مجله جستار های زبانی
سال نهم شماره 2 (پیاپی 44، خرداد و تیر 1397)

Aim of the Research: Looking at the attitude of semantics, the present study aims to investigate some of the most practical prepositions, such as /læ/­, /wæ/, /­wægærd / and /­wæpi­/ in Kalhori Kurdish within principled-polysemy approach (Evans & Tyler, 2004a, 2004b; Evans & Green, 2006).
The Methodology of the Research: The nature of the method of this study is analytic-descriptive and its type is corpus-based. The Selected corpus has been obtained from interviews with the speakers of this dialect from Kurdish language, and their originality have been approved completely that this study has focused on some samples for each distinct meaning due to the limitaition of its pages.
Research Question: This research has done to explore and determine the distinct meanings of the prepositions /læ/­, /wæ/, /­wægærd / and /­wæpi­/ in Kalhori Kurdish within principled-polysemy approach. Thus, the author has represented them in a semantic network seperately.
Research In this regard, the research results show that the prototypical meaning of the preposition /læ/ coming to the speaker's mind immediately is "from" having eighteen distinct meanings and five semantic clusters, such as; "contrast cluster", "collocation cluster", "polysemy cluster", "time-space cluster", and "metaphoric cluster" in its own semantic network. with conducted careful studies, it was found that, in some cases, Kalhori speakers use the preposition /læ/ in the place of /wæ/ in those contexts with those meanings interchangeably, but in addition to these meanings the preposition /wæ/ is used in two other different meanings, i.e; the meanings "by" and "to", in which the preposition /læ/ cant be used. So, /wæ/ has twenty one distinct meanings. The prototypical meaning of the preposition /wægærd/ is "with" having eleven distinct meanings and three semantic clusters, such as; "collocation cluster", "contrast cluster" and "metaphoric cluster" in its own semantic network. The prototypical meaning of the preposition /wæpi/ is "to" having five distinct meanings and two semantic clusters, such as; "contrastive cluster" and the meaning "about" in its own semantic network.

Animations, one of the virtues of digital world, subjectively demonstrates anthropomorphic representations of fantasy worlds in which human and non-human identities are constantly being revalued. In this milieu, animators are heirs to aesthetic resources functioning a mediating force to re-conceptualize and reorganize the world’s spatial coordinates. This paper probes the nature of creeping ideologies about consumerism, globalized world and denigrated non-American local cultures propagated in popular, animated Hollywood film Fantastic Mr. Fox through a multimodal analysis. Multimodality, an interdisciplinary approach to the study of contemporary communication and representation, justifiably claims that there are intricate processes of meaning-making achieved not only through language but also through a variety of modes, including image, gaze, gesture, movement, music, speech and sound–effect, that simultaneously and in various degrees contribute to the gestation of semiotic landscape. Applying a multimodal approach, we try to answer these questions: In what ways is multimodality a repertoire for scaffolding cultural identity? How can multimodal representations help immerse interpreters in the life-worlds of fictional characters? What is the best way to study processes of remediation as they bear on issues of multimodality? The significance of current study is emphasized by the formation of an increasingly intimate association between children, consumer culture, and lucre-oriented media in the USA, as well as the increasingly dire information emerging about disparaged local traditions. This analysis grossly represents the dual, alienating and often conflicting messages that commercial film provides for its young audiences about promised American utopia and their vociferously alleged panacea for the audiences’ desperate situation.

Aim: This paper tries to apply Raskin’s (1985) script-based semantic theory to regional anecdotes in Zakani’s (1999) Risala-ye Delgosha (Joyous Treaties).
Theoretical Framework In his theory, Raskin tries to examine the mechanisms of both generating as well as receiving by the audiences those verbally expressed humor he calls a joke-carrying-text. In this sense, a text is humors if three of the following conditions are satisfied: 1) The text has at least two different scripts; 2) The two scripts are compatible with each other; 3) The two scripts are opposite. A text is non-bona fide/humorous if these conditions are followed; bona- fide/non-humorous, if not followed.
Question: Is there any meaningful compatibility between SSTH and Zakani's regional anecdotes?
Hypothesis: Zakani's regional anecdotes are in compatible with the conditions as proposed by Raskin (1985).
As for the corpus, 16 regional anecdotes and or Qazvini-related anecdotes were chosen out of the total 256 anecdotes of the whole version edited by Mahjoob (1999). Then the five anecdotes were discussed in detail, and the rest was generally taken into consideration. Having followed Propp (1928) and Bremond (1973), the Qazvini's behaviors were mapped onto the three functions resulting in a model to show that the Qazvini's foolish action defines his role as the fool and his role as the fool generates his foolish action.
Findings and Some results show that the regional humor get high frequency in the book thereby they emphasis on the Qazvin's functions. Totally, the application of the SSTH shows that all the kinds of humor are in compatible with the conditions as proposed by Raskin (1985).

