنمایی «دیگری» می‌پردازد، همواره بخشی از واقعیت «دیگری» را به خوانندگان نشان می‌دهد. گزینش واژگان در جهت نگارش واقعیت به «گفت‌وگومندی نام‌گذاری» که حوزه‌ای از «کنش ـ معناشناسی» است، مرتبط می‌شود. کنش ـ معناشناسی، به‌مثابه نوعی معناشناسی، تولید معنا در زبان و فرایندهای گذر از زبان به گفتمان به‌واسطه انواع کنش‌های اجتماعی، فرهنگی و زبانی را مورد تحلیل قرار می‌دهد. در این ‌راستا، بررسی «بازآرایی» در متن سفرنامه می‌تواند به‌عنوان مسئله اصلی پژوهش، روشنگر مکانیسم‌های خودگفت‌وگومندی باشد که طی آن گفته‌پرداز با گفتمان خود وارد گفت‌وگو می‌شود. از این ‌رو، سفرنامه سه سال در آسیا اثر کنت آرتور دوگوبینو، نویسنده نام‌آشنای فرانسوی، به‌عنوان منبع تحقیق انتخاب گردید. هدف تحقیق، آشکارسازی ابعاد زبان‌شناسانه و تازه‌ای از شیوه معرفی «دیگری» به زبان «خود» در سفرنامه است. در مقاله حاضر تلاش‌ شده است تا ضمن معرفی نظریه کنش ـ معناشناسی، فرایند بازآرایی در سفرنامه گوبینو بررسی و به این پرسش‌ها پاسخ داده شود: چگونه بازآرایی می‌تواند در سطح زبانی به معرفی «دیگری» بینجامد و این موضوع تا چه حد در برقراری گفت‌وگوی بینافرهنگی مؤثر خواهد بود؟ نتایج حاصل از تحقیق نشان می‌دهد که علی‌رغم گسست‌های چاپی و بیانی، گوبینو غالباً سعی در ایجاد تعادل میان دو جهان «خود» و «دیگری» در سطح زبانی کرده و فرایند نام‌گذاری را تا حد زیادی مصون از دیدگاهی نژادپرستانه و فرادستانه نگاه داشته است.

https://lrr.modares.ac.ir/article_7490_fcdf698a5d673435e0a5a6f9ffea05ca.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 The Borderline between Collocations and Idioms in Persian: A Construction-based Approach مرز بین همایندها و اصطلاحات در زبان فارسی بر مبنای دستور ساختاری 271 303 7491 10.48311/LRR.15.6.271 FA ابوالفضل علمدار دانشجوی دکتری زبان‌شناسی، دانشکده ادبیات و زبان‌های خارجی، دانشگاه علامه طباطبائی، تهران، ایران. 0000-0002-0647-9740 راحله گندمکار دانشیار زبان‌شناسی، عضو مرکز تحقیقات میان‌رشته‌ای زبان و ادبیات، دانشکده ادبیات و زبان‌های خارجی، دانشگاه علامه طباطبائی، تهران، ایران 0000-0003-2281-485X بهزاد رهبر استادیار زبان‌شناسی، عضو مرکز تحقیقات میان‌رشته‌ای زبان و ادبیات، دانشکده ادبیات و زبان‌های خارجی، دانشگاه علامه طباطبائی، تهران، ایران. Journal Article 1970 01 01 The purpose of the present article is to provide a new and practical definition for idioms and collocations, based on syntactic criteria, not merely semantic. One of the important criteria for distinguishing these two types of phrases (idioms and collocations) is the flexibility of their constituent elements. Idioms and collocations have not yet been studied within a syntactic approach. According to Construction Grammar, idioms were analyzed based on four syntactic tests: "passivization", "clefting", "dislocation" and "interrogation". Construction Grammar is a set of cognitive grammars that considers construction as a symbolic unit consisting of form and meaning poles. Two hundred idioms were analyzed. These idioms were collected from two main sources, namely The Colloquial Persian Dictionary (Abolhassan Najafi, 2008) and The Two-volume Dictionary of Kenayat-e Sokhan (Hassan Anvari, 2019). The four constructions of each idiom were judged syntactically by 15 people as research participants. The meanings of some of these constructions showed that the syntactic flexibility of all idioms is not the same. Some idioms were flexible to syntactic changes and therefore behaved similarly to collocations. The flexibility of idioms led to the introduction of a new definition of these types of phrases based on syntactic criteria. Thus, such phrases were considered a kind of collocation, not an idiom. In other words, those lexical phrases were called idioms which were inflexible to these syntactic constructions. 1. Introduction One of the important distinctions between idioms and collocations has always been its semantic aspect. Another important distinction between them is related to the lack of syntactic changes in idioms. Therefore, one of the main characteristics of idioms is the immutability of their constituent elements. In relation to the syntactic changes of idioms, Mel'čuk points to four syntactic changes including passivization, clefting, dislocation, and interrogation which can cause the displacement of the constituent elements of idioms (2014). In this article, using the linguistic intuition of Persian speakers, we seek to investigate whether these syntactic changes occur in all Persian idioms or only in a limited set; and if we observe the occurrence of this phenomenon, whether our definition of idioms is the same as the previously known definitions or we should go to a new definition of them. It seems that we are not faced with an idiom in its general sense, but we will have a new form of a collocation where a lexical element will play the role of a pivot and another lexical element will play the role a function. The main goal of the current research is to analyze idioms from a new perspective and evaluate the structural differences of idioms and collocations. Actually, by using the above 4 syntax tests, we are trying to recognize two types of expressions in Persian. Research Question(s) The research questions of this study are as follows: 1. Based on what criteria can idioms and collocations be separated? 2. In which area or areas of grammar can the criteria for distinguishing idioms and collocations be explained? 