Seyedeh Mahdis Mirzadeh; Arsalan Golfam; Mahnaz Karbalaei Sadegh
Abstract
Understanding the way that abstract information has been expressed in the different languages is one of the attractive subjects in cognitive linguistics. In this regard, Idioms as a part of cultural and national identity of speakers can play an important role in understanding concepts and linguistic ...
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Understanding the way that abstract information has been expressed in the different languages is one of the attractive subjects in cognitive linguistics. In this regard, Idioms as a part of cultural and national identity of speakers can play an important role in understanding concepts and linguistic materials. So in the present study we have tried to examine the representations of image schemas in two languages; Persian and English, within the framework of cognitive semantics and based on Johnson's Schematic Model (1987). Therefore, we selected the data from the “Common Persian Idioms and Phrases: Persian-English” which was provided by Bateni (2013) and have studied them in a descriptive-analytical way. This paper explores the conceptual image schemas of idioms in Persian and then compares them with their English equivalent. The results show that the mental coding process of idioms in these two languages can be divided in 6 ways and in most cases this process was similar between these languages. Moreover, English has the most schematic similarity between their information and messages. The pass and force schema are the most common in English and Persian, respectively. Due to the conceptual schemas are dynamic patterns in cognitive semantics which are not studied thoroughly the idioms of these Languages in past; so the importance and the objective of this study was the analysis of this phenomenon in the context of conceptual schema and also explain the relationship between the speakers language and mind.
Mohammad-Mehdi Esmaili
Abstract
Gender as a nominal inflectional category is found in some modern Iranian languages, although they differ in the way this concept is realized. Abyānaʾī, belonging to the Central Dialects of Iran, does not have a grammatical way of marking the gender. In other words, there are no individual formal ...
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Gender as a nominal inflectional category is found in some modern Iranian languages, although they differ in the way this concept is realized. Abyānaʾī, belonging to the Central Dialects of Iran, does not have a grammatical way of marking the gender. In other words, there are no individual formal markers (except for some nouns ending in vowels) distinguishing between the two genders. In order to determine the status of gender in this dialect, based on Corbettʼs (1991) theoretical framework, agreement was taken as the criterion for distinguishing masculine and feminine genders. By instantiating dialect materials collected by fieldwork and through interviews with four informants, the present article seeks to determine the scope of gender agreement, namely the elements showing agreement in gender with their head noun. This study showed that Abyānaʾī has an agreement on both the noun phrase and clause levels. The grammatical gender of the head noun determined the morphological form of some of its dependents, such as the numeral "one", attributive adjectives, demonstratives, predicative adjectives ending in /-ɑ/, ordinal numbers, definite article, comparative adjectives, and the quantifier "more". On the clause level, on the other hand, only the third person singular form of past verbs agreed in gender either with the subject (as in the case of intransitive), or with the object (as in the case of transitive). Because the gender distinctions appeared in the singular but not in the plural, the gender system of Abyānaʾī should be considered as a convergent type.IntroductionGrammatical gender is not observed in all languages of the world, nevertheless, together with case and number is one of the most common grammatical categories of noun declension, especially in a statistically significant number of the Indo-European languages. Studies show the commonness of this grammatical category. For example, of the 256 languages in Corbett’s (2005) sample, 112 languages (a little under half, 44% to be precise) have a gender distinction. Although Old Iranian languages generally had gender, most New West Iranian languages lost gender completely. Gender is also lost in nearly most Central Iranian Dialects, that is, northwestern, southwestern, and southeastern subgroups, but gender retention is found in certain dialects of the Northeastern subgroup, namely Abyānaʾī Abuzeydābādi and Qohrudi. This article investigated the gender agreement in the Abyānaʾī dialect, spoken in the village of Abyāne, in Esfahān province. Since agreement is mentioned as the determining criterion of grammatical gender, the purpose of this article is to investigate and determine the status of gender agreement in this dialect. In this study, the intention is to provide examples of this dialect and according to the criteria presented by Corbett (1991) and Matasović (2004) to answer these questions: Which elements on both phrasal and clausal levels show gender agreement? What form of gender agreement is used in this dialect? And finally, does gender agreement occur between masculine and feminine in the plural number?Literature ReviewAmong the first studies carried out on the grammatical gender in the Central Iranian dialects (CPD) and subsequently in the Abyānaʾī dialect, one can mention the works of Lecoq (1974; 2002), Krahnke (1976) and Yarshater (1983; 1985; 1989). In his study, Lecoq (1974: 52-53; 2002: 58-61) shows that the distinction between masculine and feminine gender is preserved in certain dialects of CPD, namely Qohrudi, Abuzeydābādi, and Abyānaʾī. He also states that unlike other neighboring dialects (Qohrudi, Abuzeydābādi, Farizhandi and Yārandi) that have partially preserved gender in some nouns with feminine animate referents, Abyānaʾī has retained this distinction in all nouns. In all four mentioned dialects, the verb agreement enables the recognition of the gender, but Abyānaʾī is the only dialect that can show the feminine gender with an optional unstressed morpheme -a (which does not seem to have a special meaning). Krahnke (1976) in his study of twenty-eight Central dialects, mentions the gender retention in three dialects of Abuzeydābādi, Abyānaʾī, and Farizandi, and believes that the extent of gender marking in Abyānaʾī is unmatched by that of any modern central Iranian language. He adds that the gender of all nouns is indicated by the agreement of the definite article, adjective, demonstrative pronouns, and some third-person singular verbs, but he does not specifically explain its details. Yarshater (1983) points out that there are seven ways of indicating gender in Abyānaʾī: (1) in substantive, the feminine generally marked by an unstressed -a, which is the most important formal marker of feminine gender; (2) in adjective by the same suffix; (3) in demonstrative adjectives; (4) in the numerical adjective e/ya “a, one,” which serves also as an indefinite article; (5) the copula in the second person singular (-a/-e) and the third (a/āsa); (6) in the third person singular of the past tenses of the intransitive verbs; (7) in the past transitive verbs in accord with the object.MethodologyThe present study has been carried out with a descriptive-analytical method to determine the status of gender agreement and its extent at both clausal and phrasal levels in the Abyānaʾī dialect. The data were collected through interviews with four Abyānaʾī informants, including three literate men who grew up in Abyāne and live in Tehran, commuting repeatedly to their birthplace, and one semiliterate woman living in Abyāne, all in the 55-80 age range. A questionnaire containing about three hundred phrases and sentences was also used. Some of the examples are also taken from the conversations and stories that the author has recorded before the present study to compile a grammatical description of this dialect. The Abyānaʾī examples were transcribed with the International Phonetic Alphabet.ConclusionThis study shows that Abyānaʾī has an agreement on both the noun phrase and clause levels. In a noun phrase, most of the dependents show agreement by taking a morphological shape corresponding to that of the head. Of course, since two of these dependents, i.e. the demonstrative pronoun and the interrogative adjective “which” that both occur before the head noun, do not always agree with their head noun, it seems that the agreement of these dependents is fading. At the clause level, intransitive verbs (only third person singular) agree with the subject while transitive verbs agree with their direct object for gender. Although Corbett (1991) states that gender agreement of a verb with a subject or direct object is less common cross-linguistically than gender agreement of an adjective with its head noun, as was mentioned in the findings, there is no difference between the two in this regard. Since in the history of Old Iranian languages, such a gender agreement between the verb and the subject or the direct object is not observed, therefore the existence of the mentioned gender agreement should be considered as the result of linguistic innovation. The presence of a single gender agreement marker, i.e. the unstressed suffix /-a/, which in addition to feminine nouns, is used for different agreement targets, can be considered similar to a particular type of gender agreement that Corbett is called alliterative concord. Because the gender distinctions appeared in the singular but not in the plural number, the gender system of Abyānaʾī should be considered as a convergent type.
