فهرست مطالب مهین ناز میردهقان

Literature, by breaking common rules in the form of rhetorical techniques, brings an artistic form for language and it deviates from the standard form. This can make it difficult for non-Persian speakers.The purpose of this study is to show "the aesthetic functions of rhetorical techniques in Persian language teaching" and "the introduction of appropriate literary arrays for Persian learning" by adapting these arrays to the results of the research in the field of language teaching, so that we are faced less likely to the deletion or simplification of literary works in Azfa's works. We showed how the literary language emerged from the perspective of Shafiei Kadkani and Safavi, then we studied the aesthetic functions of these techniques in the discussion of AZFA. After that we introduced the appropriate literary arrays in the Persian teaching, which in accordance with findings in the field of language teaching are similar to the principles of language learning, and they are: 1. verbal or musical (including phonetic parallelisms (poetry, repetition of phoneme and syllable), lexical (Radif and Tashabuh al-'Atraf) and syntax , and 2. semantic or linguistic (including metaphor and trope, metonymy, proportionality or (symmetry) and hyperbole). The result of this research, emphasizing the necessity of accurate and correct knowledge of literary language, specifies that literature despite being an artistic language and different from the standard language type, can be used as a secondary source in addition to language education in Azfa's works; because the mentioned literary arrays not only do not hinder language learning, but are in line with its goals and can help language learning.

In accordance to the necessity of selecting efficient language learning strategies and methods for teaching English to Persian-speakers, in this research, Langacker’s cognitive grammar theory has been used as a creative method in teaching. The present study aims to evaluate the creative usage of cognitive grammar in education, which simplifies the process, provides better learning, and develops creativity and linguistic capabilities. For this purpose, the following questions were addressed: 1. After passing the "creative course of the learning style of describing a word in a sentence” what is the increase in the number of words used by the control and test groups through the "specificity" attribute in meaningful contextual texture? 2. How can we use the "syntagmatic combinations" attribute to facilitate the teaching of "complex linguistic units" construction in the sentences? In this regard, after creative training with a cognitive approach, 46 Farsi speakers were described qualitatively and quantitatively by using SPSS software. As a result, by using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, learners were able to create linguistic well-form sentences. After completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts. On the other hand, the control group managed to combine and collocate 44% of the total words without passing the creative course. The quasi-cognitive charts are used to simplify the education process.

Factors such as discourse context, social characteristics of the speaker, language attitudes, and processability of learners on their levels influence a speaker’s use of a particular form. Some researches show that different tasks elicited different types of forms learners. In this study, we try to investigate the type’s influence of task on “Ra” (preposition for direct object in Persian language) and analysis that based on processability theory. The goal of this investigation is to determine similarities and differences between marked and unmarked nouns before using Ra in two types of tasks; conversational task and explanatory task. For doing this, we consider 35 conversational task and 35 explanatory task from level 6 Persian learners of Almahdi’s School. First of all we determine data of marked and unmarked nouns before Ra in these two types of task and label them. Then we show the frequency and distribution of each feature in these two types of tasks, finally we compare distribution of nouns (whether marked or unmarked specific nouns) in conversational tasks and explanatory tasks. The result of this research shows there is no a significant difference between marked and unmarked nouns in each task and between using specific nouns before Ra in these two types of tasks. It can be explainable this result based on processability and due to the level of the learners.

Proverbs in the reflection of culture and individual and social identity is one of the most important categories in language studies. People of every society and ethnicity use different methods and convey their meaning in the form of cultural and literary delicacies to others. Considering the importance of image schemas in cognitive semantics as one of the most important linguistic mechanisms and since little study and research has been done on Iranian proverbs and dialects, the need for this research was doubled. The question in this study is what is the frequency and type of imaginary schemas used in Tehrani proverbs and are there any proverbs without mental schemas? The purpose of this research, which is descriptive-analytical and qualitative, is to investigate the schemas of metaphors in the body of Tehrani proverbs based on the Evans and Green’s schemas model (2006) according to cognitive semantics. The statistical population includes the book Ghand-o-Namak (all Tehrani proverbs), in the form of purposeful sampling and contains 2000 proverbs. The results indicate that general types of image schemas such as containment, path, directional and force schemas are found in Tehrani proverbs, but containment schemas have the highest frequency compared to other schemas. Which is due to the urban lifestyle in the formation of this type of mental schemas and its metaphors.