2. Literature Review Construction Grammar (CxG) is a cover term for a number of grammatical theories and models within the field of cognitive linguistics. The most basic unit of study in this grammar is construction, not the syntactic units or those rules that combine these syntactic units together. According to CxG, the basis of language communication is a set of fixed expressions in the mind of language speakers, which are memorized like a formula. From this point of view, linguistic expressions as pairs of form and meaning are considered the main and formal unit of language (Goldberg, 1995 & 2003; Sinclair, 2004). Constructions in CxG, just like words, are a combination of form and meaning. These constructions are basically considered symbolic units (Croft, 2007, p. 472). They are associated with syntactic, morphological, phonological and pragmatic meaning. According to Goldberg, C is considered a construction if and only if C is a pair of form and meaning in such a way that some aspects of Fi or some aspects of Si cannot be entirely predicted from the components of construction C (1995, p. 4). In this definition, the symbol F stands for the word ‘form’ and the symbol S stands for the word ‘semantics’. Therefore, the pair shows a symbolic unit. Indexes also show the symbolic relationship between form and meaning. 3. Methodology In the present research, the most up-to-date available sources, namely The Colloquial Persian Dictionary (Najafi, 2008) and The Two-volume Dictionary of Kenayat-e Sokhan (Anvari, 2019) have been used. First, the data, which consists of 200 idioms, were extracted from the relevant sources. Then, those idioms were listed according to the previously mentioned definition. In the next step, the changes and displacements of the elements present in the idioms, i.e. passivization, clefting, dislocation, and interrogation were investigated. In this way, at least 15 Persian speakers as research participants were used to judge the well-formed data resulting from the syntactic changes. In fact, by using the above 4 tests, we tried to give a new definition of idioms. 4. Results Out of the total of 200 idioms that were examined, about 40 idioms were used in the passive construction and produced sentences that had the same meaning as the idiom. Approximately 50, 60, and 50 idioms also produced meaningful sentences in clefting, dislocation, and interrogation constructions, respectively. The result of the final analysis of these 200 idioms shows that on average, a quarter of these idioms show flexibility against these four syntactic constructions. The above result indicates that the constituent elements of some idioms can be displaced and used in different constructions like collocations. Therefore, such expressions are collocations, not idioms. . هدف از مقاله حاضر، ارائه تعریفی جدید و کاربردی از «اصطلاح» و «همایند»، بر اساس ملاک‌های نحوی و نه صرفاً معنایی بود. بر حسب سنّت فرمالیسم، یکی از ملاک‌های مهم برای تفکیک این دو نوع عبارت (اصطلاح و همایند) از یکدیگر، امکان یا عدم امکان جابه‌جایی عناصر سازنده آنها است. این عبارت‌ها تاکنون با رویکردی نحوی مورد بررسی قرار نگرفته بودند. بر اساس دستور ساختاری، اصطلاحات بر پایه چهار آزمون نحوی «مجهول‌سازی»، «اسنادی‌سازی»، «فک اضافه» و «پرسشی‌سازی» بررسی شدند. دستور ساختاری به مجموعه‌ای از دستورهایی با ماهیت شناختی گفته می‌شود که ساختار را به عنوان واحدی نمادین متشکل از قطب‌های صورت و معنی در نظر می‌گیرد. در پژوهش حاضر، 200 اصطلاح مورد بررسی قرار گرفتند. این اصطلاحات از دو منبع اصلی یعنی فرهنگ فارسی عامیانه )ابوالحسن نجفی، 1387) و فرهنگ دوجلدی کنایات سخن (حسن انوری، 1398) جمع‌آوری شدند. چهار ساخت هر اصطلاح از سوی 15 نفر به عنوان مشارکین پژوهش مورد قضاوت نحوی قرار گرفتند. معنی‌داری برخی از چهار ساخت نشان داد که انعطاف‌پذیری نحوی همه اصطلاحات شبیه به هم نیست. برخی اصطلاحات در برابر تغییرات نحوی انعطاف‌پذیر بودند و درنتیجه رفتاری شبیه به همایندها داشتند. انعطاف‌پذیری اصطلاحات سبب شد تا بر مبنای ملاک‌های نحوی، تعریف تازه‌ای از این عبارت‌ها ارائه دهیم و آن‌ها را در گروه همایندها قرار دهیم. به این ترتیب، آن دسته از عبارت‌های واژگانی اصطلاح نامیده شدند که در مقابل چهار آزمون نحوی «انعطاف‌ناپذیر» بودند.

https://lrr.modares.ac.ir/article_7491_a46b6b588543109f13ff64b2bf1104f0.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Semiotic-semantic analysis of Bayazid Bastami's mystical experiences in Attar's Tazkira Al -Awaliya تحلیل نشانه - معناشناسی تجارب عرفانی بایزید بسطامی تذکره‌الاولیای عطار 305 335 7492 10.48311/LRR.15.6.305 FA مریم شاهدی علی آباد دانشجوی دکتری ادبیات عرفانی دانشگاه بین‌المللی امام خمینی(ره) قزوین، قزوین، ایران. 0009-0002-6608-5214 سید علی قاسم زاده استاد گروه زبان و ادبیات فارسی دانشگاه بین المللی امام خمینی(ره) قزوین. سید محسن حسینی مؤخر دانشیار گروه زبان و ادبیات فارسی دانشگاه بین المللی امام خمینی(ره) قزوین. 0009-0005-1109-7922 Journal Article 1970 01 01 In this research, the mystical experiences of Bayazid Bastami in the narrative of Attar's Tazkira Al -Awaliya were analyzed with a semiotic-semantic approach in order to explain the mechanism and how the meaning is formed in the text in question. In this discourse, Bayezid is cared for and chosen by God before birth. Then, in the process of development, there is an activism that does not reach the goal during austerities, worships, worldly travels and all the actions that are considered valuable actions in the ontology of Islamic mystics, including Attar as the narrator of the text. The outcome of these actions is being; Unsuccessful outcomes and shortcomings, failures and emotional stress, intense desire versus lack of necessity, and complete denial of what is right eventually cause him to dissolve his sense of self, transcend his limits, and unite with existence and God. The stronger and more intense the desire, the more severe the failure resulting from not being able to be and the more meaningful the emotional tension. A meaning that is full of emotion, perception and presence. The feeling and perception of the narrator, sometimes with an external phenomenon and sometimes by confronting the inner world, leads to the emergence of meaning. Some external experiences are the result of adaptation, reflection and some internal experiences are the result of attraction, co-presence and unity. The mention of Bayezid and his ascension is a mirror of the whole view of what mystics call mystical experience. An unexpected event, a passivity that brings with it an outburst of meaning and enthusiasm of the language. The research method is descriptive-analytical. The theoretical approach of the research is based on the theoretical foundations of semiotic-semantic knowledge in the analysis of mystical experiences. The scope of the research includes re-reading and reflecting on the mystical experiences of Bayazid Bastami in the narrative of Attar's Tazkireh Awaliya, which tries to analyze the formation of meaning in an emotional discourse, between the system of action, tension and excitement. 