Hadi Arezoumandi; Davood Madani
Abstract
The present article examines epistemological markers in socio-political forums on Iranian TV channels from the critical discourse analysis point of view based on Hyland (2005) and Fairclough (2001). In this study, 20 selected socio-political panels of 1,2, 3 & 4 channels have been selected, ...
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The present article examines epistemological markers in socio-political forums on Iranian TV channels from the critical discourse analysis point of view based on Hyland (2005) and Fairclough (2001). In this study, 20 selected socio-political panels of 1,2, 3 & 4 channels have been selected, which are samples have been analyzed in qualitatively and quantitatively way in the form of all of them using targeted sampling. The variables studied in this study to be determined by this factors, the gender of the experts, using the live or recorded programs, the number of experts in each program, whether the experts are academic or non-academic. The distribution of epistemological elements in live and recorded programs and the presence of male and female critics and the presence of academic and non-academic factors is different? Also the distribution of elements in the recorded political and social panels is different with the presence of one or more critics? How the differences between the distributions of elements justified are based on Fairclough discourse analysis model? The results showed that the distribution of hedges, boosters, Attitude markers in the programs of socio-political panels in the Islamic Republic of Iran Broadcasting based on the gender of experts, alive or recorded programs, academic or non-academic experts or the presence of one or more experts in each programs are different. Also, based on discourse analysis patterns, can be justified type of using of epistemological tools in the discourse of experts.
Hussein Meihami; Rajab Esfandiari
Abstract
Culture is an inseparable part of education in all respects. One of the fields in which culture plays an important role is second language acquisition. English language has become the language of science and technology and that of disseminating knowledge. Hence, English for Specific and General ...
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Culture is an inseparable part of education in all respects. One of the fields in which culture plays an important role is second language acquisition. English language has become the language of science and technology and that of disseminating knowledge. Hence, English for Specific and General Purposes (ESP and EGP, respectively) is now a subfield in applied linguistics, helping English learners communicate their knowledge through English. The issue of communication leads the field to have a special connection with culture. That said, the purpose of the current study was to investigate the cultural content and cultural elements of the EGP and ESP textbooks used to teach ESP in economic and management, accounting, and psychology in Iranian universities. Using Cortazzi and Jin’s (1999) framework for cultural content, and Adaskou, Britten, and Fahsi’s (1990) framework for their cultural elements, the ESP and EGP textbooks were exqamined. The results indicated that there were statistically significant differences between the cultural content and elements included in the EGP and ESP textbooks; the EGP textbooks contain more cultural content and elements. Thus, it can be concluded that the ESP textbook designers need to pay more attention to the inclusion of cultural content and elements in the ESP textbooks if they want to improve the disciplinary abilities of the ESP students in communicating about the disciplinary notions of their majors.
Maryam Daneshgar
Abstract
Ethnic diversity in Iran results in language variety and it affects education from the first year of school; therefore it is necessary to take heed of this matter and to prevent disturbing bilingual children’s education progress for lack of deficiency in the Persian language. This study has been ...
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Ethnic diversity in Iran results in language variety and it affects education from the first year of school; therefore it is necessary to take heed of this matter and to prevent disturbing bilingual children’s education progress for lack of deficiency in the Persian language. This study has been done to analyze the language skills of bilingual and graduated Persian speakers. Statistical society was the students of twelfth grade and the sample has been chosen with the cluster sample and random multistage method among these cities: Arak, Tabriz, Sari, Sanandaj, Shiraz, Yasouj, and Yazd. The research methodology was based on a survey. Besides descriptive statistics, in the inferential statistics part, the non-parametric tests of Mann-Whitney U and KruskalWallis and the parametric test of t-test and ANOVA were employed. Examining the quantitative and qualitative data proved that the results of evaluating Persian and bilingual graduates were meaningful in reading, writing, listening, and speaking skills and the Persian students functioned in all of the skills better than the bilingual students. These outcomes were exact even with adding gender, major, and comparison between the best score of bilinguals and the weakest score of Persian students. The meaningful differences between all of the skills demonstrated that the efforts made in the formal education years were not efficient enough. Based on language variety in Iran, the recommendation of this paper is a reconsideration of current educational programs, especially with paying attention to preschool and the first-third grades of elementary school.Introduction Persian is the national and official language of Iran and all of the official education at schools are done in Persian language. On the other hand, Iran has ethnic diversity with various dialects in a large population. Therefore, Iranian children don’t have the same language situation by entering school at the age of six and their proficiency in Persian is different. According to the studies, if proper education regarding the dialects and languages of each region does not occur, there will be a learning disability and it will spread to other grades. This topic must be taken seriously to prevent the lack of Persian, which disturbs bilingual children’s educational progress. This research is done to analyze bilingualism's impact on enhancing the reading, writing, listening, and speaking skills of graduated students of the educational system by paying attention to the sort of language (being bilingual or Persian speaker), gender, and major.Literature ReviewNumerous studies in Iran and other countries revealed the better performance of bilinguals and a positive influence of bilingualism on the social and cognitive abilities of children and teenagers (including cf. Povarch