So far, many books have been written in Iran to teach Persian to non-Persian speakers, but no effective film book editing has been done yet. The purpose of this research is to prepare and compile Perfa film (1) in order to complete the educational film of Perfa collection in Shahid Beheshti University. The theoretical basis of the present research is the reference framework for teaching Persian language to non-Persian speakers and the design of film texts based on Perfa educational content has been done (1). The research method is descriptive-analytical. In this study, the structures and features of the Foreign Language Learning Film Books (Four Corners, Interchanging, and American English File) are basically based on the 2014 Hilly Framework, which is written by Dan's author. The purpose of this analysis is to obtain an approach to the compilation of educational film texts and related exercises. In response to the question of the features of linguistic and cultural representation in educational film books, we came to the conclusion that the geographical component was less used than the job and the place of work being used. Entertainment, family and education were the most used. In answer to the second question for proper content design, Perfa's textbooks and efficient format, the structure of the film Fourscorners, which includes the former / contemporaries / and after watching the film, is chosen for the film. In this research, the third question is to evaluate the compatibility of the content of the film book with the textbook through a questionnaire that consists of 36 questions by 21 Persian language teaching schools for non-Persian speakers and non-English speakers. The results showed that the teachers believed that the two examples of lessons in the categories of "homework quality", "main topic", and "writing, reading, listening" were highly symmetrical. In contrast, two examples of lessons in the categories of "cultural and social" and "images" had the least symmetry.