1. Introduction The analysis of the semantic significance of mystical encounters aims to explore the nature of the mystic's relationship with existence and God, and how this connection gives rise to meaning within the text. To accomplish this, the methods of uncovering meaning must be identified. In mystical discussions, besides deviating from the norm, distancing oneself from the external world and delving into the inner realm of the universe are key components in generating meaning. Mystical experiences detailed in Tazkirah Al-Awalia capture intense moments of unity. Meaning often stems from perception and understanding. The emotional system is a relevant aspect in this context, developed through the dynamic interplay between the form and content of the text, facilitated by perceptive faculties. Emotional tensions and impactful verbs play a role in shaping meaning in this discourse. Bayazid Bastami, highly regarded by Attar, is among the most prominent and renowned sheikhs. The mystical encounters of this mystic in Tazkireh Awaliya frequently evolve through an emotional process within a tense environment and under the pattern of Being, where the attraction and merging experienced by this mystic transform his individual self into a transcendental one. Research Question What is the most important discourse structure used in the formation of mystical experiences in tazkira and how can it be explained? 2. Literature Review To investigate the mystical encounters of Bayezid as described in the text of Tazkira al-Awalia and to study its symbolic meanings, the text was carefully reviewed multiple times. By identifying the sections related to mystical experiences and contemplating them, the interplay between different elements of the text in relation to the theme of illusion and the overall ambiance of the text was explored. 3. Methodology Bayezid's mystical encounters in the Tazkireh Al-Awaliya text were analyzed, focusing on the interaction among its components within the context of the overall ambiance. The text is depicted within a narrative framework and unfolds within the emotional realm of spiritual experiences. 4. Results The emotional discourse system is the key framework in Bayezid's mystical experiences, where meaning emerges from the interaction of action, emotional tension, and sentiment, often marked by tension and impactful verbs. The analysis of Bayezid's mystical encounters in Tazkire Al-Awlia reveals a continuous formation of meaning through actions, tension, and excitement. The text delves into various themes like the pursuit of knowledge, austerities, cosmic journeys, despair, brokenness, and the quest for meaning. It presents scenes such as seeking water, a thirsty mother falling asleep, experiences of failure and inadequacy, and receiving mystical insights. The seeker in the narrative seeks to shed light on events from conception, highlighting the interplay of action, austerity, failure, and emotional tensions in shaping meaning. The discourse explores the interconnection between the physical and spiritual realms, leading towards unity. Human existence is depicted as a realm where presence and reflections coexist. Mystical experiences before ascension involve reflection and adaptation, while ascension symbolizes dissolution, attraction, and transcendence. The narrative illustrates a transcendental space brimming with allure, culminating in unity through cognitive and sensory encounters. The text shifts from an action-focused system to the Being system characterized by sudden revelations. در این پژوهش تجارب عرفانی بایزید بسطامی در روایت تذکره‌الاولیای عطار با رویکرد نشانه‏معناشناختی تحلیل شد تا سازوکار و چگونگی شکل‏گیری معنا در متن مورد نظر تبیین شود. بایزید در این گفتمان قبل از تولد مورد عنایت و انتخاب حق قرار دارد. سپس در سیر تکوینی، کنش‏گری است که طی ریاضت‏ها، عبادت‏ها، سفرهای آفاقی و همۀ کنش‏هایی که در هستی‌شناسی عارفان اسلامی ـ و عطار به‌عنوان راوی متن ـ کنش ارزشی محسوب می‏شود، به مقصود نمی‏رسد. نتیجۀ این کنش‏ها، شوش است؛ ناکامی و نقصان، شکست‏ها و تنش‏های عاطفی، نیاز شدید در مقابل بی‏نیازی و استغنای مطلق حق، سرانجام او را به انحلال فردیت، عبور از مرزهای خود و یگانگی با هستی و خداوند می‏رساند. هرچه خواست قوی‏تر و شدیدتر است، ناکامی حاصل از نتوانستن شدیدتر و تنش عاطفی معناسازتر است. معنایی که سرشار از عاطفه، ادراک و حضور است. احساس و ادراک گفته‏پرداز، گاه با پدیده‏ای بیرونی و گاه با رویارویی با عالم درون، به ظهور معنا منجر می‏شود. برخی از تجارب بیرونی حاصل انطباق، انعکاس و برخی تجارب درونی حاصل انجذاب، هم‏حضوری و یگانگی است. ذکر بایزید و معراج او، آینۀ تمام‌نمای همۀ آن ‏چیزی است که عرفان‌پژوهان، آن را تجربۀ عرفانی می‏نامند. رخدادی غیرمنتظره، انفعالی که طغیان معنا و پرشوری زبان را به همراه دارد. روش پژوهش، توصیفی ـ تحلیلی است. رویکرد نظری پژوهش بر مبانی نظری دانش نشانه‏معناشناختی در تحلیل تجربیات عرفانی استوار است. گستره پژوهش شامل بازخوانی و تأمل در تجارب عرفانی بایزید بسطامی در روایت تذکره‌الاولیای عطار است که می‏کوشد در گفتمانی عاطفی، میان نظام کنشی، تنشی و شوشی، شکل‏گیری معنا را، واکاوی کند.