and Kurt, 2019; Jumabava, 2021; Asadibalin, 1394; Abtahi and Khodadadian, 1395; Yousefi et al. 1396), in contrast, other studies displayed that being bilingual for Iranian children is usually a disturbing point rather than an advantage. The first exposure to school for students with different mother tongues will usually cause language confusion that will affect their educational process. The discontinuity between the language of school and the mother tongues of students will hinder communication based on personal motivation so it will harm the educational process (Parsaie et al, 1392) also the rate of dropping out of school in the cities with the majority of bilinguals is considerably more than other cities (Daneshgar, 1396).MethodologyThe research methodology was based on a survey. Statistical society was all of the students of twelfth grade and the sample was 595 graduated students of the twelfth grade of high school that was chosen among these cities: Arak, Tabriz, Sari, Sanandaj, Shiraz, Yasouj, and Yazd with the cluster sample and random multistage method (for more information, see Daneshgar, 1398, pp. 56-53). Selecting the sample (shown in Table No. 1) was purposeful and attempted to cover the linguistic variousness of different regions of Iran. Table 1Statistical data of participants Language situationGenderEducational majortotalbilingualPersian speakerboygirlLiberal artsScienceMathematicsnumber232363277318142326127595percent39614753245521100Research tools were: A. web-based, online, and researcher test for reading, writing, listening, and speaking skills (for more information about the construction of the test and evaluation tables, see Daneshgar, 1398, 57-61), B. background questionnaire of students including background information which will lead to giving information about the mother tongue of participants and the usage of their mother tongue among their families compared to Persian.ResultsBased on the sort of language (being bilingual or Persian speaker): among bilingual and monolingual Persian speakers in all reading, writing, listening, and speaking skills is a notable difference and in all of these skills, Persian speakers have more capacities.Based on gender: in all of the skills, girls had more abilities and this difference was meaningful. Moreover, the impact of gender was analyzed between the Persian speakers and the bilinguals. The results demonstrated that the function of Persian speakers (both boys and girls groups) were better in all reading, writing, listening, and speaking skills and they gained better results.Based on educational major: the result of liberal arts, Science, and mathematics in reading and writing skills indicated a significant difference but in listening and speaking skills this difference was not meaningful. The influence of educational majors on Persian speakers and bilinguals was studied. The outcomes proved that the function of Persian speakers in all majors (liberal arts, Science, and mathematics) was better in all reading, writing, listening, and speaking skills and they earned better results.Analyzing the results based on descriptive statistics was notable. The comparison between the best score of bilinguals and the weakest score of Persian students by adding elements of gender and major verified the better function of Persian speakers and the average weakest score of Persian speakers was better than the average of best scores of bilinguals. ConclusionThe results of evaluating the four skills of graduated Persian speakers and bilinguals confirmed better results for Persian speakers with considerable differences and more capabilities. Since these results are for the students of the last grade of schools, the outcomes with significant differences in all the skills proved that the efforts made in formal education were not efficient enough to make children and teenagers skillful in the Persian language. This circumstance will also spread into university and, predictably, the language skills of students at university are the same as their school time situation. The result of education in each country is the consequence of the evaluation of all of the users of that pedagogical system, therefore the cause for this problem is that all of the children don’t have the same language situation but the educational system assumes all of them in the same level and present same educational program for all. This negligence will disturb the educational function of language, proper and deep perceiving and finally, it will result in language lacking in graduation time. Regarding the language diversity of Iran, it is essential to verify this problem in the educational system. Also, it is vital to take heed of the features of the students, especially in the first years of school. In the bargain, it is important to provide educational programs for the teachers of bilingual regions and empower their professional skills, mainly from the first to the third grade of elementary school. It is also crucial to assess sporadic evaluations based on national standards.
Hamed Mowlaei Kuhbanani; Ali Alizadeh; Shahla Sharifi
Abstract
Functional Discourse Grammar presented by Hengveld and Mackenzei (2008) as one of the newest Functional Grammar. This theory is mainly based on Dick’s Functional Grammar (1970s). According to Dick, every perfect Grammar should have Pragmatic, Psychological and Typological adequacy. FDG considers ...
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Functional Discourse Grammar presented by Hengveld and Mackenzei (2008) as one of the newest Functional Grammar. This theory is mainly based on Dick’s Functional Grammar (1970s). According to Dick, every perfect Grammar should have Pragmatic, Psychological and Typological adequacy. FDG considers a top-down procedures for making speech for the sake of psychological adequacy. For acquiring Pragmatic adequacy, Speech act is considered as the basic element of studying in this approach. Furthermore, In FDG, language is studied in four separated levels in a top-down manner. The order of levels reveals the governing notion of functional and pragmatic units on formal and syntactic ones. Furthermore, FDG introduces a new approach for constituent order which has 84 positions in contrast to Greenberg (1963) 6 positions theory. In this paper, the general principles of FDG and different steps for making speech act is presented by giving Persian examples. Alongside this presentation, some typological behavior of Persian based on FDG and analyzing some Persian grammatical and discoursal phenomenon are discussed.
Simin Meykadeh; Werner Sommer; Seyed Amir Hossien Batouli
Abstract
The cerebellum is linked to all the key regions of the language control network. Currently, the cerebellum is recognized to be involved in the networks that handle grammatical aspects. Clinical and neuroimaging studies have confirmed cerebellar contributions to grammar processing. The present study intended ...
