Linguistics
Reza Sahraee; Hossein Bazoubandi; Hamed Mowlaei Kuhbanani
Abstract
In order to strengthen the scientific register of Persian language, word selection for the scientific terms of foreign languages and accurate knowledge of word-formation mechanisms in this register and its capacities are of considerable importance. Few statistical and corpus-based researches have been ...
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In order to strengthen the scientific register of Persian language, word selection for the scientific terms of foreign languages and accurate knowledge of word-formation mechanisms in this register and its capacities are of considerable importance. Few statistical and corpus-based researches have been conducted on the word formation processes of the approved terms of the Academy of Persian Language and Literature. One of the fields not comprehensively addressed so far is the field of transportation within its four main fields. Therefore, the present research, using a descriptive-analytic method, is a comparative study of the word-formation processes of the approved terms of the Academy and their English equivalents in the four fields of transportation (intra-city road, marine, rail and air transport) in the first eight books, including 2929 Persian terms and 2929 English terms (5858 words in total). The results show the dominant word-formation processes in the Academy's words in the field of transportation are respectively compounding (11.77%), compound-derivative (6.69%) and derivation (4.06%). Also, less than one percent of the corpus is formed using other word-formation processes. Moreover, 73.36% of words are the result of syntactic structure and 3.14% are used as simple words. By contrast, the dominant word-formation processes of the English equivalents are respectively compound-derivative (39.56%), compounding (32.57%) and derivation (5.87%); Less than 5% of all English words are made by using the processes of abbreviation, clipping and blending. In addition, in English language, 10.03% of the data are syntactic structures and 2.7% of the words are simple words.
Reza Morad Sahraee; Shohrehalsadat Sajjadi; Shiva Majidi; Amirhossein Mojiri
Abstract
Corona is a phenomenon that the living human being has not experienced before, and it happens so suddenly that it causes the closure of Persian language classes in the world. There are 14 Lebanese students studying at the Center of Teaching Persian to Speakers of Other Languages at Allameh Tabataba'i ...
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Corona is a phenomenon that the living human being has not experienced before, and it happens so suddenly that it causes the closure of Persian language classes in the world. There are 14 Lebanese students studying at the Center of Teaching Persian to Speakers of Other Languages at Allameh Tabataba'i University, who were getting ready to attend academic study in Iranian universities for the year 1399. They have spent half of their Persian-learning course in face-to-face classes where they have encountered Coronavirus problems. In order to solve their problem, Azfa center has shifted their class to virtual online classes. This article reports the result of the virtual Persian classes that took place in this center. The question of this research is: Whether virtual online classes can be replaced with face-to-face education in emergency conditions? The results showed that the rate of language learners' progress in Coronavirus epidemic conditions (virtual education) was not significantly different from face-to-face teaching. Lebanese learners were also largely satisfied with learning Persian virtually. It can be concluded that in emergency situations, the web platform can be used for language teaching. In order to answer the question of the research, we have used students' progress tests and compared the grades of face-to-face classes with virtual online classes and also used a researcher-made questionnaire to measure students' satisfaction.
Mulham Al-shair; Mohammad DabirMoghaddam; Rezamorad Sahraee
Abstract
As you know, in typology, languages are categorized on the basis of morphological, syntactic, and semantic features. These categories help linguistics to introduce language universals. This article aims to determine the word order typology in Standard Arabic. Standard Arabic is the standardized and literary ...
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As you know, in typology, languages are categorized on the basis of morphological, syntactic, and semantic features. These categories help linguistics to introduce language universals. This article aims to determine the word order typology in Standard Arabic. Standard Arabic is the standardized and literary variety of Arabic used in writing and in most formal speech throughout the Arab world. The results of the article are of importance in teaching Persian to Arab students. In this article, word-order of the Standard Arabic is analyzed on the basis of the 25 typological correlations (Dryer 1992 and Dabirmoghaddam 2014). The results suggest that Standard Arabic, in comparison to African, Eurasia languages and other languages, which Dryer indicated them in his article, has 20, 22 and 23 correlations of strong VO languages; and also, has 12, 8 and 8 correlations of strong OV languages. Thus, Standard Arabic has a tendency towards strong VO languages.
Shahnaz Yegane; Rezamorad Sahraee
Abstract
In recent years, a major shift has been observed in English language textbooks in all grades, especially in secondary school in Iran. It seems that the inappropriateness of the previous syllabus has led the material developers to make content and structural changes in the new books; therefore, it is ...
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In recent years, a major shift has been observed in English language textbooks in all grades, especially in secondary school in Iran. It seems that the inappropriateness of the previous syllabus has led the material developers to make content and structural changes in the new books; therefore, it is expected that in the writing of new books, different scientific views be taken into consideration and aligned with the scientific theories of the day. The purpose of the present study is to investigate the secondary school’s English language textbooks in Iran based on the textual metafunction of Halliday’s Systematic Functional Grammar (SFG) and to specify the frequency and type of textual themes in the texts of the new books. For this purpose, 301 clauses in reading parts of the secondary school’s English language textbooks were analyzed. The results of the analysis showed that the authors of these books are familiar with these concepts; that is, these components have been taken into account in many cases in terms of the choice of reading texts in terms of type and number of themes and the number of simple and compound clauses; but, in some cases, they have not paid careful attention to the distribution of the components, especially in the lesson to lessons distribution, considering their respective educational bases. It is hoped that the weaknesses identified in this study be considered in the new editions of the aforementioned books.