https://lrr.modares.ac.ir/article_7492_c82b013313066e0702d58dc70db033ca.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 A New Viewpoint to Numeral Compounds in Persian: Construction Morphology Approach نگرشی نو به شمارواژه‌های مرکب در زبان فارسی: رویکرد صرف ساخت 337 371 7493 10.48311/LRR.15.6.337 FA سعیده قندی دانشجوی دکتری زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران. 0009-0004-6978-3856 سحر بهرامی خورشید دانشیار زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران. مصطفی عاصی استاد زبان‌شناسی، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران. 0000-0003-3799-1103 حیات عامری دانشیار زبان‌شناسی، دانشگاه تربیت مدرس، تهران، ایران 0000-0002-2627-3862 Journal Article 1970 01 01 All languages in the world use different mechanisms to create new words. compounding is a morphological process whose main function is the formation of new word-forms. In Persian, compounding is the most productive morphological process. One of the compound words is numeral ones; a numeral in the broadest sense is a word or phrase that describes a numerical quantity. The main purpose of this research is to study the compound numeral construction [Num X] in Persian within the framework of Construction Morphology (CM) to investigate its semantic variations, the most general schema and subschemas. The data analyzed in this study has been gathered from six sources: Reverse Dictionary (Zansu) (Keshani, 1993), Persian Linguistic Database (PLDB), FarsNet, Farhang-e Bozorg-e Sokhan (Anvari, 2002), Google and Persian Wikipedia. The findings of the research show that [Num X] has different meanings (functions) and thus we can consider it as a polysemous construct. Its polysemy is not explainable at the level of words, but at the level of abstract schemas; hence, it is called ‘constructional/ logical polysemy’. The results of this study indicate that ‘distinctive property of an entity related to SEM Number and X” is the prototypical meaning of [Num X] which is the most abstract correlation among meaning and form in Persian language. 1. Introduction Traditionally, word formation consists of two processes: derivation and compounding (Booij, 2007, p.24). Greenberg (1963, p.92) says: "it is probable that no language exists without compounding, derivation, or both. A significant number of languages exist without inflection, but without compounding or derivation, probably not." Given this level of productivity, this process holds a special place in the morphology of every language and has garnered considerable attention from grammarians and linguists. Numerous studies have addressed compounding in the Persian language, but numeral compounds have not received much attention. In this study, by examining these compounds and providing schemas and sub-schemas for Persian numeral compounds, and analyzing them within the framework of Construction Morphology, we will map the hierarchical relationship of schemas and sub-schemas of numeral compound constructions [Num X]. This will help us to derive a potential model for classifying these constructions within the mental lexicon of Persian speakers. Research Question(s) The main question of the present study is how, based on the theory of Construction Morphology (Booij, 2010), can we consider the numeral compounds as constructions and analyze the semantic variations in the constructions? 2. Literature Review The theoretical framework of this study follows Construction Morphology (CM) (Booij 2010). The aim of the theory is a better understanding of the grammar of words, as well as the relation between syntax, morphology, and the lexicon. In the framework the notion ‘construction’, a pairing of form and meaning, as developed in the theory of Construction Grammar, is essential for an insightful account of the properties of complex words. Morphological patterns can be represented as constructional schemas that express generalizations about sets of existing complex words and word forms, and provide the recipes for coining new (forms of) words. One of the issues discussed in this theory is compounding. According to Booij's definition (2007, p.75) compound word is as a combination of two or more words. He divided compounds in to five kinds and argued that some compounds what have been called exocentric compounds or bahuvrihi compounds are a specific semantic category of endocentric compounds based on metonymic language use. One category of compounds is numerical compounds, which are combinations of a number and a noun. These compounds are also metonymical endocentric compounds and refer to someone or something characterized by a specific and prominent feature. The present study follows the numeral compound construction; that is [Num X], in the framework of Construction Morphology to investigate its semantic variations, the most general schema and subschemas. 3. Methodology In this study, we analyzed the nonverbal adjectival compound constructions, following the construction [Num X] in Persian and illustrated the schemas and sub-schemas of the constructions. In all the data of this research, numbers function as adjectives and are used for an entity description. The data for this research were extracted from the following sources: Reverse Dictionary (Zansu) (Keshani, 1993), Persian Linguistic Database (PLDB), FarsNet, Farhang-e Bozorg-e Sokhan (Anvari, 2002), Google and Persian Wikipedia. Since numbers are infinite, constructions formed with numbers are also potentially infinite. For example, the word "seven hundred" in the compound ‘seven hundred-legged’, although it may not exist in the real world, can be constructed based on the infinite nature of numbers and a schematic perspective. 4. Result The present study aimed to examine the semantic variations of the nonverbal adjectival compound constructions to determine the general constructional schema and sub-schemas governing the [[Num] [X]] construction within the framework of construction morphology. The issue observed after the semantic classification of the compounds was the semantic variations, particularly in numerals constructed with the numbers "one" and "two." Analyses showed that the numbers "one" and "two" in some numeral compounds do not appear with their literal meaning (mathematical number), but rather acquire a metonymical meaning. These two numbers, appearing with a metonymic meaning in combinations with the meaning of the constituent X (which in some cases is conceptualized metaphorically) and the construction, resulting in a new meaning formed by the [[Num] [X]] construction. It was also noted that this semantic variation and metaphorical and metonymic mechanisms are not present in numbers larger than "two." However, all compounds constructed with numbers share two concepts: "attribute" and "possession." Given that all countable nouns can be enumerated with the number one and other counted numbers and distinguished from each other, the [[number] [X]] construction is productive and potentially infinite. Furthermore, it was determined that semantic variations and the formation of numeral compounds constructed with the numbers "one" and "two" can be attributed to a polysemic approach at the level of abstract schemas. Additionally, it was revealed that there is a general constructional schema and five sub-schemas for adjectival compounds with the number "one" and a general constructional schema and two sub-schemas for the number "two," corresponding to the construction [[one] [X]] and [[two] [X]]. Moreover, the primary concept of " distinctive property of an entity related to SEM Number and X” is the prototypical meaning derivable from the [[Num [X]] constructions. Finally, the findings of this study indicated that the main function of this construction is to distinguish one entity from another related to the meaning of the number and X. یکی از مقوله‌های زبانی که در باورهای اعتقادی و اجتماعی جامعه ریشه دارد، عدد است. ترکیب در زبان فارسی زایاترین فرایند واژه‌سازی است. در زبان فارسی نیز با استفاده از اعداد ترکیب‌های فراوانی ساخته می‌شود که شمارواژه نامیده می‌شوند. این مقاله از منظر انگارۀ صرف ساخت به تحلیل الگوهای واژه‌سازی [عدد X] در زبان فارسی می‌پردازد و تنوعات معنایی، عمومی‌ترین طرح‌وارۀ ساختی ناظر بر عملکرد این الگوی واژه‌سازی و نیز ساختار سلسله‌مراتبی آن‌ها را در واژگان گویشوران فارسی بررسی می‌کند. روش پژوهش توصیفی ـ ‌تحلیلی و تعداد داده‌ها بالقوه بی‌نهایت است (از آنجا که اعداد بی‌نهایت‌‌اند، ساخت‌هایی که با عدد ساخته می‌شوند نیز بالقوه بی‌نهایت هستند). داده‌های این پژوهش از پایگاه داده‌های زبان فارسی، شبکۀ هستان‌شناسی فارس‌نت، پیکرۀ بی‌جن‌خان، فرهنگ زانسو، فرهنگ سخن، پیکرۀ وب و وبگاه ویکی‌پدیای فارسی گردآوری شده‌اند. یافته‌های پژوهش گویای آن است که یک طرح‌وارۀ ساختی عمومی و چندین زیرطرح‌وارۀ فرعی، ناظر بر ساخت ترکیبات «عدد» هستند و مفهوم «ویژگی متمایزکنندۀ هستار مرتبط با معنای عدد و X» انتزاعی‌ترین هم‌بستگی صورت و معنای قابل برداشت از این الگوست. این مطلب بیانگر آن است که الگوی [عدد X] از اساس ساختی با کارکرد چندگانه است. به سخن دیگر، چندمعنایی که در این‌جا با آن روبه‌رو هستیم نه در سطح واژه‌های عینی، بلکه در سطح ساخت‌ها و طرح‌واره‌های انتزاعی قابل تبیین است. همچنین، نتایج نشان داد معنای اجزای ساخت و رابطۀ آن‌ها، دانش دانش‌نامه‌ای، بافت و همچنین استعاره و مجاز مفهومی، نقش بسزایی در تعیین معنای شمارواژه‌های صفتی مرکب دارند.

