بازی زبانی

The present article explains the language games of Mohsen Mazkhori's poems in the self-referential halo (halehhaye khod erja)collection of poems; The clinical and physiological study of playing is based on the views of Derrida and Wittgenstein. This way of playing has emerged in postmodern poetry and has reached its peak in language poetry - one of the types of postmodern poetry. The poet of the poem modernizes the vocabulary, syntax and music of each of his poems in accordance with the situation of the same poem and uses phonetic organs, sounds and syllables to create music and induce content and convey feelings and moods. Considering that all the mentioned features are present in the poems of "selfreferential auras" can be considered as one of the successful types of language poetry. The question of the research is what the difference is between mazkhouri poetry and other types of language poetry, and which musical technique was used in the self-referential auras, and what was meant by the special use of non-sense sounds. The findings showed that, in the conceptual dimension, Mazkhouri was able to teach practical and rereading literary theories that has been used in the poetry, and in the musical dimension, by using the breath technique and the way of reciting the poem, he recreates and induces a situation or a state in the poem.

Postmodern metapoetry is the result of dialogue with postmodern macro-narrative and faraeasti farapoetry resulting from Iran's civilization and its culturalintellectual characteristics.
These two attitude-writing systems are derived from the theories of Arash Azarpik in the of the seventies poetry decade. In the modernist world, reason, or the objective meaning-giving matter, thinks that meaning is made by the human world and the result of conventions, while according to Azarpik, Logos is the meaningful source of the objectivity of existence, independent of individuals and the world, and meaning is not contractual or arbitrary. Therefore, in following the intellect that follows the subject and the mind, in works and texts such as postmodern metapoetry, the reader is faced with the subject of schizophrenia, the collapse of meaning, the failure of the narrative, all kinds of language games, ungrammaticality, syntax, etc In fara-poetry, the world is not "I" or the subject alone, and outside of "I", the meaningful thing of objectivity independent of people and the world gives meaning to "I" or the subject and the world. Therefore, there is a coherent narrative of dialogue-monologue-centered, wordcharacter, heterosubjectivity and presence in Faraist's farapoetry. This article tries to analyze stylistically two systems of postmodern metapoetry and Fraistian farapoetry, and while introducing them, it will express the features and commonalities.

Focusing on form and high lighting it has changed in to an advantage for postmodernist authors. The meaning of Form in this trend refers to the format of stating or meaning making method. In this style all the preperations  that  are  at  the service  of  developing  a new and original form of  representing   meaning  are  considered  as  the inner aspect  of the  form  and the way  words are  written  on the paper،  playing  with words، repetition  and so on are considered as the outer  aspect  of  the form. Focusing on the outer form sometimes causes the writer to tend to words the formation with an inexcusable excess and to fail to express meaning. Therefore  in  contemporary  criticism، the study and analysis of  technics  of  innovations that theauthor  uses  for  postmodernism  meaning  making uses  for  postmodernism  meaning  making  have  been  at  the  center of attention.The purpose of this article is to examine the innovative semantic tricks in Amirkhani's "Bivatan". Based on this, recognizing the type of forms and novel forms used in “bivatan” and their effects on the meaning and deepening of content have been the main questions of this research. Examining the  elements of the forms and analyzing their roles in highlighting the themes of the story shows that Amirkhani's method was not merely apparent modernization, and he gave a special and thought-provoking depth to the content of the text by dynamically defamiliarizing and highlighting the form.

Create humorous situations. This study aims to investigate the relationship between language games and images and caricature space and to statistically analog. The effects of creating humorous concepts. By examining the five sets of caricatures of the nineties. The authors have considered the techniques of creating humor in the categories of irony, a ambiguity, pan allusion the contradiction of poetry and the proverb of good interpretation and embodiment. Among these illustrative and humorous elements, irony and ambiguity are the most common in the collection of caricatures of the nineties. By examining the five sets of caricatures of the nineties. The authors have considered the techniques of creating humor in the categories of irony, a ambiguity, pan allusion the contradiction of poetry and the proverb of good interpretation and embodiment. Among these illustrative and humorous elements, irony and ambiguity are the most common in the collection of caricatures of the nineties.

Beyhaghi in his history refers to valuable points about the behavior and actions of individuals and the causes of the incidents. The audience is enchanted by his detailed and sequential descriptions and reads and accepts history on the pretext of its fictional form. This history, like other histories, does not function as a stereotype, and Beyhaghi always tries to create a contradiction in the mind of the reader by using some linguistic signs and causes him to think about the analysis and retrieval of the blind points of history.  Language, which is a body of games and linguistic functions, is a means to perceive these contradictions. However, the understanding of a language game requires participation in that as a form of life that the linguistic game in question lies in its context. This article tries to draw the reader attention to Beyhaghi’s efforts to bring the dialogues and discourses together and to explain all its angles and then analyze transcendence and language games of these discourses and emphasize the characters. The tricks and language games of this discourse and its people emphasize. By examining the voices of the texts, the reader becomes closer to the speaker’s mental circle and the true meaning is obtained. Therefore, it is necessary to step through the use of information and linguistic indications to fill the void text spaces and by analyzing the hidden layers of the text, reach from the “conversation” to the “sub-text” and activate the text meanings. At the same time, paying attention to the active elements in the context of the text, the style of writing and the implications and parallel stories, we get familiarize with using language games and the use of internal and external situations for each other for seduction and illusion.

