توصیفی

Imagery is an important feature of adolescent’s poetry. Attractive imagery and the success of the poet in presenting the poetic images is dependent on the extent of the use of image-making illustrative elements in each poem. The purpose of this article is to examine the three types of image (descriptive, imaginative-realist and imaginative-dynamic) in selected adolescent’s poetry of the 90s. The frequency of each image has been extracted and analyzed in the poems of 20 poets of adolescent’s poetry (10 male poets and 10 female poets). The studied works are in the form of a collection of adolescent’s poetry today and are published by the Children and Adolescents Development Center. The research method is content-analysis and the data collection method is in the form of library documents. The results showed that descriptive images had the highest frequency and application. The reason for the great use of descriptive images is the poets' desire for nature and the use of natural elements for illustration. Imaginative-dynamic images, which play an important role in the animation and dynamics of poetic images, had a lower frequency.

Learning and teaching must have an effective relation, but of course, there is a gap between these two fields of study. That’s because of two points of view: study of learning and acquisition on the one hand and teaching and curriculum design on the other hand. However, in recent years, much attention has been paid to the nature of second language learning, because understanding the nature of the second language learning will help us to adapt our syllabus and curriculum design in accordance with the learning system and make logical connections between learning and teachings. To this end, this study scrutinized the sequence of acquisition of two types of relative clauses: restrictive and non-restrictive. So, 493 texts from a corpus of Persian learners’ written texts were analyzed. Then, the relative clauses were tagged and according to the level of language learners, they were divided into six categories. After the restrictive and non-restrictive clauses were distinguished, the acquisition of these clauses was examined. The results showed that Persian Learners, regardless of gender, nationality, method of previous teaching and age, learned restrictive relative clauses sooner than non-restrictive ones. Even after learning, they tended to use restrictive clauses more often. The implication of this study is that it is better to teach restrictive clauses sooner to accord with the learners’ sequences of learning. Extended abstract</strong> Learning and education must have an effective relation. Of course, there is a gap between these two fields of study. That’s because of two points of view: study of learning and acquisition on one hand, and teaching and curriculum design, on the other hand. However, in recent years, much attention has been paid to the nature of second language learning/acquisition because understanding the nature of the second language learning will help us to adapt our syllabus and curriculum design in accordance with the learning system. Previous studies (e.g. Fries, 1945; Lado, 1957; James, 1998) during the past decades have shown the importance of first language in acquisition of second language, but the recent studies (e.g. Selinker, 1972; Nemser, 1971; Corder, 1971) indicated that although the role of the first language in learning/acquisition of second/foreign language cannot be ignored, language learners with different first languages, follow the Universal Grammar (UG) and learners’ inter-languages are somehow similar. So, second language learners follow a sequence and order in their acquisition. Thus, in this study, sequence and order of acquisition of two types of relative clauses were scrutinized. Relative clauses can be divided into two types: restrictive and non-restrictive. A restrictive clause is a “clause which functions as an adjective to identify the word it modifies. It is essential for the intended meaning and it is not offset with commas”. On the other hand, “A nonrestrictive modifying clause (or non-essential clause) is an adjective clause that adds extra or nonessential information to a sentence. The meaning of the sentence would not change if the clauses were to be omitted and also they are usually set off by commas”. Knowing that which kind of relative clauses were learned sooner and more accurately by the students could help us to understand how and when Persian language (here relative clauses) is learned. So we can utilize these findings in our teaching, and designing our syllabi and curriculum. The question of this study is “What is the acquisition sequence of Persian relative clauses?’. We supposed that, non-Iranian Persian language learners, learn restrictive relative clauses sooner than non-restrictive clauses and they use this type of relative clause more often than non-restrictive one. The reason behind this hypothesis is that this kind of relative clauses are syntactically easier because there is no movement or extra structure on their derivation. In order to test this hypothesis, 493 Persian learner’s written texts were analyzed. The learners were from various countries such as Austria, Argentina, Spain, Australia, Afghanistan, Slovakia, Slovenia, Algeria, the United Kingdom, Ukraine, Italy, Azerbaijan, Argentina, Germany, USA, Belarus, Belgium, Bulgaria, Bangladesh, Bosnia, Pakistan, Portugal, Tajikistan, Taiwan, Turkey, Tunisia, Czech, China, Russia, Romania, Syria, Switzerland, Serbia, Iraq, France, Kyrgyzstan, Croatia, Colombia, Georgia, Lebanon, Poland, Hungary, Egypt and India. Therefore, the first language of learners is not influential factor in this study. The data were collected from two exams (placement test and progress test which is conducted by Sa’di Foundation in 2015 & 2016) and the learners had to use at least 120 words in their writings. After that, the data were gathered and tagged as a restrictive relative clauses and non-restrictive relative clauses. According to the level of language learners, they were divided into six groups; beginner, elementary, low intermediate, intermediate, upper intermediate, advanced, and proficient. The results showed that regardless of gender, nationality, method of previous teaching and age, in general, the higher level students use restrictive relative clauses in their language more accurately. And the emergence of non-restrictive relative clause occurs later and less than the other type even in advanced and proficient levels. Thus, we can conclude that the Persian language learners will learn restrictive relative clauses sooner than non-restrictive ones. The interesting point of this study is that even after learning non-restrictive relative clauses, the Persian language learners tend to use restrictive clauses more often. Perhaps this happens because of the economy principle (the least effort) of language which was introduced for the first time by Zipf (1949). The aim of this principle is the maximum effect with the least input. So, as non-restrictive relative clauses have extra information, language learners prefer not to use it as long as they can. On the other hand, they tend to use restrictive relative clause because of the meaning that it determines. Since one of the most important issues in second/foreign language learning/acquisition is native-like competence, we can conclude that it is better to teach restrictive clauses before non-restrictive relative clauses to incorporate education and sequences of learning/acquisition for effective teaching and learning.