https://lrr.modares.ac.ir/article_7493_4582ef600b4316d72eede3ef78fc77d9.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Text, language and environment: From Ecocriticism to EcoLinguistics متن، زبان و محیط زیست: از نقد زیست‌محیطی تا زبان‌شناسی زیست‌محیطی 373 403 7494 10.48311/LRR.15.6.373 FA صادق رشیدی استادیار گروه آموزشی آموزش هنر، دانشگاه فرهنگیان، تهران، ایران. 0000-0002-5763-7075 Journal Article 1970 01 01 Literary theory as a whole examines the relationship between authors, texts, and the world. In most literary theories, "world" is synonymous with community - the social sphere. Environmental critique and green studies extend the concept of "world" to include the whole environment. If we agree with the first law of the environment, that everything has to do with something else, we must say that literature as a linguistic text does not float at a higher level than the physical world, as an aesthetic element, but literature actually plays a role in a complex world. It plays a world in which energy, objects and ideas interact. For this reason, today, language and how it is used can serve as a metaphorical and symbolic representation of nature, as well as have a critical orientation towards environmental crises. This article, which is a qualitative research, has dealt with the relationship between linguistic text and the environment through analytical methods, and by analyzing the intellectual and theoretical frameworks of environmental critique, has also considered the issue of environmental linguistics. Examples discussed in this article include examples of poetic literature and dramatic literature. In fact, the main issue of this article is related to the key question of how the linguistic text (literature) can deal with the environmental crises of the contemporary world beyond the classical methods of literary criticism. It is an important human issue to assume linguistic responsibility. 1. Introduction Ecocriticism refers to the combination of ecology and criticism. That is, eco is taken from Ecology and Criticism, which is equivalent to criticism. Some translators and researchers have translated ecology into ecology and thus, ecocriticism has also been translated into ecological criticism. This is despite the fact that Bom means region, land, etc., and it is different from what is actually found in the sources and researches related to environmental criticism, and it is not a suitable equivalent for the content and goals of this type of criticism. As we will mention later, the issue of environmental criticism is beyond the discussion of the region or the region and the territory. In this type of criticism, all environmental factors and elements that have a mutual effect on each other and put the environment under the radius are also considered. Among the most important reasons for the formation of environmental criticism, we can consider the anthropocentric view in different periods, the environmental crises in the 20th century, the domination of technology over human life, and the transformation of natural structures. Since the 1980s, there have been many concerns and attentions towards the environment in Western countries, and today they have become an important topic in the world media. We believe that in order to participate in the issues and problems caused by environmental crises, by adopting different approaches to the issue of language and literature and their relationship with the environment, from the point of view of environmental criticism, we should examine the concerns of writers and critics and even raise a fundamental question that What is the duty of literature and art in the face of environmental crises? As a rule, the environmental ethical system should be formed in a global way so that when faced with environmental problems, its human consequences can be solved. Because we live in a global ecosystem with human differences between us. But we all have a responsibility regarding the environment. Research Question(s) How is nature represented in poetry? What is the role of phisical contexts in the plot of the novel? 2. Literature Review The beginning of this discipline is from the Anglo-American tradition, and its development started at the same time as entering the environmental field in the form of scientific discourse in 1960, and in fact, the beginning of supporting environmental ethics can also be seen from the 1960s, which was accompanied by the growth and promotion of environmental movements. (Holden, 2003). Since the topic of environmental criticism is more or less a new topic in Iran, the number of published research works is not very significant, however, I have written some scientific works related to this article and topic in the Literature Review section. 3. Methodology This article, which is a type of qualitative research, has dealt with the relationship between linguistic text and environment with a descriptive-analytical method, and has examined the issue of environmental linguistics by analyzing the intellectual and theoretical frameworks of environmental criticism. The examples discussed in this article include examples of poetic literature and dramatic literature. 4. Results Environmental criticism seeks to defamiliarize the environment and make writers responsible for their living environment as citizens. Along with urban studies, this critical approach also deals with the representation of urban spaces from different perspectives, and from a perspective, it calls for a human perspective on the shaping of the environment and culture for the experience of empathetic and ethical living of humans together. Human responsibility towards nature and environment is part of the moral approach of the linguistic text. At least implicitly, in the language text, it can be shown how the environment is taken for granted and unchangeable in some ways. Meanwhile, the environment is a changeable and dynamic process. If a linguistic text does not meet such predetermined standards, then the role of environmental criticism is to show how and where these conditions are not met. Practically, the ethical and political agenda of environmental criticism and the negation of humanism are the common features of different branches of environmental criticism and even environmental linguistics. Environmental linguistics and environmental criticism work in the form of modern criticism. In general, environmental linguistics and environmental criticism are fields that lead us to the field of posthumanism. Post-humanism considers how injustice and oppression of nature has caused numerous human and social problems. In other words, humanists use a radical approach to destabilize human dominance over nature. Environmental criticism has initially focused on linguistic texts. First of all, it deals with the naturalism of the poems of the romantic period and then with all the texts that represent nature. The main goal is to dissect and see such representations of nature and show how the hidden assumptions of these different human discourses fuel