فهرست مطالب منصور علی زاده بیگدیلو

Metaphor is an effective tool in understanding abstract concepts. The present study examines the use of metaphor in the second and third elementary school books of heavenly gifts and its role in understanding intangible concepts. In this regard, information about "domains of origin and destination","generalization of multiple meanings" and"partial mapping" were collected in two separate tables and analyzed. According to the findings of the research,the authors in the second grade have used 38metaphors to understand abstract concepts,16 lessons and in the third grade 46 metaphors to understand the concepts of 16lessons. Therefore, in each of the foundations, four out of 20lessons are completely devoid of metaphor. This, along with lessons where metaphor is not used, shows that the scattering of metaphors does not follow a regular diagram for use in all lessons; therefore, in a significant number of lessons, this tool has not been used properly. Considering the diversity of the origin domains used, it shows that the authors used 24 types of source domains to understand 23 species of destination in second grade of primary school and 36types of origin for objectifying 35 species of destination in third grade of primary school. As a result, with the advancement of students to higher level and their cognitive development, frequency and variety of metaphor usage in the book of heavenly gifts has increased. It is better to take a balanced look at the frequency and variety of metaphor usage in all courses by authors to facilitate the learning of intangible concepts.

Sufi and mystic poets employ linguistic evidence, especially expressions regarding animals, to represent mystic concepts. In this study, to explore and clarify the meanings Mulana intended to convey as the field of destination, we will examine the linguistic expression “the Lion” as the field of origination in ghazals of Divan Kabir by using the conceptual theories of metaphor introduced by George Lakoff and Mark Johnsen. Studies have shown that Mulana, by utilizing linguistic economy and provoking multiple mental images with the use of a single expression (lion), has successfully exhibited a vital and variegated spectrum of his mystic thoughts.  According to the frequency explored in this article, the expression ‘lion’ in the mystic conceptual system of Mulana enjoys a positive meaning; heart and love are more significant in comparison to reason; the crucial concept of “complete man” against human ego and “beloved” are used to represent the absolute superiority of God through visual representation of “the lion”. All in all, employing the expression of the lion to point to sublime meanings and concepts central to mysticism is an indication of Mulana’s idealistic spirit, his sanguinity and sublimated nature. In this piece of research, which is carried out through a descriptive-analytical method, after an introductory note on conceptual metaphor, origination of animal metaphors, and Mulana’s metaphoric language, the writers provide different verses as an example of different kinds of destination fields. Determining the conceptual framework, field of origination or emotive field, application of various meanings’ general and local inscription in each category would be the next step. Finally, the frequency of the fields of destination and their conceptual generalizations will be presented in a table and the data will be explicated.

What gives variety to the sonnets of Shams is the syntactic deconstruction. Defamiliarization and highlighting some special concepts are studied here, as the introductory part. This paper, then, studies some other factors such as the agreement of adjective with what it describes, disagreement of subject with subject predicate, shift of pronouns, expansion of the first part of the two-part verbs with the help of syntactic changes, word ordering, and the artistic use of compound verbs as order-making elements. These elements are very telling of Rumi's goal of employing defamilarization and artistic pauses to persuade his readers to discover his aesthetic goals of employing syntactic deconstructions, the goals such as: conveying the concept of diversity, plurality and evasion from limitations. Rumi attempts to persuade the readers to understand his artistic work through scrutinizing the role of the order-making elements. Therefore, Rumi's innovations in Divan are artistic and acceptable since they could perfectly and truly convey Rumi's ideas through different factors, such as: flexibility of Persian language, heroic language, getting inspiration from people's ordinary language and the use of unconsciousness.