The present research aims to investigate the effect of stress on Vafsi oblique clitic PAMs and accordingly determine their placement based on LFG analysis by using the prosody-syntax interface.  Vafsi is one of the Iranian languages belonging to the Tati group of Iranian North-Western languages which is spoken only in four villages of Vafs, Chehreghan, Gurchan, and Fark in Markazi province.  This research is library-based, but, in cases of need for more evidence, linguistic productions of the native middle and old-aged male residents of Chehreghan and Vafs are used. The theory in this research is bifurcated. First, the theory of clitics is introduced, and based on Zwicky & Pullum’s (1983) criteria for discriminating clitics from affixes, 8 types of Vafsi clitics are classified. Vafsi distinguishes between direct and oblique case person-agreement markers (PAM) (Stilo. 2010). While the PAMs representing the direct case (set 1) are suffixal to the verb, the oblique PAMs (set 2) are usually enclitic. Based on the transformational generative grammar, the last type of Vafsi clitics, which is Vafsi oblique PAMs create challenges in determining clitichood, as they act as affixes in some placements but as enclitics in others. Hence, based on the transformational generative grammar, earlier studies (Stilo, 2004a. 2004b; 2010), have classified Vafsi oblique PAMs (set 2) into two categories of “affixal form” and “clitic form”. There are several criteria in determining the placement of clitics: syntactic factors, phonological/prosodic processes, a combination of syntactic-phonological/prosodic processes, and semantic/pragmatic factors. Therefore, the second part of the theory which is LFG will be used to determine Vafsi oblique PAMs clitichood condition. The direct case PAMs (set 1) are always suffixed to the verb. The verbal complex (VC) also hosts many different particles (for example negation, duration and punctual markers, and preverbs) which precede the verb itself. The clitic PAMs (set 2) usually appear directly preceding the VC and must never occur directly following the verb. Depending on whether the host ends in a consonant or a vowel, the clitic adjusts its form and either retains its vowel (refer to Stilo. 2010. pp. 53-57 for examples). The clitic is not limited to the preverbal position. Besides further positions in the clause, the clitic can also appear within the VC in VC-initial sentences. However, this position (and the clitic’s ‘form’) is constrained by the co-occurrence of other VC-related particles. Consider the following example of the 1Sg PAM clitic in combination with the punctual marker bǽ (b- before vowels) in a sentence with a non-initial VC ((1a)) and a sentence-initial VC ((1b)) (Stilo. 2010. p. 247). (1) a.  án=om [bǽ-diæ]vc b.   [b-ím-diæ]vc that=1S.OBL   PUNCT-saw   PUNCT-1S.OBL-saw I saw that. I saw. Another stressed particle preceding the verb, which shows the same pattern concerning the clitic (and cannot co-occur with the punctual marker) is the negative marker nǽ. In contrast, if the clitic co-occurs with the unstressed duration marker ær, the pattern changes ((2)) (Ibid). (2)  a.    an=om ær-góæ b. [im-ær-góæ]vc that=1S.OBL DUR-want  [1S.OBL-DUR-want]vc I want that. I want. Examples like (1b) and (2b) led to Stilo’s conclusion that the clitic has an affixal counterpart. Note, however, that these combinations are the only ones where the clitic appears as an affix. In all other combinations (VC-external and VC-internal), the clitic retains its original form. An alternative explanation that goes without this bi-categorical analysis is the assumption that the clitic is sensitive to prosodic constraints in the sense that it has a ‘stressed’ form (ím) and an ‘unstressed’ form (om). Therefore, we can conclude that if the clitic is stranded in the sentence-initial position, it is placed after the first stressed element of the following VC. In (1b), this is the punctual marker bǽ, which is shortened to b- preceding vowel-initial material. The stress is then assigned to the clitic which assumes its ‘stressed’ form ím. In (2b), stress is on the main verb, so the clitic should be placed following the whole verbal complex. However, as noted above, the clitic is banned from that position. It thus remains in its original position as the first item in an intonational phrase, again assuming its ‘stressed’ form to compensate for the missing prosodic host on its left. It can thus be assumed that the PAM clitics originate in the position preceding the verbal complex which usually provides them with a prosodic host to their left in c-structure and p-structure. However, in sentences where the clitic is the sole element preceding the verbal complex, Vafsi seeks to repair this prosodic violation by a) prosodic inversion or b) adaption of the clitic to a ‘stressed’ form, both assumed to take place in p-structure.  In conclusion, it can be claimed that in this research, we showed that the oblique Vafsi PAMs do not have an affixal counterpart, since all instances and forms of the clitics can be justified regarding prosodic constraints. In cases where the prosodically deficient oblique enclitic is left without a suitable host, prosodic inversion aims to place the clitic accordingly. The so-called ‘affixal form’ corresponds to the cases where the clitic is forced to carry stress itself and consequently assumes a ‘full form’. Therefore, the ‘affixal forms’ in Stilo’s classification are in fact clitics carrying stress. In the end, a complete formal analysis of the oblique pronoun clitics at the syntax-prosody interface in LFG is provided based on Bögel (2015).

The present research is aimed to analyses the morphological typology of Persian on the basis of the framework of Distributed Morphology (DM). According to the findings of DM, the predominant tendency of Persian's morphological type is defined here on a two-dimensional chart; a chart provided by Aikhenvald (2007) from the conjugation typology of languages, which itself was defined on the basis of the criteria proposed by Sapir. The horizontal axis in this diagram deals with the degree of internal complexity of words and its horizontal axis includes the transparency of morphological boundaries between the morphemes within a grammatical word. Accordingly, the main research questions are to determine: the position of Persian language on the basis of “degree of internal complexity of words”, as well as, its typology on the basis of “border transparency criteria”. To analyses the grammatical structures of Persian, a variety of diverse structures, among different Persian text types, including stories, textbooks, scenarios, and research papers was gathered, which contained a total number of nine thousand and six hundred words. The investigation on the first question on the basis of Greenberg’s quantitative standards illustrates that, by achieving a number of one thousand and five hundred and six words from the above-mentioned index, the orientation of today’s Persian language, according to the “degree of internal complexity of words” or what is called as “word combinability criteria”, is towards “analytic” language type. Considering the second question, the research demonstrates that in view of the “border transparency criteria” for morphemes which indicates ways to connect morphemes, Persian language is more inclined towards “agglutinating” language type. Finally, it can be concluded that based on the findings of DM, the dominant tendency of morphosyntactic structures of Persian is towards “agglutinating-analytic” languages. Therefore, the research findings in considering Persian within the DM framework approves its grouping within agglutinating-analytic language types, though in comparison to the previous studies, the reduction of the statistical results here illustrates the main tendency of Persian's morphological type towards analytic languages and its movement towards becoming more analytic.