environmental problems. Activists of ecological criticism and ecological linguistics are very interested in demolishing or reconstructing the binaries of human/animal and human/nature. Today, language, text and environment have a dialectical relationship and literature can play another role in this communication cycle. In fact, in the context of environmental linguistics studies and environmental criticism, it is indicated how contemporary literature is able to react to the representation of the critical situation of the environment and also deal with this issue with a critical attitude of how language in literature has been able to make nature It becomes something artificial, unchangeable, abstract and dreamy, while the reality outside the literary world is a destructive and disturbing space. A series of critical reactions in the analysis of literary language and its relationship with the environment today and in the future can turn literature into a practical and active linguistic text, and environmental criticism can also criticize the hidden layers of romantic literature's exposure to the environment. Therefore, environmental criticism in literature has both purely analytical and critical aspects. نظریۀ ادبی در کل، ارتباط میان نویسندگان، متون و جهان را بررسی می‌کند. در بیشتر نظریه‌های ادبی «جهان» با اجتماع یا سپهر اجتماعی مترادف است. نقد زیست‌محیطی و مطالعات سبز، مفهوم «جهان» را گسترش می‌دهد تا کل محیط ‌زیست را دربر بگیرد. اگر با اولین قانون محیط زیست موافقت کنیم، که هر چیزی با چیز دیگری ارتباط دارد، می‌توانیم به‌عنوان فرضیه در این تحقیق بگوییم که ادبیات به‌عنوان متن زبانی در سطحی بالاتر از دنیای فیزیکی، مانند عنصری زیبایی‌شناختی شناور نیست، بلکه ادبیات درواقع نقشی را در دنیای پیچیدۀ جهانی بازی می‌کند که در آن انرژی، اجسام و ایده‌ها با هم تعامل دارند. ازاین‌رو امروز، زبان و چگونگی کاربرد آن، می‌تواند در خدمت بازنمایی استعاری و نمادین طبیعت و نیز دارای جهت‌گیری انتقادی در قبال بحران‌های زیست‌محیطی باشد. این مقاله که از نوع تحقیقات کیفی است با روش توصیفی ـ تحلیلی به رابطۀ متن زبانی و محیط زیست پرداخته است و با تحلیل چارچوب‌های فکری و نظری نقد زیست‌محیطی، موضوع زبان‌شناسی زیست‌محیطی را بررسی کرده‌ ‌است. مصادیق مورد بحث این مقاله شامل نمونه‌هایی از ادبیات شعری و ادبیات نمایشی است. درواقع هدف اصلی این مقاله، با این پرسش کلیدی گره خورده است که متن زبانی (ادبیات) چگونه می‌تواند فراتر از روش‌های کلاسیک نقد ادبی، بحران‌های زیست‌محیطی جهان معاصر را مورد توجه قرار دهد و در مقابل این مسئلۀ مهم بشری، مسئولیت زبان‌شناختی را برعهده بگیرد.

https://lrr.modares.ac.ir/article_7494_af88d16112663ef32519c582073f44c4.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 The Role of EFL Writing Self-Efficacy and Writing Strategy in Writing Performance نقش خودکارآمدی نگارش و استراتژی نگارش در عملکرد نگارشی 405 436 7495 10.48311/LRR.15.6.405 FA فاطمه مرادی دانش‌آموختۀ کارشناسی ارشد، گروه آموزشی زبان‌های خارجی، دانشگاه بجنورد، بجنورد، ایران غلامحسن خواجوی دانشیار آموزش زبان انگلیسی، گروه آموزشی زبان‌های خارجی، دانشگاه بجنورد، بجنورد، ایران. 0000-0002-0926-960X سید احسان گلپرور دانشیار آموزش زبان انگلیسی، گروه آموزشی زبان‌های خارجی، دانشگاه بجنورد، بجنورد، ایران 0000-0002-2721-5760 Journal Article 1970 01 01 The purpose of this study was to examine the role of writing self-efficacy and writing strategy in writing performance. To this aim, 110 Participants filled out two questionnaires including writing self-efficacy questionnaire and writing strategy questionnaire and composed an argumentative writing and a narrative writing chosen from TOEFL writing tasks. The data showed no significant relationship between writing self-efficacy and writing strategy use. There was a significant relationship between writing self-efficacy and writing achievement. Furthermore, a negative relationship was found between writing strategy and writing performance. Results of multiple regression showed that writing self-efficacy was the only significant predictor of writing performance. The outcomes of this study can help teachers to improve their students’ writing. 1. Introduction Different factors affect writing in a second/foreign language (L2) such as cognitive, emotional, linguistic, and social factors (Anastasiou & Michail, 2013; Hayes, 2012; Graham & Perin, 2007). Two important factors influencing writing performance are self-efficacy and writing strategies (Ghoorchaei & Khosravi, 2019Pajares, 2003; Schunk & Pajares, 2010). Although writing strategies and writing self-efficacy are important factors influencing writing performance, there has not been sufficient research on these two variables in the context of teaching English as a foreign language, especially in the academic context of Iran, where learners' writings are traditionally evaluated based on grammatical rules and without considering their beliefs about writing and language strategies (Amiri & Saeedi, 2017; Birjandi & Malmir, 2007). Additionally, only a few previous studies in the context of teaching English as a foreign language have examined how the interaction between writing self-efficacy and writing strategies contributes to writing performance, and it is unclear which of these two factors has a greater impact on writing performance. The aim of this study is to explore the relationship between writing self-efficacy, writing strategies, and writing performance among Iranian English language students. It is worth noting that previous studies have not compared the impact of writing strategies and writing self-efficacy across different writing genres. To this end, this study compares the role of writing strategies and writing self-efficacy in argumentative and narrative writing exercises. Research Question(s) The following research questions were formulated: 1. Is there a significant relationship between writing self-efficacy and writing strategies among English language learners 2. Is there a significant relationship between English language learners' writing self-efficacy and their writing performance in narrative and argumentative genres? 3. Is there a significant relationship between English language learners' writing strategies and their writing performance in narrative and argumentative genres? 4. Can writing self-efficacy and writing strategies significantly predict English language learners' writing performance in narrative and argumentative genres? 2. Literature Review Writing self-efficacy refers to students' beliefs in their abilities to successfully complet writing tasks (Pajares & Valiante, 1997). Previous research has indicated that language learners with higher levels of writing self-efficacy produce better writing (Pajares, 2003; Schunk & Pajares, 2010). In addition, Writing strategies are defined as techniques that L2 learners use to complete a eriting task more efficiently (Collins, 1998). Resrach has indicated that more succesful L2 writers use more effective writing strategies during their writing (Ghoorchaei & Khosravi, 2019). This implies that these two factors are important for L2 writing. 