The presence of the images in different layers of The Blind Owl of Sadeq Hedayat is one of the characteristics of this novel that makes its nonverbal analysis possible. The images with their specific characteristics are at the service of development of the story and its multi-layered signification. Analysis of these images to achieve the hidden meaning behind them, requires a scientific method to explain the connotation of the images. It seems that the visual semiotics is a practical method to decode the images of The Blind Owl. Using the visual semiotics, we analyze the images of this novel, relying on the relationship between signifier and signified and utilizing the mechanisms which consider the images like a discourse. Considering the image as a discourse is an important innovation in this research.
The Blind Owl narrates the story of an unnamed painter, the narrator, who sees the nightmares originating from a terrible crime. The narrator recounts, on the night of the crime, the story of what happened to him, and tries to recall everything and to write them. What distinguishes The Blind Owl from other literary works, is the coincidence of the narration and the images. Sometimes, the author draws and sometimes, he describes some paintings in the text. In fact, The Blind Owl is a combination of written and visual discourses, but the visual indications are more meaningful than the written indications. In this research, the main issue is to examine how the visual discourse is created in The Blind Owl, and then we consider how the image is promoted to the position of a discourse. Considering the image as a discourse is to find the answer to this fundamental question: how verbal discourse interacts with visual discourse in this work? Assuming that the visual discourse is at the service of the written discourse, the goal of this study is to analyze the metalinguistic aspects and then connoted and secret meaning of the images. In order to achieve this goal, our analysis is based on a semiotic/semantic approach. According to the linguistic theory of Roman Jakobson, the image have three levels of meaning: the apparent meaning, the implicit meaning and the codes, all three levels analyzed in detail in this study.
The results of semiotic/semantic analysis indicate that the images turns into a dominant discourse in The Blind Owl. The visual discourse in this novel work as a mirror that represent the narrator mental chaos. The visual and verbal discourse in collusion with each other, reflects the root of the tragedy in the narrator’s life. In addition to the implicit meaning of the two discourses in question, in deeper layers, the codes are also considerable to find the secret meaning to this novel. These codes that appear in two visual and verbal discourses, reflect the relationship between the personal world of the narrator and the world of myth.

Introduction This article aims to study the place and method of teaching the vocabulary in teaching Persian to Chinese learners. In morphological classification, the structural differences in Persian and Chinese languages makes these learners more difficult to can face in learning vocabulary and understanding the Persian texts. This structural difference causes Chinese learners stop learning when they learn at any stage, if they do not understand the meaning of the words correctly.
Theoretical framework Chinese language belongs to a group of analytic languages and the Persian language is a synthetic language. “In analytic languages, the grammatical relations of words in the sentence are expressed through independent syntactic elements, such as the prepositions. In the structure of such languages, words are often made of a morpheme. Therefore, in the construction of analytic languages, the words do not have any internal structure constructed. In this kind of language, syntax relations in a sentence with the word lexical tool not but help out the word by word or grammatical arrangement of words expressed” (Alborzi Varaki, ibid:7 In his research on Persian language, Alborzi (ibid:12) believes that the Persian language suggests some degree of links and in some extent is a hybrid language.
Research Methodology This paper, using field research methodology, examines how vocabulary learning is used in Chinese learners. This article empirically examines Chinese students’ learning of vocabulary. Data come from 24 randomly selected Chinese students who had passed a 16-week course on Persian at Imam Khomeini International University. In order to evaluate their language competence, the students were given a word-centric (vocabulary) test, which suited their level. Students were divided into two groups: test and Control. The test group were taught based on different methods such as vocabulary teaching, structural and functional segmentation and structural matching between the two languages; and the control group were taught based on only teaching vocabulary without translation. A second test was given to the students to assess their learning. Results showed that those students who had been exposed to translation method had a better output.
Conclusion Chinese language learners have a lot of tendency to translate words and they are interested in understanding the meaning of the words. But the translation is meant to express the meaning of words is not enough in all cases. Teacher as an educational guide should use the learner's tendency to learn how they are accustomed to and must be able to balance the various methods. When the translation can be effective, in addition to paying attention to the spatial and syntactic position of the components of the words, that the semantic and functional relation of the words is also considered in the text.