Raji belongs to the central branch of northwestern Iranian languages that was spoken in a vast area for a long time, and today its signs are seen in some parts of the center of Iran such as Delijan, Mahallat and Naraq. This paper is aimed to consider the compounding process in this language, as one of the important ways of word formation, according to the classification proposed by Bisetto and Scalise, in which compounds are grouped into attributive, subordinative and coordinative. The compounds of these three classes can be both endocentric and exocentric, and endocentric ones are divided into left-headed and right-headed compounds.

In line with Jakobson who presented the principle of equivalence (or parallelism) as characteristic of the poetic function، Marc Dominicy، his successor، defines his theory، in a perspective neo-Jakobsonien، by focuing on the question of the interaction of the form and the content. According to this theory، the formal equivalents in a poetic text act on the cognitive plan by the evocation of the prototypes pre-established. In this direction، the formal characteristics of the poem are necessary for the mobilization of a poetic interpretative procedure. The objective of this paper is to show، by resting on «the theory of the evocation» of Marc Dominicy and from some examples of the Gautier''s poetic work، the relationship established between the language and the reality and to see how the poetry is understood through the evocation. We try to follow the transformations which the expression undergoes in the passage of a narrative form in a poetic form.

Title is a kind of proper name indicating praise or revilement. It thus, functions like a noun in introducing semantic properties about people, occupations, etc. Its usage is as old as that of the name. According to Nakhjavani the entitlement has been a part and parcel of the Persian dynasties’ rite and was not common among the Arabs. Historically speaking, One can see that the official titles bestowed upon people are more or less compounds i.e, they are formed by using words such as “Din”(religion), “dowlat”(state), “molk” (kingdom), “Saltanat” (monarchy), “Mellat” (nation), etc. The entitlement has lost its dignity and proper status through the passage of time. In Ghajar period, for example, the entitlement had simply a commercial function. The following article aims at a historico-structural analysis of titles.