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The cerebellum is linked to all the key regions of the language control network. Currently, the cerebellum is recognized to be involved in the networks that handle grammatical aspects. Clinical and neuroimaging studies have confirmed cerebellar contributions to grammar processing. The present study intended to investigate the activity of the cerebellum in alternating L1-L2 processing in balanced bilinguals. We selected 35 Turkish-Persian bilinguals (21 women) who had learned their second language at the age of 7. Based on the Bilingual Dominance Scale, there was no significant difference between the high proficiency levels of the participants in L1 (Turkish) and L2 (Persian). Participants carried out an auditory grammaticality judgment task in an alternative language-switching paradigm while fMRI images were acquired using a standard protocol. Combining a whole-brain and regions-of-interest (ROIs) approach, we examined event-related fMRI during syntactic processing. Following the identification of the activity of the bilateral cerebellum at the whole-brain level according to the Harvard-Oxford Atlas in FSL, percent signal change was extracted per participant as an intensity measure in the cerebellar region and statistically analyzed in SPSS. The results indicate a right hemispheric superiority in bilingual language processing, confirming that the right cerebellum is more involved in language control. Furthermore, bilinguals have shown stronger activation for L1 as compared to L2 in the cerebellum, substantiating the reversed language dominance effects.IntroductionThe cerebellum, located at the back of the brain beneath the occipital lobes, contains approximately 80% of all brain neurons, but constitutes only approximately 10% of brain volume. Despite the fact that this brain region was previously known as a nervous system for movement control, many studies have confirmed that the cerebellum plays an important role in behavioral, sensory, and cognitive functions, including non-motor language functions. Hemispheric cerebellum asymmetry of functional activation during language processing is also reported. Due to the role of the cerebellum in language processing, we examined its contribution to morphosyntactic processing.The main research questions are as follows:RQ1. To what extent is the Cerebellum involved in the processing of grammatical agreement by balanced bilinguals?RQ2. Does the left and right cerebellum act differently for the simultaneous processing of the L1 and L2?To answer the research questions guiding this study, a bilingual task with an alternating language-switching paradigm was developed. In this task, brain imaging was performed using event-related fMRI while the participants listened to a total of 128 sentences in two Turkish and Persian languages.Literature ReviewUsing normal participants, Kovelman et al. (2008) examined 11 Spanish-English bilinguals and 10 English monolinguals during a syntactic judgment task. Bilinguals received their bilingual exposure before age 5. Monolinguals were presented with 40 English sentences and bilinguals were presented with 40 English and 40 Spanish sentences. Based on their findings, although the activity of the cerebellum was detected in both bilinguals and monolinguals, bilinguals showed a stronger effect in the cerebellum as compared to the monolinguals. Given that no neuroimaging study to date has examined the pattern of brain activity within the same individuals in Planum Temporale, we aimed to contribute to the literature about morphosyntactic analysis of L1 and L2 in two Subject-Object-Verb (SOV) languages. MethodologyIn this section, the applied methods and procedures including the choice of participants and stimuli followed by a description of the fMRI data acquisition and preprocessing are presented.3.1. ParticipantsTo allow for reliable ROI-based analysis, 36 right-handed and balanced Turkish-Persian bilingual students were recruited to participate in this study. All participants were native speakers of Turkish and learned Persian at school from the age of seven. Participants' language proficiency levels were assessed by the Bilingual Dominance Scale (BDS) and no significant difference was observed between Turkish and Persian (i.e., between L1 and L2) in language dominance.3.2. Materials and ProcedureDuring a bilingual grammaticality judgment task, participants heard 128 test sentences (64 in L1 and 64 in L2, with 50% violation per language) and made their judgment by pressing a button. Stimuli were presented using the Psychtoolbox in MATLAB via headphones. Stimuli were randomized for each condition, but alternated in a fixed sequence for language.3.3. ImagingMRI data were collected in NBML, Tehran, Iran, using a Siemens Prisma 3T scanner with a 20-channel head coil. For each participant, a high-resolution T1-weighted anatomical scan was acquired (TR = 1800msec, TE = 3053 msec, flip angle: 7°, 192 axial slices, slice thickness = 1 mm, field of view (FOV) = 256 mm2, 256 × 256 acquisition matrix, voxel size: 1×1×1 mm). After the anatomical scan, participants underwent a 21.5-min fMRI scan that used a whole brain echo planar imaging (EPI) sequence (TE: 30 ms, TR: 3000 ms, flip angle: 90°, slice thickness: 3 mm, voxel size: 3×3×3 mm, matrix size: 64×64, FOV: 192 mm2, 430 volumes and 45 axial slices per volume).3.4. Data preprocessingProcessing of the fMRI data was carried out using FEAT in FSL. Preprocessing steps included motion correction, slice-timing correction, non-brain removal using BET, spatial smoothing (6 mm FWHM), normalization, temporal filtering (with sigma = 50.0 s), and exploratory ICA-based data analysis. Statistical analyses of fMRI data were conducted using general linear modeling (GLM), as implemented in FSL. Z statistic images were thresholded using clusters determined by Z > 3.1 and a (corrected) cluster significance threshold of P < 0.05. After detecting the Cerebellum activation in the whole-brain analysis, percent signal changes were extracted as an intensity measure in this brain region. All statistical analyses were conducted in IBM SPSS Statistics 26.ResultsIn this section, results are presented starting with the whole-brain findings followed by the detection of cerebellum activity.4.1. Whole-brain resultsWidespread significant BOLD activation was found during the presentation of the sentences of L1 and L2 in the Cerebellum relative to the baseline (Figure 1). Visual inspection of panels 1 and 2 indicates more activity in L1 as compared to L2. Therefore, an ROI-based analysis was performed for both languages in the bilateral cerebellum to determine the activity pattern of the stimuli in this brain area.Figure 1. Whole-brain clusters (dark blue) of BOLD activation for (A) L1 and (B) L2 sentences in the Cerebellum, projected onto surface templates using MRIcroGL software in two experimental conditions including (from left to right) Ungrammatical and Grammatical conditions relative to the baseline. 4.2. Results of the region of CerebellumThe location of the Cerebellum is rendered in Figure 2. A significant main effect of Grammaticality was found, indicating a stronger activation for ungrammatical as compared to grammatical conditions (4.510 vs. 3.712 PSC). There was also a significant main effect of Language, indicating that the L1 conditions generated stronger effects than the L2 conditions (4.312 vs. 3.911 PSC). The main effect of the Hemisphere was also significant with a higher PSC for the right (4.465) than that for the left hemisphere (3.756). A separate t-test of the grammaticality effects per language in Cerebellum showed that it was significant for L1 but not for L2. In L1, post-hoc analysis indicated a right hemispheric superiority in our participants. Figure 2.(A). Location of Cerebellum (in yellow). (B) Box plots of percent signal change (PSC) values for L1 in Cerebellum per hemisphere and condition. *p < 0.05 ConclusionThe present ROI-based analysis has two important findings. First, the grammaticality effect was detected in the right hemisphere, which confirms previous studies in normal (Marien et al. 2014) and patients (Silveri et al., 1994; Marien et al., 1996; Gasparini et al. ., 1999). The most important argument in support of the role of the right cerebellum in the present study is the simultaneous activity of the Pars opercularis, posterior Superior Temporal Gyrus (pSTG) and the right Cerebellum (see also Meykadeh et al., 2021a) which is consistent with the findings of Berken et al. 2016. Berken and his colleague examined the French-English bilinguals during resting-state fMRI and observed functional connections between the left inferior frontal gyrus and the bilateral Cerebellum. Second, the grammaticality effect was significantly stronger in L1 than in L2 in the Cerebellum region. In line with the activity threshold hypothesis (Paradis, 1993; 2001), our participants regarded Turkish (L1) as the base language and Persian (L2) as the guest language during language exchange.AcknowledgmentsThis work was supported by the Cognitive Sciences and Technologies Council of Iran (Grant agreement, no. 7401); a Doctoral Dissertation Grant from the Department of Linguistics, Tarbiat Modares University, a Scholarship Fund (Ph.D. Visiting Scholar Program) from the Iranian Ministry of Science, Research and Technology.