In cognitive linguistics, language is considered a part of human cognitive abilities and any kind of linguistic analysis is accompanied with an analysis of human cognitive capacities. In the present work, we tried to compare linguistic abilities of children with minor mental disorder to that of normal children in the framework of cognitive linguistics, and to reply the question weather speech disorders of children with specific needs is relevant to their cognitive weaknesses? ̎: our hypothesis was that language acquisition in the former is, like the process in the later, not independent from other cognitive abilities of them, and their linguistic disorders is the consequence of their cognitive disorders. In order to evaluate the hypothesis, 20 normal children and 20 children with minor mental disorder of first and second school grade were selected from primary schools of Birjand. Then four cognitive activities including category identifying, expressing noun and action, realizing iconicity and understanding landmark were put under consideration in their language behaviour. The data were then analized in two statical fashions; discriptive and inferential. The results of both analyses indicated a remarkable difference between the two groups of subjects. Furtheremore, a meaningful inter-group difference was just fond between normal girls and boys and only in category identifying activity. According to One-way Analysis Of Variance, normal girls with higher percentage of correctly identifying the categories, could be settled in a separate class from normal boys. To conclude, the results justified our hypothesis.

The aim of this qualitative study was to apply the grounded theory methodology to a comparative investigation of the challenges and problems of teaching and learning English and Arabic in Iranian high schools. Data were collected using semi-structured interviews with five English teachers and seven Arabic teachers who were theoretically sampled from different high schools in Sabzevar, Iran. Using MAXQDA software, the data were analyzed based on the three levels of open, axial, and selective coding in grounded theory (Corbin & Strauss, 1990). Two models of challenges of teaching and learning of English and Arabic was posited with the problems of teaching and learning of English and Arabic as the core category and teacher, student, and educational facilities as sub-categories. The findings of this study shows that in spite of some differences between these two languages in terms of problems of their teaching and learning, there are some similarities between them. Also, some pedagogical implications for teachers, students, and curriculum developers were discussed in this study.

Error is a common and yet predictable phenomenon in the process of learning a second language. Traditionally, errors were seen as obstacles in learning a second language. So they should be avoided, but today errors are regarded as important factors in learning a second language. Language interferences are a category of errors that are the result of transferring a native’s language knowledge to the target language. Language transfer may occur in two ways: positive and negative transfer. Positive transfer occurs when there are similarities between source language and target languages. This transfer will help learning a second language. Negative transfer occurs in cases where there are differences between first and second languages and they cause language interferences.
The present research, within the framework of "error analysis" based on Brown (2007) classification of errors, is intended to analyze the syntactic errors that result from the interference between Kalhori Kurdish and Persian in the speech of Kalhori natives. So, among speech errors, syntactic errors, and among them the errors caused by the interference between first language and second language were analyzed. The approach of this study is integrated (quantitative/qualitative). The sample included 170 bilingual Kalhori males and females living in Kermanshah. They were selected via voluntary sampling method. Interviews were held in the presence of interviewees to collect data, during which participants were asked to speak about a memory in Persian. The results of the study showed that errors from the most frequent to the least frequent were of components of compound verbs, prepositions, order of components in a sentence, “ra”, incorrect verb, using redundant “je”, conjunction and incorrect pronoun. The reason for the occurrence of language interference in the speech of Kalhori natives is that in the mind of language learners, Kurdish language system is completely formed as the first language. According to the transfer theory, the reason for the existence of interlingual errors is the existence of this mental system. At the beginning of learning Persian as a second language, the language learner relies in many cases on his first language. Thus, using first language structure leads to the interference of structures.
The results of the present study can help to present some pedagogical guidelines for teachers, syllabus designers, test constructors and language learners to decrease problems of learning Persian. So if a teacher becomes aware of linguistic findings, such as error analysis, he can figure out why learning is not happening. In addition to that identifying errors helps teachers to evaluate the progress of their students and they become aware of the points they should put more emphasis. Also, the results of this study can help syllabus designers to design books for bilingual students. Since the purpose of the tests is to evaluate student's knowledge, test constructors, with knowledge of the errors recognize where students have difficulty with. In this way, the reason for the problems of bilingual students is not just their lack of attention to the lessons. Learners themselves can make their assumptions about language through their errors and identify and resolve their linguistic problem.