Anaphora entities, particularly pronouns, in the Holy Quran are organized in a very subtle and unique manner. Hence anaphora resolution i.e. the identifying of an anaphora in the Quran's text requires particular principals and rules. Undoubtedly, failing in identifying the correct antecedent of these entities leads to certain ambiguities and vagueness which can distort the addressee’s understanding and interpretation. This issue will be even more important while facing a certain structural distance between anaphora and its antecedent and when the relationship between definiteness and anaphoricity is not totally clear-cut. To our knowledge, unfortunately there is no consistent linguistic approach in the Quranic studies regarding explaining the relationship between definiteness and anaphoricity, and this issue has been overlooked regardless of its great importance. Hence, the present thesis using a descriptive-analytic method and specific linguistic constraints, on the basis of the application of an integrative approach of Centering (Grosz et.al, 1983/1995) and Optimality Theory (Beaver, 2004; Mineur, 2006), is aimed to deal with the effect of structural distance between anaphora and its antecedent on anaphora resolution, and to present an explanation regarding the relationship between definiteness and anaphoricity in the Quran's text.

In this research, we aimed to find out the structural differences between the two linguistic languages, namely standard language and literary language. First, based on the contrastive analysis of the grammar books of the literary works with the standard grammar books, the differences between these two languages were extracted and then, based on the prevalence of these differences in literary works, we divided the less common language differences into six categories:1. Obsolete language components 2. Local language components 3. Linguistic components involved with low use 4. Newborn linguistic components 5. Linguistic errors, and 6. components of colloquial, slang and broken language. Then, based on the interference theory and also relying on the syntactic principles, we categorized the more commonplace language differences into three classes: 1. Elements of the literary language with the identical appearance relative to the standard language but with a different function 2. Components of the literary language with a different appearance from the standard language but with the same function 3. Elimination or displacement of sentence elements. Then, we presented a literary example in twelve language domains including phonetic system, nouns, adjectives, numbers, pronouns, relative pronouns, verbs, adverbs, letters, interjections, word formation (referring to neologism), and sentences.

The present research is a corpus-based one that aims to analyze conceptualization of ‘space’ in Persian within the framework of Natural Semantic Metalanguage (NSM). NSM researchers have identified eight semantic primes for the concept of ‘space’ (including WHERE~PLACE, HERE, ABOVE, BELOW, FAR, NEAR, SIDE, INSIDE) that is believed to be lexicalized in all languages. The research is restricted only to NEAR prime in order to analyze representation of the concept of ‘space’ in terms of this prime using corpus and real data. The data are drawn from Hamshahri corpus . The results show that NEAR prime has thirteen exponents in Persian including Nazdik, Kenār, Pish, Nazd, Janb, Baghal, Pahlu, Dam, Lab, Havāli, Javār, Mojāver, Dar Mojāverat-e) each of which has its own conceptual scope and functional range and there are differences in this respect among them.