zahra rajabi fard; Bahram Modarresi; foroogh kazemi
Abstract
This research has investigated the topic in commercial advertising from the perspective of Lambrecht information structure framework by a descriptive -analytic method. 282 commercial advertisements have been collected from TV, radio, internet, commercial posters and street billboards. The main question ...
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This research has investigated the topic in commercial advertising from the perspective of Lambrecht information structure framework by a descriptive -analytic method. 282 commercial advertisements have been collected from TV, radio, internet, commercial posters and street billboards. The main question of this research is how the Lambercht’s framework accounts for the representation of topic in advertising. Results showed that from 288 advertisements, 155 appeared as topic in form of nouns or pronouns, 86 in zero form, and 41 as antitopic. In terms of function, content and statistics there was no significant difference between television and internet advertisement. On the other hand, in posters and billboards advertising, no difference was found. That is to say, in both of them audio-verbal factors are not involved and only the visual factor has an effective role on the addressee.IntroductionThe present research investigated the topic of commercial advertisements on television, radio, internet, promotional posters, and street billboards from Lambrecht's Framework perspective. The question that the research wants to reply to is how the topic is represented in advertising based on Lambrecht's approach. Lambrecht (1994) believes that the formal structure of the language is related to the communication situation and the words in which they appear, and this structure is established by grammatical principles and information structure. The components of information structure from Lambert's point of view include three categories: 1- Proposition information 2- discourse reference, and 3- topic and focus pragmatic recall and each of these factors plays an independent role. Literature ReviewIn the Persian language, many studies on information structures and topics have been carried out. Dabirmoghadam (1990) has investigated two types of topics in Persian as primary and secondary. In some languages the topic has a phonetic aspect, for example in English primary topic is always separated from other parts of the sentence in terms of tone of speech. He believes that in order to justify the element «ra» in the Persian language, we should abandon purely formal explanations and explain this issue in a syntactic discursive framework.Christa and Aprina (2012) have researched syntactic patterns in advertising slogans on the internet and in magazines (Prepositional, verbal, nominal, adverbial, and adjective phrases). The result shows that the most appropriate phrases for advertising are verbal phrases.MethodologyThe research data was collected by the library method and the research was descriptive-analytical. The volume of data is 282 commercial ads from television, radio, internet, promotional posters, and street billboards.ResultsThe results show that out of a total of 282 ads, in 155 ads, the topic was seen as a noun or pronoun, in 86 ads it was seen as zero, and in 41 ads it was seen as an anti-topic as follows: from the fields of industry (24), health and beauty (31), culture and education (14), insurance (15), mobile phones and home appliances (30), automobiles and accessories (14), clothes and shoes (18), food (108). Moreover, the topic is divided into three forms: 1- nominal and pronominal topical, 2- anti-topic, and 3- zero topic. The research shows a high frequency of using topics as nouns and pronouns in commercial ads.Table 1The frequency of different types of topicsZero topicAnti topicNominal and pronominal topicTotal ad8641155282*Here is a note on the table.Out of 282 ads, 155 ads have been seen as nouns or pronouns, 86 ads have been seen as zero, and 41 ads have been seen as anti-topic.ConclusionThe results indicated that the topic has more frequency as a noun or pronoun and after that the topic is seen as absent or the same as zero also at the end the topic is seen as the anti-topic. In terms of type of work, content, statistics, and results, there are many similarities in Internet TV ads. Also, there are similarities in the type and form of work and content in advertising posters and urban billboards. Speech and hearing do not play a role in the use of this type of advertising, and only the image attracts the attention of the consumers.
Babak Sharif
Abstract
This investigation aims at examining the diachrony of so-called ‘compound verbs’ in Iranian languages. To this end, a number of texts were selected from the three periods of Iranian languages. From Old Iranian period, some Avestan texts as well as all Old Persian inscriptions, from MI period ...
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This investigation aims at examining the diachrony of so-called ‘compound verbs’ in Iranian languages. To this end, a number of texts were selected from the three periods of Iranian languages. From Old Iranian period, some Avestan texts as well as all Old Persian inscriptions, from MI period some Zoroastrian Middle Persian texts as well as from a Sogdian text were picked up and searched for instances of complex predicates, including prefixed verbs, incorporational verbs, combinational verbs, etc., which were then analyzed. The data show that in OI the majority of complex predicates consist in prefixed verbs, thus, maybe ‘compound verbs’ were not much needed to be formed. Nevertheless, ‘compound verb’ patterns did exist since that period. With verbal prefixes being inseparably attached to verb stems OP, the existent patterns for formation of complex predicates increased their productivity, the verb kar ‘do’ playing a major role as
the verbal element of complex predicates. In Middle Iranian, loss of productivity of some verbal prefixes as well as inseparability of many prefixed verbs increasingly led to formation of more complex predicates, with more light verbs recruited into the construction. In New Iranian, specifically in New Persian, in addition to a decrease in number of prefixed verbs, as well as an increase in number of complex predicates, two other factors prompted the formation of new ones: first, an emergent need to produce verbs out of loan elements, and second, a tendency to morphological leveling of irregular simple verbs by converting them into complex predicates.
Introduction
This article aims at examining the diachronic evolution of strings called ‘compound verb’, also referred to as ‘complex predicate’ (CP) or ‘light verb construction’, in the Iranian languages. After an introductory section 1, Section 2 reviews the most significant researches on the evolution of complex predicates in the Iranian languages. Sections 3 to 5 are dedicated to analyzing the data gathered from each of the three stages of the Iranian languages, namely, the Old, the Middle, and the New Iranian.