The realization of the argument structure of nouns corresponding with ditransitive verbs is a complicated subject since those nouns involve categorical, morphological, syntactic and semantic features of both nouns and verbs. The aim of this article is to survey the argument structure including categorization, syntactic structure and phonetic and semantic realization of main ditransitive verbs and their corresponding nouns in Hawrami Kurdish-a north western Iranian language. Dividing and describing the nouns into possessive and agentive nominals, this article analyzes and contrasts them with corresponding verbs under the framework of MP/DM. The results show that syntactic structure of main verbs and their corresponding nouns involve verbal category (VP) to introduce theme and low ApplP to introduce benefective goal or location. The subject of the sentence merges as the possessor in EzafPposs of possessive nouns and as the same agent in VoiceP of agentive nouns. The heads of the TP and CP select vP in statements; hence, the heads of PEP and DP choose nP in nominals. The root in possessive and the whole VP features in agentive nominal move to np and PEP to value their nominal and Ezafe features. Agentive nouns have more nominal properties and take plural, (in) definiteness, possessive and adjectival markers and also do not take manner adverbs. Therefore, argument structure analysis of nouns corresponding with ditransitive verbs using the MP/DM approach shows that syntactic structure is the driving engine for the categorization, syntactic structure and phonetic and semantic realization of possession and location transfer of ditransitive verbs and their corresponding nouns in Hawrami.

In the present article, the effect of the substrate type in virtual concurrent classes is studied on the growth of the oral comprehension of the Iranian language learners. After studying the features of Adobe Connect Platform and Skype Software as two modern distance and online learning substrates, the growth of the capability of the Iranian language learners is compared in virtual and non-virtual courses. For this purpose, a practical pilot study was performed on 18 language learners at the level A1 using pre-tests and post-tests and the control group in two language institutes in Tehran. Data were examined by covariance analysis test after measuring their normality and variance consistency. The statistical results indicated that the oral comprehension is developed positively in all three groups (those language learners learning French using Adobe Connect Platform, those learning French using Skype Software, and those non-virtual language learners). However, learners of virtual courses were more successful than non-virtual language learners and those language learners learning French using Adobe Connect Platform grew more desirably than those learning through Skype software.

The purpose of this research, which is conducted in a descriptive analytical and statistical manner, is to examine the criterion of cohesion and one of its components, the Normal Ordering Strategies in the poem entitled “Manzoome be Shahriar", and its effect on the extent of poem textuality. The principle of Grice's cooperation consists of four maxims entitled quantity, quality, manner and relevance. However, the producer may violate these rules to create implicatures. According to Beaugrande & Dressler, Principles of Grice's cooperation in text linguistics determinine the various aspects of cohesion and the level of informativity and textuality. The present study seeks to determine Which Grice’s maxim is the case of violation in the poem “Manzoome be Shahriar".What are the functions of this type of violation and how much does it affect the textuality of Nima poetry? . The result is that the violation of the Manner Maxim in the poem “Manzoome be Shahriar" is more obvious than the other three maxims and the poem has violated all three conditions. In the above-mentioned poetry, Nima violates the "shift from the first condition, "rearrangement the constituents" in the phrases and the sentences, " parenthesis”" and " apposition", the second condition is "excerpts" which goes with it and the third condition is away from the ambiguity that is denied by the use of grammatical ambiguity. Each case was analyzed according to the manner maxim violation frequency, and its contextual and textual factors. Rearrangement of the constituents has been due to Nima's nativism, the emphasis on the part of the word and other purpose-oriented goals. A rejection of "excerpts" is due to the novelty of the poem and its need for detailed explanations". Group and structural Ambiguity" have been due to the tendency of Nima to obscure the poetry. Thus, the functions of the violation of the rule of reasoning are the creation of a new poetic language, attracting the attention of the audience to a specific section of the sentence and stylistic and political considerations. At the end, the impact of the violation was measured on the informativity, intentionality and textuality. Nima has changed the rules of language in order to achieve newer language features, but by doing so, it reduces the cohesion and consequently, the informativity and intentionality of poetry. Since the use of ambiguous sentences, prolonging sentences and numerous center embedding, get the mind occupied by margins and reduces the " informativity ,the " intentionality " and "acceptability" of the word and, consequently, "textuality". Thus, in the present study, the principles of cohesion indicate the use or deviation of the Grice’s semantic rules by referring to Beaugrande and Dressler cognitive-textual approach in order to make their theory practical in better understanding of intentionality. While Beaugrande and Dressler have practically used problem-solving methods, global patterns and interactive planning to achieve Intentionality and textuality.