The purpose of this research is to answer this question: what are the similar and different typological features of Azerbaijani Turkish, Korean, Hungarian and Persian languages? In our analysis, we have used Chomsky`s Generative-Transformational Grammar and Government and Binding theory. We have studied the movement of the subject and object nominal phrases and the concept of the empty position. The results of the research show that the similarities between the relative structures of these languages are the existence of movement for the transformation of the deep-structure into the relative clause, also the formation of a chain between the head noun and the empty position in the clause. And the differences in the relative structures of these languages are; the relative clauses of Azerbaijani Turkish, Korean, and Hungarian are pre-nominal while in Persian it is post-nominal. Also, the movement of the head noun in the Azerbaijani Turkish, Korean, and Hungarian is to the right and the end of the sentence, but in Persian is to the left and the beginning of the sentence. Another significant difference is the transformation of the verb of the subordinate sentence to the participle in the Ural-Altaic languages while Persian relative clause is a finite one

The purpose of the present study is a typological analysis on word-order and agreement in Evazi dialect, one of the dialects in the south of Fars province. This dialect has shown interesting characteristics in agreement system and word-order which is different from standard Farsi but similar to some other dialects in Fars such as Larestani, Khonji, Bastaki, Bikhei and Gerashi. The research is theoretically based on Dryer (1992) and Dabirmoghadam (1392) in investigating and analyzing 22 typological components of word order in the dialect under investigation. Accordingly, the considered parameters are analyzed in the form of the above 22 word-order components and 3 agreement types which is exemplified in 61 dialect samples and further illustrated in 23 tables within the paper. The research results demonstrates that the agreement system in Evazi dialect reveals a proclitic agreement with the subject of transitive verbs, and suffixal agreement with transitive and intransitive verbs according to which, the subjects of both intransitive and transitive verbs are shown in suffixed forms on the verbs in its agreement system.

Bilingual Aphasia, as one of the challenging issues in psycholinguistics, has not been received the attention it deserves in Iran. Following the call for more reflection on bilingual aphasia in different languages, the present study seeks to investigate the manifestations of aphasia in the spontaneous speech of a bilingual Kurdish-Persian individual who was diagnosed with Broca's aphasia and to illuminate the recovery pattern of languages by scrutinizing the comparison between content and function word usage. To assess her linguistic competence, the standardized versions of the Bilingual Aphasia Test (Paradis, 1987) were administered. The results indicate non-parallel recovery of languages post-stroke, with L1 (Kurdish) less recovered than L2 (Persian). As far as the assessment of content words is concerned, they are used more than function words in both languages. In L1 (Kurdish) function words are used more than content words, while the opposite is found in L2 (Persian).

The present research is focused on investigating the coverage of categories of Korn's typology as well as the existing symmetry or asymmetry in rounding harmony within Iranian (Razan and Tabriz) and Istanbuli varieties of Turkish. The main research questions are as followed: 1. Can the Turkish varieties be classified within Korn's categories or additional categories are to be added therein? 2. Is there a symmetrical system in rounding harmony in the varieties under consideration? The research results demonstrate that in spite of the similarities observed within the syntactic, morphological and … areas of the three varieties, within their photological areas differences are detected, according to which the three systems can be classified in triple hypothetical categories of A, B and C. Among which only the Razan variety illustrates a total symmetry in front and back vowels in transmitting roundness.

The present article is an attempt to study and classify object metaphors in 26th (from the beginning of Sura Ahghaf) to 30th parts of the Quran with the aim of determining most important target domains of object metaphors and their cognitive justification and also their frequencies in above-mentioned parts of Quran. Metaphorical concepts have been arranged into four groups; namely human relationships with God, himself, nature and other people. Based on the four above introduced groups, target concepts of each kind of relationship, their related mappings and their frequencies in the context of each verse/ chapter have been recognized and analyzed. Considering object as one of the image schemas, roots in Santibáñez (2002) which is the basis of analysis in the present research as well. Object image schemas play a direct and basic role in forming Event Structure metaphor in the Qur’an. Causation, states and motion events are three important aspects of Event Structure metaphor and object image schema has the main role in conceptualizing these three aspects. 17 target concepts with the total frequency of 34 cases have been recognized and analyzed in this investigation. Torment, Ayeh, occurrence of Resurrection, evil, actions, calmness, and time were the most used concepts in the last five parts in the Holy Qur’an which are metaphorically conceptualized through object schema.