3. Methodology In this study, 110 participants were selected through convenience sampling, including 61 undergraduate students and 49 graduate students majoring in English Language Teaching at a public university in Iran. The age range of the participants was from 19 to 35 years (M = 27.86, SD = 7.49), and the sample consisted of 30 men and 80 women. To measure writing self-efficacy, we used Teng et al.’s (2017) questionnaire on a 7 point Likert-type scale and to measure writing strategies, we used Hwang et al.’s (2017) scale on a 5 point Likert-type scale. In addition, to assess participants’ writing performance we asked them to write one narrative writing task and one argumentative writing task, both should include between 200 to 300 words. To achieve inter-rater reliability, two different raters separately assessed all the writings and assigned a score between 0 and 6 for each of the two pieces of writing. 4. Results With regard to the first research question, our findings did not show any significant relationship between writing self-efficacy and writing staregy use (r = -.072). Then, we examined the relations between self-efficacy and writing performance. Results indicated a positive correlation between self-efficacy and narrative writing performance (r = .282) as well as between self-efficacy and argumentative writing performance (r = .223). Interestingly, with regard to the third research question, we found negative correlations between writing strategies and both narrative writing (r = -.311) and argumentative writing (r = -.273) tasks. Finally, we found that while self-efficacy was a positive predictor of narrative and argumentative tasks, writing strategy use was a negative predictor of narrative and argumentative tasks هدف این پژوهش بررسی رابطۀ بین خودکارآمدی نگارش و استراتژی در عملکرد نگارشی است. بدین منظور، 110 شرکت‏کننده دو پرسش‌نامه، شامل پرسش‏نامۀ خودکارآمدی نگارش و پرسش‏نامۀ استراتژی نگارش را تکمیل کردند و دو نگارش استدلالی و روایی منتخب از بخش نگارش آزمون تافل را نوشتند. برای تحلیل داده‏ها، از ضریب هم‌بستگی و تحلیل رگرسیون خطی چندگانه استفاده شد. یافته‏ها نشان داد که هیچ رابطۀ معناداری بین خودکارآمدی نگارش و استفاده از استراتژی نگارش وجود نداشت. رابطۀ معناداری بین خودکارآمدی نگارش و موفقیت در نگارش پیدا شد. همچنین، رابطۀ منفی بین استراتژی نگارش و عملکرد نگارشی دیده شد. نتایج رگرسیون نشان داد که تنها خودکارآمدی نگارش عملکرد نگارشی را پیش‌بینی کرد. نتایج این پژوهش می‏تواند به معلمان زبان کمک کند تا عملکرد نگارش زبان‌آموزانشان را بهبود بخشند.

https://lrr.modares.ac.ir/article_7495_5905aa3361a00b7d9356fa6cf222396d.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 15 6 2024 03 20 Analysis of the aesthetic dimension of discourse in Nima's poem âNaqousâ Based on the semiotics perspective تحلیل بُعد زیبایی‌شناختیِ گفتمان در شعر «ناقوسِ» نیما بر اساسِ دیدگاه نشانه- معناشناسی 437 463 7496 10.48311/LRR.15.6.437 FA منوچهر جوکار دانشیار گروه زبان و ادبیات فارسی دانشگاه شهید چمران اهواز، اهواز، ایران 0000-0002-6606-3501 نسرین سهرابی دانشجوی دکتری زبان و ادبیات فارسی دانشگاه شهید چمران اهواز، اهواز، ایران. Journal Article 1970 01 01 In this study, the aesthetic system of discourse in Nima Yoshij's poem "Naquos" has been studied. According to the semiotics view, the aesthetic system of discourse is a subordinated intuitive-perceptual and occurring process that is formed due to the presence of the enunciator state in the discourse. The poem "Naquos" is one of the symbolic poems of Nima that the two central signs of "Naquos resonance" and "daybreak and light" in interaction with each other and also in opposition to the symbol of "night" have influenced the semantic action and have led to the formation of an aesthetic order in it. The question here is how is this discourse system formed in the structure of this poem and what are its mechanisms. In this study, first, the discourse action and the categorization in the discourse of this poem have been specified. Then, the main constituents of the formation of the aesthetic process, including semiotics-semantics conditions and state, linguistic indexes, discontinuity and time are studied. The results show that the discourse of this poem has state and occurring features and the narrator has been able to create a discourse with aesthetic features with symbolic methods by selective (Naquos) and serial (light and daybreak) categorizations and by breaking the continuum of language through rhetorical devices and effective verbs, and the use of narrative time in a massive and ultimate form, and passing through solid and fixed signs to flowing signs. 1. Introduction From the semiotics point of view, discourse systems are divided into three general categories: program-oriented, emotional, and event-oriented. Among the different discourse systems, the aesthetic system is a system based on emotional-perceptual, event, spiritual, and tense characteristics. This aspect of literary discourse is formed as a result of the presence and interaction of sensory-perceptual, phenomenal and intuitive aesthetic curiosity with the world. The poem "Naquos" by Nima Yoshij is one of the poems whose theme is full of hope for change and improvement of the situation. Three prominent and influential factors, namely "Naquos ringing", "morning and light", and "night" play a role in the discourse of this poem in its meaning making process. These three also have symbolic aspects. In symbolism, the fields of meaning are very wide, and this causes the text to accept multiple and fluid meanings. Examining these factors shows that the production of meaning in this poem follows an eventful process and the sensory-perceptual factor is effective in it. Based on this, the aim of the present research is to investigate and analyze the formation process of the aesthetic discourse system of Nima Yoshij's "Naquos" poem by descriptive and analytical method and relying on the semiotics theory of literary discourse. In this research, in order to obtain a more accurate analysis, first the discourse action in this poem was examined and its most important categorizations were identified. Then, the main elements and components that are effective in the production and formation of the aesthetic process, including the sensory-perceptual and emotional conditions, linguistic profiles, discursive discontinuity and aesthetic time in the discourse of poetry, have been investigated. The issue that is raised is what factors and with what semiotics characteristics and functions are involved in the production of the aesthetic system of Nima's "Naquos" poem. Research Question(s) 1) How does the discourse action of this poem determine the grounds for the formation of the aesthetic flow? 2) What elements and based on what mechanisms create the aesthetic process and how can they be explained? 2. Literature Review 2. 