Literature Review
Rather than examining the processes leading to the formation of complex predicates, most of the authors investigated the occurrence of CPs in historical stages of this language family, specifically the
Persian language. Much of the literature doubt about the existence of ‘light verb constructions’ in the Old Iranian. Almost all scholars, however, agree about the existence of such strings from the Middle Iranian period onwards.
Methodology
A number of texts were selected from each period. Thus, from the OI period, a couple of Avestan texts as well as all Old Persian inscriptions, and from the MI period, some Zoroastrian Middle Persian texts as well as a Sogdian text were picked up and searched for instances or prototypes of different kinds of complex predicates including prefixed verbs, incorporating verbs, combinational verbs, etc., which were then analyzed and evaluated.
Discussion
In the Old Iranian period, the majority of complex predicates consisted of prefixed verbs, thus, maybe for this reason, ‘compound verbs’ were not much needed to be formed. According to the data from the Old Iranian, two sub-stages in this stage are recognizable: i) a stage of mobility of pre-verbs and their loose connection with the verbal stem in Avestan, and ii) a close, tight connection between pre-verbs and the verb, resulting in pre-verbs being changed into proper prefixes in Old Persian. On the one hand, the development of relatively free Avestan pre-verbs into Old Persian bound prefixes was the starting point of the emergence of complex predicates (consisting of a prefix and the verb root), and on the other hand, it initiated an increase in syntactically-based complex predicates (including predicative and incorporative
ones), whose formational patterns already existed in the language involved. Such strings consist of a transitive verb and its object, which may sometimes, as a single predicate, take another noun as their argument.
In this stage, the fixation of pre-verbs in connection with verbs, a move toward syntheticity, led to increasing production of complex predicates, which was a countermove toward analyticity, the latter counterbalancing the former phenomenon. With verbal prefixes being inseparably attached to verb stems in OP the existent patterns for the formation of complex predicates increased their productivity, a countermove toward analyticity, and the verb KAR ‘do’ played a major role as the verbal element of complex predicates.
In the Middle Iranian period, many prefixed verbs lost their analyzability. In a later development, the process of entrenchment of verbal prefixes led to their unproductivity and unanalyzability from verbal stem, resulting in a decrease in using prefixed verbs. On the other hand, as a compensatory mechanism, constructions for creating various kinds of complex predicates using different light verbs were activated. Also in this period, besides kardan, more new light verbs were recruited into the construction.
In the New Iranian period, and more specifically in New Persian, with the establishment of particular light verbs, the rate of production and proliferation of new complex predicates was increased, and, in parallel, the ratio of prefixed verb usage decreased to the point that in contemporary Persian it has reached to 1 percent. In this period, two further factors helped the formation of complex predicates. First, an emergent need to produce verbs out of loan elements borrowed from Arabic and European languages, and second, a tendency to
morphological levelling the irregular simple verbs by converting them into complex predicates.
Figure 1 illustrates the changes in the occurrence of using prefixed verbs as well as the verbal element KAR, the most frequently used verb in this slot, from Avestan to New Persian, based on the data analyzed. As we can see, the ratio of prefixed verbs had a decreasing trend throughout this time span, falling more rapidly in the Middle Iranian. As far as KAR is concerned, it had an upward trend in general, but also saw drops in two points.
Figure 1
The changes in usage of prefixed verbs (the blue line) and the verbal element kardan (the green line)
Conclusion
The path taken in the evolution of complex predicates in the Iranian languages, and more specifically the Persian language, suggests a move toward analyticity, in parallel with other developments in the same direction in the verb system, including the evolution of periphrastic constructions for passivization as well as certain tenses such as present perfect, past perfect, and future.
Acknowledgments
I would like to thank Dr. Ehsan Changizi for his helpful comments on the manuscript as well as his suggestions for selecting ancient Iranian texts.
Marzieh Moradi; Mohammad Reza Oroji; Sakineh Jafari
Abstract
The purpose of this research was to study the perception of intermediate PFL learners on the effects of blended learning on their Persian grammar and vocabulary knowledge. The purpose of blended learning, or the use of various experimental materials, is to properly mix traditional and regular educational ...
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The purpose of this research was to study the perception of intermediate PFL learners on the effects of blended learning on their Persian grammar and vocabulary knowledge. The purpose of blended learning, or the use of various experimental materials, is to properly mix traditional and regular educational materials of face-to-face classes with modern technology. The statistical population of the research was all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. 60 intermediate PFL learners studying Persian in different institutes in Tehran participated in this research. They were randomly divided into two groups namely the control group (= 30 learners) and the experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. Furthermore, the analysis of learners’ responses to the questionnaire showed that they all had a positive viewpoint towards blended learning. However, the experimental group had a better and more positive view towards it. The results could be beneficial to researchers, teachers, and linguists.
Enayat Rahman Mayar; Mohammad Dabirmoghaddam
Abstract
This article investigates the passive structure of Pashto language, Pashto language has passive structure which has various structural similarities with the passive structure of Persian language. This article initially discusses the recognition and explanations of passive structure provided from the ...
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This article investigates the passive structure of Pashto language, Pashto language has passive structure which has various structural similarities with the passive structure of Persian language. This article initially discusses the recognition and explanations of passive structure provided from the grammarian and linguists of Pashto language. Whereas the languages of the world make passive structures in different ways which we can divide them into “analytical passive” and “morphological passive”. In Pashto language the passive structures are made with helping verbs, therefore, it is a kind of analytical passive. The common pattern for passive structure in Pashto language are the helping verbs (بودن, شدن). In addition, the main verb in the process of changing active structure into passive structure appear in the forms of adjective and past participle. The subject of the sentence usually eliminates while changing from active into passive structure, but we can mention that as a “combination tool” which may have the function of the “lost role”. The object of the sentence in passive structure moves into a syntactic subject, and the verb appears in the superstructure as an essence; which has past participle form in the “unambiguous passive structure” and it is eliminated for the purpose of contraction.
Ismatullah Miakhil; Mohammad Dabirmoghaddam
Abstract
The paṢto/ Pashto language is classified as a (subject-object-verb) or (SOV) language, and it is one of the post-position languages. This language is lexical-based in independent, coordinating, and dependent clauses (subject-object-verb). Pashto is spoken in Afghanistan and Pakistan and even in India. ...