The availability of Persian for Specific Purposes textbooks is a priority. Thus, it is essential to prepare and develop appropriate educational content for “Teaching Persian to Chinese Speakers” within a standard framework and following a structure and approach which is in line with learning needs of Chinese speakers. Accordingly, the Standard Framework for Teaching Persian Language and the International Curriculum for Teaching Chinese Language were consulted to develop a comprehensive textbook for teaching Persian to Chinese speakers at the elementary level. The textbook was intended to be covered in 120 to 144 hours of instruction. For textbook development, an integrated approach was used which drew on "grammar-translation" and "communicative" approaches. The study aimed to evaluate the textbook and answer the following two questions:1. How effective was the structure of the developed textbook from the perspective of the instructors who taught Persian to Chinese speakers? 2. How effective was the integrated approach which drew on "grammar-translation" and "communicative" approaches from the perspective of the instructors? Along with the textbook, a45-item questionnaire was given to 36 Persian language instructors to fill out. The textbook was evaluated in terms of its approach, main subject, vocabulary and structure, quality of the tasks, pictures, instructional texts, and main skills. The results of statistical analysis verified the effectiveness of the approach and the structure of the textbook for elementary Chinese learners of Persian language. Expanded Abstract Due to the necessity of specialized materials and textbooks for Teaching Persian for Specific Purposes, developing appropriate educational contents for teaching Persian is an essential matter. The matter has been considered here for teaching Persian to Chinese speakers on the basis of a standard framework and considering the needs of Chinese learners of Persian. Accordingly, at the first phase of the present research Standard Framework for Teaching Persian Language (which specifies grammar, vocabulary and functions for each level) and the International Curriculum for Teaching Chinese Language (which specifies objectives, skills, linguistic knowledge, strategies and cultural competence for each level) were used to develop a comprehensive textbook for Chinese learners of Persian at the elementary level. Standard Framework for Teaching Persian Language consists of 61 grammatical, 104 lexical and 55 functional points at the elementary level, while the International Curriculum for Teaching Chinese Language consists of 36 grammatical, 64 lexical and 53 functional points at this level. The above two sources were examined and their common points in the three areas were selected for the intended textbook which came to a number of: 47 grammatical, 68 lexical and 48 functional points. The textbook adopted an integrated approach which drew on "grammar-translation" and "communicative" approaches and mainly focused on selecting the appropriate grammar, vocabulary and function for elementary level Chinese learners of Persian. The textbook was intended for 120 to 144 hours of instruction. The chosen approach was also in line with cultural and education background in the Chinese context which favors collectivism, socialization for achievement, high acceptance of power and authority and overview of Chinese traditional education system. These sources of Chinese culture are often claimed to have an important effect on attitudes and behaviors of Chinese learners. Grammar-translation focuses on form with an emphasis on grammar and vocabulary. Communicative approach focuses on function, with use of the language in realistic situations. Either of the above mentioned methods used in isolation is unlikely to function effectively in teaching Persian to Chinese speakers. The study illustrated that an integrated approach can emphasize different aspects of the language that is to be acquired by the Chinese learners and be operative for this community of learners (Zhou & Niu, 2015). The textbook consisted of 12 lessons which included warm up section, main text, vocabulary, grammar, grammar tasks, communicative tasks, speaking tasks, writing tasks, listening tasks and reading comprehension tasks. The lessons focused on both written and spoken forms of standard Persian and were accompanied with Chinese definition for the vocabulary and grammar explanations. The main aim of the current research was to evaluate the prepared materials and to answer the following research questions: 1- To what extent was the structure of the prepared textbook effective from the perspective of teachers who have taught Persian to the Chinese? 2- To what extent was the integrated approach effective from the perspective of teachers who taught Persian to Chinese speakers? In this regard, a 45-item questionnaire was prepared which was given along with the textbook to 36 Persian language instructors who taught at Persian language teaching centers of Shahid Beheshti University, Imam Khomeini International University, Dehkhoda Institute, Allameh University, the School of Foreign Ministry and International Relations as well as Beijing, Shanghai and Xinjiang Universities of Foreign Languages. The results of statistical analyses produced a Cronbach's alpha coefficient of 0.978 which exceeded 0.7 level and showed the effectiveness of the approach and the structure of the prepared textbook. The questionnaire aimed to examine the teaching materials in terms of their approach (3 questions), main subject (5 questions), vocabulary and structure (5 questions), quality of tasks (5 questions), pictures (4 questions), texts (4 questions) and four main skills of listening (6 questions), reading (6 questions), reading (4 questions) and writing (3 questions). At first, the data from the questionnaires were entered into the Excel software and then, SPSS software was used to analyze the normal distribution of the data through the Kolmogorov test. After that, the cumulative frequency of each item was obtained and based on it a histogram was plotted for each curve and was compared with the normal graph. Finally, a sample run test was performed on the data. The results of the statistical analysis illustrated the effectiveness of the approach and the structure of the textbook for Chinese learners of Persian. In addition, the results showed the appropriateness of the level of vocabulary and structure, the quality of tasks, the content and number of pictures, and the flexibility of teaching texts used intuitively in different ways. The research results indicated that the textbook was effective in transferring the Iranian culture, familiarizing the learners with the norms of Iran, and obtaining the necessary communication forms.