1. Researches related to the aesthetic dimension of discourse Books and articles have been written in the field of the aesthetic dimension of discourse. Investigating the aesthetic dimension of the discourse is related to the post-constructionist studies of semiotics. Grams (1987) in the book "De l’imperfection, c" passes classical and action-oriented semiotics and turns to aesthetic or sensory-perceptual semiotics. Shairi (2015) in his book on the semantics analysis of discourse, has extensively studied and analyzed various dimensions of discourse, including the aesthetic dimension. Shairi (2009) in his article "Study of the aesthetic process from the point of view of the semiotics of the discourse", has studied and analyzed this aspect of the discourse. In addition to theoretical studies, articles have also investigated this aspect of discourse in different literary texts in a practical way, including: Ayati (2012) in the article "Examining the Semantics of Discourse in Nima Yoshij's Poem "Pay Daro Choopan", sensory dimensions- perceptual, emotional and aesthetic as well as how to produce the fluid flow of meaning and the main elements involved in it. Rajabi et al. (2019) in the article "The Applied Rhetoric of Signs in the Aesthetic Process of the novel Kowli kenare atash with the Semantics Approach of Discourse", the semantic systems of discourse, aesthetic and effective elements in the relationship between the symbolic system and the semantic system that is influenced by the rhetoric of signs have checked. Kanani (2016) in the article "The aesthetic system of discourse in the interaction of sound and light based on the story of Halimah asking for help from Bothan", has analyzed the aesthetic dimension of discourse in this story from Masnavi and has shown that the interaction of two The perceptual-sensory factor of "sound" and "light" plays a role in the background of this story and is the basis for the formation of meaning in it. 2. 2. Researches related to Nima's " Naquos" poem No separate article has been written about the poem "Naqous" by Nima Yoshij; But Hamidian (1381) in the book The story of metamorphosis: the process of transformations in Nima Yoshj's poetry has analyzed and examined this poem under the title "The scope of the message" and explained the various aspects of symbolism, rhetorical features, themes and images used in it. Also, Pournamdarian (1377) in his book Khanam Abri: Nima's poem from tradition to modernity, under the topic of hope and optimism, briefly explained the twelve stanzas of the poem "Naqous", and he has highlighted the issue of hope and improving the political and social situation in this poem by referring to common symbols in Nima's social poems. The present research examines and analyzes the effective factors in the production of the aesthetic flow of discourse in this poem with the semantics approach of literary discourse. 3. Methodology The method of this research is descriptive-analytical and based on the semiotics study method. The semiotics point of view is a discourse and process point of view, and it examines the types of discourse systems, the presence of discourse factors, and the process of meaning generation. 4. Results In this article, the aesthetic process of the discourse in Nima Yoshij's poem "Naqous" was investigated and analyzed based on the semantics approach. First, as a prelude to the discussion of discourse aesthetics, the discussion of discourse action was briefly examined with an emphasis on categorization in language in the context of poetry discourse. Therefore, the narrator calls three important signs of the poem, which play an effective role in the meaning-making process, from the pre-discourse world, and creates different and original meanings in the discourse in a sensory-perceptual relationship and in a semantic system. Categorization of Naqous ringing is of selective type and categorization of morning and light is of serial type. In this discourse, in addition to the sensory-perceptual presence of the speaker and his encounter with the world, the ringing of the Naqous in the role of an actor and agitator places the discourse in an eventful process. Because the ringing of the Naqous walks in every ups and downs and between the sleeping and the dead and affects them and brings the tired hearts together and breathes life into the people's organization with the strength of its sound. Examining the sensory-perceptual and emotional process of poetry discourse showed that this discourse does not follow a logical, program-oriented, and action-oriented system, but has an emotional-oriented system, in which semantic sensitivity and the type of presence of Naqous ringing and the aesthetics of absence are effective in the poetry discourse. As a result of the discursive act of becoming the axis, the material, objective, and realistic aspects of linguistic categories are negated, which causes the emergence of differences and the production of new meanings in the discourse of the "Naqous" poem. In this sensory-perceptual process, the three factors of linguistic profiles, discursive interruption and time are effective in creating the aesthetic process of poetry. Linguistic profiles or manifestations of meaning in the poem "Naqous" are formed as a result of fragility and doubt in belief and creation of new values in discourse. The ongoing and waiting presence of the narrator gradually turns into an actual and comprehensive presence with the certainty of the news of the smiling morning Naqous. Also, discursive interruption due to factors such as rhetorical devices (simile, contrast, etc.) and effective verbs are involved in the production of the aesthetic system of discourse. Another factor of discursive discontinuity is time, whose two macro and final aspects with the ability to be transferred in the poem "Naqous" with the compression and enveloping characteristic of the reverberation of the Naqous and its interaction and connection with morning and light cause the formation of an aesthetic process in the discourse of this poem. در این پژوهش، نظامِ زیبایی‌شناختی گفتمان در شعر «ناقوس» نیمایوشیج بررسی و تحلیل شده است. براساس دیدگاهِ نشانه ـ معناشناختی، نظام زیبایی‌شناختیِ گفتمانی تابع فرایندی حسی ـ ادراکی و رخدادی است که در اثر حضور شوِشی گفته‌پرداز در گفتمان شکل می‌گیرد. شعر «ناقوس» جزو اشعار نمادگرای نیماست که دو نشانۀ مرکزیِ «طنین ناقوس» و «صبح و روشنی» در تعامل با هم و همچنین در تقابل با نماد «شب» فرایند معناسازی را تحت تأثیر قرار داده‌اند و سبب شکل‌گیری نظامی زیبایی‌شناختی در آن شده‌اند. پرسشی که مطرح می‌شود این است که این نظام گفتمانی چگونه در ساختار این شعر شکل می‌گیرد و دارای چه سازوکارهایی است. درواقع، هدف از پژوهش حاضر بررسی و تبیین عناصر دخیل در شکل‌گیری فرایند زیبایی‌شناختی در گفتمان این شعر است. در این پژوهش ابتدا کنش گفتمانی و مقوله‌سازی در گفتمان این شعر مشخص شده است. سپس مؤلفه‌های اصلیِ شکل‌گیریِ فرایند زیبایی‌شناختی، ازجمله شرایط حسی ـ ادراکی و شوشی، نمایه‌های زبانی، انقطاع و زمان بررسی شده‌اند. نتایج حاصل نشان می‌دهد که گفتمان این شعر دارای ویژگی‌های شوشی و رخدادی است و گفته‌پرداز توانسته است به شیوۀ نمادگرایانه و با مقوله‌سازی‌های گزینشی (ناقوس) و سریالی (روشنی و صبح) و با ایجاد گسست در نظام پیوستاری زبان از طریق صناعات بلاغی و افعال مؤثر و به‌کارگیری زمانِ روایت‌کننده در وجه کلانی و غایتی و عبور از نشانه‌های منجمد و تثبیت‌شده به نشانه‌هایی سیال، گفتمانی با ویژگی‌های زیبایی‌شناختی به‌وجود آورد.

https://lrr.modares.ac.ir/article_7496_6a130f1dc6f0c829f874e92e5458dced.pdf