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The paṢto/ Pashto language is classified as a (subject-object-verb) or (SOV) language, and it is one of the post-position languages. This language is lexical-based in independent, coordinating, and dependent clauses (subject-object-verb). Pashto is spoken in Afghanistan and Pakistan and even in India. It is the official and national language of Afghanistan. Most people of Afghanistan (63%) speaks Pashto.Pashto is one of the Eastern Iranian languages in which, like other languages of the world, the conditional clause appears before the main clause in conditional sentences. Sometimes in special and emphatic cases, the conditional clause can come after the main clause. In Pashto language, conditional device (kӘ) can appear in the beginning of the first clause and in the second place of the first clause or in the beginning of the second clause.Conditional sentence structure, which are compound sentences in Pashto, include a subordinate clause (conditional clause) that usually comes before the main clause.As its name implies, the two clauses are joined by a conditional device (kӘ). This (kӘ) comes at the beginning of the subordinate clause. Sometimes (kӘ) in the conditional clause is accompanied with (no) or (xo) devices, but more often they appear in the beginning of conditional sentences. In conditional sentences, (Če) device can also mean (kӘ).
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.
Linguistics
Masoud Dehghan; Nima Moshtaghi; Shahla Raghibdoust; Kourosh Saberi
Abstract
Coherence is one of the discourse–building features whose absence in the discourse of senile dementia of the Alzheimer’s type causes their discourse becomes misunderstanding. So, the present study aims to investigate coherence in the discourse of Kurdish senile dementia of the Alzheimer’s ...
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Coherence is one of the discourse–building features whose absence in the discourse of senile dementia of the Alzheimer’s type causes their discourse becomes misunderstanding. So, the present study aims to investigate coherence in the discourse of Kurdish senile dementia of the Alzheimer’s type. The methodological nature of this quantitative study is ex post facto type and the statistic population of this study included 20 subjects (10 senile dementia of the Alzheimer’s type subjects and 10 normal elderly subjects) who were matched based on age (63-75), gender (male and female), illiteracy, and Kurdish language (Kalhori dialect) speaker. To determine the severity of dementia, the Clinical Dementia Rating Scale was administered and subjects with a score (0.5 ≤ score< 2) were selected. Then subjects answered the questions about their daily routines, families, and celebrating Eid Nowrouz. The data were analyzed based on Laine et al view and SPSS 16.0, independent T-test was used to obtain the statistic results. The findings indicate that there is a significant difference between the discourse of SDAT and NE subjects in the use of global coherence with (P=0/004) and local coherence with (P=0/003). The results showed that the use of global and local coherence has less frequency in the discourse of SDAT subjects; however, the absence of global coherence is more obvious. In the other word, local coherence has more frequency than global coherence.
Vahideh Abolhasanizadeh; Anis Masoumi
Abstract
The purpose of this research is to study the process of vowel reduction in Kermani accent. The process of vowel reduction occurs in unstressed syllables which shifts vowels toward other vowels. In this study, 5 male and 5 female native speakers of Kermani accent, pronounced 24 words in 3 repetitions ...
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The purpose of this research is to study the process of vowel reduction in Kermani accent. The process of vowel reduction occurs in unstressed syllables which shifts vowels toward other vowels. In this study, 5 male and 5 female native speakers of Kermani accent, pronounced 24 words in 3 repetitions containing six simple vowels in stressed and unstressed syllables. The participants’ production was recorded using Shure microphone and was analyzed using Praat software (Ver. 5.2.24). A textgrid was made for each word. Then, duration, F1, F2 and F0 of vowels were measured and compared in stressed and unstressed syllables. Overall, the obtained results confirmed that the duration and F0 of vowels decreased in unstressed syllables and the amount of F1 of all the vowels and the F2 of the vowels [ɑ, e, o, u] have a tendency towards the F1 and F2 of /ǝ/. Results also indicated that the process of vowel reduction is centripetal in Kermani accent.
Mohammad Dabirmoghaddam; Vida Shaghaghi; Mojtaba Monshizadeh; Hussein Piri
Abstract
Persian is a verb-final language; that is, its basic unmarked word order is SOV. Clauses in Persian, like other languages, have both the core- elements and non-core elements. The lack of the non-core elements or adjuncts in a clause does not make it ungrammatical but a speaker or writer use these elements ...
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Persian is a verb-final language; that is, its basic unmarked word order is SOV. Clauses in Persian, like other languages, have both the core- elements and non-core elements. The lack of the non-core elements or adjuncts in a clause does not make it ungrammatical but a speaker or writer use these elements to express his/her intentions. This study aims to investigate the post-verbal position of the non-core elements in colloquial Persian and the contributing factors in taking pre- and post-verbal positions of these elements. To this end, 893 leftward scrambled clauses were studied. The results show that only the non-core elements of location and destination take the post-verbal position, which is mainly the position of given information and non-focused part of a clause. Also, there are some contributing factors, so that non-core elements do not take the pre- and post-verbal positions accidentally. In addition, the core elements of a clause do not take the post verbal position.
Linguistics
somayeh aghababaei; mohammad mahdi zamani; Nematollah Iranzadeh
Abstract
Considering the importance of Persian literary works in linguistic studies and teaching Persian speakers of other languages, it is very important to study the scientific works that have been written to introduce or critique prominent Persian literary works. However, in many cases, these scientific works ...
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Considering the importance of Persian literary works in linguistic studies and teaching Persian speakers of other languages, it is very important to study the scientific works that have been written to introduce or critique prominent Persian literary works. However, in many cases, these scientific works deviate from their purpose, which is to identify important literary works, due to the some problems in using the scientific variety of Persian language. This study considers using of the scientific variety in these works by Moayed Shirazi (1983), Pournamdarian (1989), Zarrinkoob (1999) and Khorramshahi (2001), which were selected as the book of the year of the Islamic Republic in the 1980s and shows how in many cases these scientific works cannot achieve their goal in the appropriate way. This study intends to answer this question: what are the problems in the use of the language of science in Persian literary research. For this purpose, researchers combine aspects of qualitative and quantitative research methods to extract various problems in using the scientific variety of Persian language in these works and show spread of these problems. Study of these authoritative scientific works shows that problems such as semantic deviation, historical deviation, stylistic deviation, extra regularity, quoting literary texts to strengthen the poetic function of language, simile, irony, ambiguous words, verbiage, and value judgment are observed in these works
Linguistics
Abstract
Textbooks and teaching materials have high-priority in foreign language teaching and they provide a curriculum-based framework for teachers.Since language teachers are faced with a myriad of resources when choosing, they must systematically evaluate them so that they can decide on the most appropriate ...