It is quite evident that children are capable to understand meanings which they are unable to produce correctly. Recent studies have also provided evidence that children occasionally produce correct forms that they do not understand yet. The present study seeks to focus on the question of “how is it possible for children to produce correct forms that are not yet understood by them?” This question has recently came into the sharp focus of linguistics and psycholinguistics studies, and various explanations have been proposed thereof. Using a descriptive-analytic method, this paper aims to identify these studies and the explanations in which the asymmetry between linguistic production and linguistic comprehension have been dealt with. Among later explanations, the Bidirectional Optimality Theory (BOT) shows some potentiality in dealing with the asymmetry between these two dimensions and it seems more valid than other explanations accordingly. Nevertheless, the main hypothesis of the present research states that this almost strong theory also faces major challenges which question its validity. To support the claim, the paper indicates the following challenges: a) absence of a single concept about bidirectional optimality; b) confusion as to blocking process; c) disagreement over the way of ranking, type and number of constraints on a specific subject; and d) lack of transparency in adopting an appropriate comprehension model (e.g., top-down or bottom-up). As a result, BOT, like other approaches in the field, is not able to explain this asymmetry adequately in terms of theory and methodology.

This paper aims at investigating and analyzing the coverage of Greenbergian universals in word order and inflectional categories within Razan, Tabriz and Istanbuli dialects of Turkish. The selected Iranian Turkish varieties are located in the western and northwestern regions of Iran and Istanbuli Turkish is placed in Turkey. To achieve the research goals, the data gathering has been performed via interview, voice recording and transcription. In continue, all the 45 Greenbergian universals have been examined on the selected data. In spite of their geographical distances, the research results demonstrate syntactic, morphological and typological similarities among the three varieties under consideration; although some differences are observed and notified therein, the most important one in the lexicon part. The data analysis illustrates the application of 18 universals within the data, among which around 40 percent are confirmed; although the percentage varies in syntactic, morphological and typological areas, which is demonstrated within the paper.

Typology of language is 250year old. It is a systematic study of variations among languages and the presupposition of this definition is to consider some general principles governing language diversities (Comrie, 2001: quoted by Dabir-moghaddam). Word order is one of the integrated fields in determining differences and similarities in typology. Hawkins is one of the eminent linguists who has been the most influential figures of this branch specially word order. In addition to his vast knowledge in Generative Grammar, he had presented principles and universals related to word order (Hawkins, 1983:10). Dialectical studies have expanded greatly over the recent decades in Iran so that many linguists and typologists began to record and study the Iranian languages and dialects, they carried out many studies in the field of different dialects. The purpose of this study is to introduce Hawkin's theories, principles and universals related to word order, besides comparative analysis of word order between Azeri and standard Persian. This study was performed based on practical researches, theoretical framework and data collected through questionnaire in the analytic-descriptive method, also its conclusions prove the identity of Hawkin's some approaches on these two languages as well as verifying the similarities and differences about word order.