Games have a variety of benefits for the all-inclusive development of children, such that some educators emphasize the use of educational games as the primary means of teaching children to learn. Many of the instructors suggest educational games as one of the most desirable educational tools. From the linguistic point of view, it should be noted that the enrichment and expansion of the vocabulary of the students depends on a variety of factors. In particular, language games have a special place because their main goal is to indirectly strengthen the infrastructural and superstructural structures of the language and facilitate the process of learning through its enjoyment. From the discursive point of view, researchers shifted their orientation from focusing solely on the psychological considerations of the language towards studies on context-foundation learning, meaning that the child’s discourse was perceived in natural environments, activities, and everyday situations. Classroom discourse is one of the most prominent examples in this regard. Given the above issues, the main problem of the research is to answer the question of whether language games based on classroom discourse interactions have a significant effect on the vocabulary size of elementary students.
The sample consisted of 44 elementary students in grade 2 who were studying in Qarchak city of Varamin in the educational year of 2016-2017. They were selected through available sampling method. The sample was divided into an experimental group (including 22 students) and a control group (including 22 students) by simple random method. To test the progress of the vocabulary size of students by classroom discourse-based games, a researcher-made test containing 35 questions was used as the pre- and post-test. The vocabulary used in this test was selected after a class discourse analysis over 10 sessions, so that the text of all class conversations was recorded and then written on paper. Then, the words that have a nominal, adverbial or adjectival role were classified and 40 words were randomly selected from these words. After this step, four options for each item were developed. After consulting with a linguist specialist and two primary school teachers, and through the item-objective congruence index, the validity of the questionnaire was confirmed. After deleting 5 items, 35 items were selected as the final test. In order to determine the reliability of this test, 20 primary school students were used. Using Cronbach’s alpha coefficient, the internal consistency of the items was calculated to be 0.84, indicating a high reliability. In order to collect data, the pre-test was taken from both groups at first. Then, the experimental group was trained with language games for 6 months and 3 hours a week. The control group was trained regularly in the same period. At the end of the training period, the post-test of linguistic progression was performed for both groups and the results were compared by independent t-test. Given the fact that the language of the teacher is the main source of input in the classroom and that teachers control the classroom through linguistic methods, in the present study, the concept of classroom discourse was limited to the input presented or set by the teacher and the interaction and communication between the students through games.
The results showed that the difference between the two groups was significant in the post-test, and according to the mean difference, the vocabulary size of the experimental group, which used language games based on classroom discourse, had much more progress. As a result, it can be admitted that language games based on classroom discourse interactions have a significant and positive effect on vocabulary size of students.
Various reasons can be found for the effect of classroom discourse-based games on vocabulary size of elementary students. First, classroom discourse may have raised the level of learners’ attention to input. In other words, class discourse can increase the durability of words in long-term memory by highlighting the target vocabulary and creating a semantic network with classroom elements. Secondly, the interactive feature of language games, as well as the environment without anxious that these games create for learners, reduce stimulus filters and increase learning efficiency. It is very important for the teacher to organize the game for students. That is, the teacher should provide a model for children to play. It is better to design and apply this modeling to familiarize them with skills and methods. The findings and suggestions of this research can help teachers, planners and authors of textbooks in the educational system in order to increase the interest and willingness of students to learn by attention to daily discourse approaches and inclusion of related concepts of language games.

Apart from the important role of playing in a child’s life which, according to Mili Champ, helps him to become a man (person) and in spite of the very important roles of playing in the child’s body, treatment (therapy), cultivation, and social and moral development, literary value and role are appeared only in some games called word play. These games linked with the minds of children, teenagers and even adults are found in the scope of didactic literature because such games, while maintaining entertainment and recreation aspects, are effective in their mental and language training as well.
Word play’s main genres include riddle, wordplay, so called oral literature. In this study, in addition to classifying the important genres of Ilamians oral literature into riddle, wordplay, song-game, fable, and long and short narratives, some literary aspects of Ilamian-Kurdish song-gams and wordplay have been analyzed and described to illustrate the literary significance of these genres.
Results of the study show that ancient syllabic meter, Alliteration, pun and considering natural elements of their authors’ environment are among the most important literary characteristics of these word plays.

Qasideh is a traditional verse-form with a special pedagogical and eulogical capacity. Meanwhile due to its single subject matter and the way it is elaborated in a closed frame work, qasideh is strong enough to convey its meaning and effects. Nāser khosrow’s Qasāyed, in contrast to those of Khorāsāni Tradition, are interpretive and thus multifaceted in a way that they can take the name of “Post-Qasideh”. This new version of qasideh, in fact, through performing a deconstructive process deprives the poem of its essentials and principles. The present article is an attempt to show the elements of this deconstructive process which includes among all: going beyond double articulations, creating paradoxical meanings, dynamic character of form, desubjectivization, decontextualization, and discourse formation.

This article attempts to emphasize the importance of language in political philosophy of Wittgenstein. As we know، authority is one of the basic subjects of political philosophy، and it was considered as a philosophic concept in modern philosophy. From this point of view، we have to refer to the language in order to understand the meaning of power as an important concept of modern philosophic thought. Language has its basic impression in Wittgenstein Philosophy. The present paper is going to study pertinence of language and linguistic turn through Philosophy of Wittgenstein.

The purpose of this article is to examine how components of postmodern literature have been utilized in the works of the late Nāder Ebrāhimi. The authors have initially made attempts to clarify their own interpretations of the most important features of postmodern fictional literature. These features include chronological disorder in the description of events, uncertainty, contradiction, transposition, incoherence, lack of rules, overuse of literary devices, circuit, paranoia, language disturbances and finally exaggerated usage of stream of consciousness. Through offering a new interpretation of Nāder Ebrāhimi’s works, the author has tried to indicate that his writing style has been influenced by the school of postmodern literature, and many of its components are evidently traceable in his works.