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Textbooks and teaching materials have high-priority in foreign language teaching and they provide a curriculum-based framework for teachers.Since language teachers are faced with a myriad of resources when choosing, they must systematically evaluate them so that they can decide on the most appropriate textbook to suit the needs of their language learners. What is remarkable in this regard is that today with the expansion of Persian language teaching to non-Persian speakers, the number of audiences and those interested in learning the Persian language is increasing, several books and educational resources have been provided to achieve this goal; accordingly, the evaluation of Persian language teaching resources also helps Persian language teachers in choosing the correct and appropriate educational materials. In this regard, the present study tried to learn to evaluate the Persian educational collection (Zolfaghari et al., 2002) using the evaluation checklist of the book Mokandan and Nimehchi Salem (2015) from the point of view of Persian language teachers. Based on this checklist, 19 teachers evaluated the "Farsi Biyamuzim" educational series and a semi-structured interview was conducted with 5 teachers. The results of this study showed that this educational complex, although it is currently being taught in many Persian language teaching centers and is evaluated at a relatively good level in terms of educational content from the perspective of teachers, also faces shortcomings and limitations that the author of this research offers suggestions for improving the visual and content quality of this collection.
Linguistics
Mahsa Sadeghi
Abstract
Metaphors have a very essential role and importance in the system of the human mind and cognition. From the very beginning of the outbreak of the Coronavirus disease (Covid-19) to the present day, metaphors have played a significant role in the conceptualization of this illness and related issues. The ...
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Metaphors have a very essential role and importance in the system of the human mind and cognition. From the very beginning of the outbreak of the Coronavirus disease (Covid-19) to the present day, metaphors have played a significant role in the conceptualization of this illness and related issues. The aim of the present research is to investigate the metaphorical conceptualizations of Corona in the news headlines of domestic Persian-language media. The research data include 220 metaphorical expressions in the headlines extracted from the websites of four news agencies including Fars, ISNA, Tasnim, and Mehr. The Data were analyzed within the framework of Conceptual Metaphor Theory (Lakoff, 1987, 1993; Lakoff & Johnson, 1980, 1999) and the theory of image schemas (Johnson, 1987; Lakoff, 1987). The results show that the metaphors used to conceptualize the Corona can be divided into two main categories: Metaphors based on image schemas and metaphors separate from image schemas. In the formation of first metaphors, force schema plays a major role and can manifest as the schemas of war, natural forces, and football. In the formation of the second category of metaphors, the source domains of humans and animals as well as domains such as fire, shadow, and vehicle play a major role.
Amirreza Vakilifard; Shirin Dehqani
Abstract
Effective written communication is a crucial skill.Developing proficient writing skills requires consistent training and constructive feedback.While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, ...
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Effective written communication is a crucial skill.Developing proficient writing skills requires consistent training and constructive feedback.While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, on reducing writing errors among non-Iranian Persian learners has not been extensively studied.To address this research gap, this study investigates the effectiveness of peer correction technique on the Persian writing skills of 47 male and female Persian learners from diverse nationalities.Non-random purposeful sampling was used to select participants, who were then divided into two groups, each consisting of four separate classes.Prior to implementing the peer correction technique, both groups completed a pre-test.The experimental group underwent six sessions of peer feedback technique implementation, after which a post-test was conducted. Analysis of the participants' writing errors showed that despite some limitations, the peer correction technique had a positive effect on enhancing the Persian writing skills of the non-Iranian learners in the experimental group, leading to a reduction in their writing errors.The findings suggest that peer correction technique can be an effective means of improving writing skills among non-Iranian Persian learners.This study contributes to the existing literature by highlighting the potential benefits of peer correction technique and informing pedagogical approaches aimed at enhancing writing skills among non-Iranian Persian learners.Furthermore, the study's results suggest that peer correction provided in a classroom setting can positively impact the writing proficiency of both foreign learners with different native languages and more proficient language learners in the experimental group.
fatameh nosrati mumvandi; Reza Morad Sahraei; Hayat Ameri; Abbas Ashrafi
Abstract
The present study aims at studying radial network of the five words "Lesan, Qara, Khataba, Samea, and Kataba" based on cognitive semantics. Likewise, determining frequency of usage of radial meanings and prototypical meaning of the given word in two translations of Quran by Foladvand and Qomshei and ...
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The present study aims at studying radial network of the five words "Lesan, Qara, Khataba, Samea, and Kataba" based on cognitive semantics. Likewise, determining frequency of usage of radial meanings and prototypical meaning of the given word in two translations of Quran by Foladvand and Qomshei and two interpretations of Al-Mizan and Nemoneh is another purpose of the article. To determine the radial meanings and prototypical meaning of the given word, Tyler and Evans (2001)’s criteria were used. The analysis showed that the tools such as metonymy, metaphorical expansion and image schema play the main role in expanding the prototypical meaning of the given word; and meanwhile metaphorical expansion plays the main role in expanding the prototypical meaning. Additionally, it was found that in the translations and interpretations, there is a relative balance between usage of prototypical meaning and radial meanings of the words; although in some words this balance does not fit.
Claris Sarkissian; Fatemeh Bahrami; Mazdak Anoushe
Abstract
The categorization and syntactic structure of the infinitive have been subjects of debate, with differing views considering it either as a noun or a verb. This research aims to explore the characteristics of Persian infinitives and propose a hierarchy for their projection within the framework of distributed ...
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The categorization and syntactic structure of the infinitive have been subjects of debate, with differing views considering it either as a noun or a verb. This research aims to explore the characteristics of Persian infinitives and propose a hierarchy for their projection within the framework of distributed morphology. By taking into account the infinitive's dual nominal-verbal behavior and its potential role as an adjective, this study seeks to provide a comprehensive explanation of the Persian infinitive. In addition to reviewing relevant literature, it is observed that the behavior of the Persian infinitive differs from that of the infinitive in languages such as English. While it shares some similarities with the English gerund, it is important to note that the Persian infinitive has distinct properties. Consequently, the nature of the Persian infinitive and its derivation differ from those of the English infinitive and gerund. The study also highlights the use of wh-words in infinitive structures and the ability of (negative) infinitives to permit the presence of polarity items within their structure. Furthermore, the infinitive can function not only as a noun or a verb but also as an adjective. Based on these observations, a hierarchy of infinitive projection is proposed. Additionally, the research suggests the position of infinitive affix insertion, providing evidence that contradicts initial assumptions regarding the insertion point of the Persian infinitive affix.