Cognitive Linguistics is one the emerging interdisciplinary sciences that look at Structural principles of language from the perspective of human cognition. Awareness of these patterns could Catalyze the process of Interdisciplinary Dialogue. There are three patterns here: Encyclopedic Approach, Image Schemas, and Metaphor. Metaphor in this case is of great importance. Metaphor and two others could be considered as an entrance of interdisciplinary studies. From this perspective we could survey the quranic exegesis around world “shakilah” and show that all the interdisciplinary issues comes from these cognitive patterns.

The present research is aimed to examine the role of anxiety in using learning strategies of Persian as a second languagein regard to the mediating role of cognitive intelligence.The study corpus includes 80 non-Iranian Persian learners of Imam Khomeini International University who have participated by filled out the 3 research questionnaires including Motivational strategies for learning questioner, anxiety and Cognitive Intelligence tests.The data analysis illustrates the role of anxiety in learning strategies, in both with and without its mediating role of cognitive intelligence operation.This role acts in such a way that by increasing the extent of anxiety, the level of strategy learning will be reduced. Increase in anxiety also results in the reduction of the cognitive intelligence of operation; i.e. anxiety reveals a meaningful inverse relation with the cognitive intelligence. The more increasing anxiety is associated to the more decrease in personal efficiency in the cognitive intelligence. Moreover the conclusions revealed that cognitive intelligence operation have a direct effect on application level of learning strategy in such a manner that by increasing in cognitive intelligence operation, the extent of the learning strategy application will be expanded. The results of this conclusion pointed out that not only learning strategy is under the effect of personal intelligence components but also the other psychological component such as anxiety could act as a destructive role even more than the cognitive intelligence at the level of application of these strategies.

The purpose of this research is to analyze Differential Adpositional Case Marking (DACM) in Vafsi within OT framework by using the generalization of Aissen’s (2003) Differential Object Marking (DOM) model. While Bossong (1985) has traced DOM in more than 300 languages, DACM has not been investigated typologically, yet. DACM, as a branch of Differential Case Marking (DCM), questions the effect of semantic and/or pragmatic features on case marking of object of adposition. Evidence from Vafsi (Stilo, 2004) suggest that animacy in object of adposition (OA), affects its case marking; i. e. human and animate OAs in Vafsi will be oblique case-marked, while inanimate OAs are direct (nominative) case-marked. DACM OT model is developed using Prince and Smolensky (1993), Smolensky (1995) and the generalization of Aissen’s (2003) DOM OT model. The constraints hierarchies are extracted using formal devices of harmonic alignment and local conjunction.

The present research is aimed to evaluate the working memory (WM) in Persian words (as a L2) in comparison to it in Chinese words (as L1) in Chinese Persian learners. Thirty learners at Dehkhoda institute were chosen as the study sample. Sampling has been relied on the available subjects who took part in the visual n-back task which was specifically designed to measure WM. The participants had to press the congruent key (predetermined number 1) if the stimulus was the same as the one presented just before, and pressed incongruent key (number 2) if it was not. Then they took part in the stroop test. In psychology, the Stroop effect is a demonstration of interference in the reaction time of a task. the stroop test here included 40 stimuli- a pseudorandom selection of 20 Persian words and 20 Chinese words, selected among four main color which was written with incongruent ink. The participants had to press the key predetermined the color of the word- not ink-. Accordingly, the score of their WM “accuracy”, WM “mean respond time”, attention bias “accuracy” and attention bias “mean respond time” have been calculated separately for both languages and compared with paired samples T test. Results illustrate a meaningful difference between L1 and L2 among the selective attention mean respond time, WM accuracy and WM mean respond time, and didn’t illustrate meaningful diference between L1 and L2 among selective attention accuracy.