Down syndrome (hereafter DS) is a chromosomal condition caused by the presence of all or part of a third copy of chromosome 21. People with DS may have a variety of intellectual disabilities, a characteristic facial appearance and weak muscle tone. In addition, a global delay that affects their motor development, cognition, communication and language is often reported. This study aims to investigate and compare vowel spaces of healthy and DS children. This research is quantitative and to investigate vowel spaces of participants, twelve subjects (6 healthy children with the average age of 8 and 6 DS children with the average age of 10) attended the research project. The data were 36 monosyllabic (CVC) words and for each of them, the codas and onsets were occupied by similar voiced and voiceless Persian stops. The acoustic data were recorded in a soundproof chamber and the subjects’ production was recorded using SHURE® microphone (SM81 Condenser) placed at the mouth level. Each speech sample was segmented and analyzed acoustically using Praat® speech analysis software (Version 5.2.24). Making a text grid, it was possible to analyze both sound waves and spectrograms simultaneously, securing reliable analyses. Therefore, using PRAAT script, first formant frequency (F1) and second formant frequency (F2) of all the Persian vowels were measured for all the participants. In the next step, repeated measure ANOVA and SPSS (version 17) were performed to investigate differences between vowels of all subjects. The level of significance was α: 0.05. Thus, the confidence interval would be 95%. If the p-value of the repeated measure ANOVA was less than 0.05, post-hoc Bonferroni test would be employed to analyze the dependent variables. Statistical information on mean F1 of vowels shows that F1 of [ɑ, æ, o] in healthy children is more than that in children with DS. This result indicates that these vowels are articulated in a higher position in subjects with DS. From the other hand, mean F1 of [u, i, e] in healthy children is more than that of children with DS. It can be concluded that in children with DS, these vowels are articulated in a lower position. Analyzing statistical information on mean F2 of vowels in subjects with DS indicates that F2 of [æ, i, e] is less than those in healthy children. In other words, these vowels are articulated in a more back position in these participants. Also, analyzing F2 of [ɑ, u, o] in DS children shows that these vowels are articulated in a more front position. Another part of this research is dedicated to analytic statistics of vowels. It was hypothesized that the effect of DS on F1 and F2 of vowels is significant. This hypothesis is partially supported by the findings. The results indicate that there is no significant difference between F1 of all Persian vowels [æ, e, o, ɑ, u, i] in the two groups of subjects. Nevertheless, it is worth noting that the difference between F2 of all Persian vowels except [ɑ] is significant between healthy and DS children. All in all, these results support the fact that formant values are more centralized for children with DS, which means a reduced vowel space area. Consequently, it can be concluded that, in DS children, structural features of oral cavity, like smaller oral orifice, narrower but not higher palatal curve and shorter vocal cords have an effect on formant structure of vowels.

Nowadays different discourses compete to have the most influence on the people’s minds to change into the power discourse. The present article shows how power and counter- power metaphors are made and used. To this end, in a corpus type of study, 600 articles of two parties - conservatives (Osool- garayan) and reformists ( Eslah –talaban) - during their counter- power and power period were chosen. The metaphors were extracted and analyzed using a critical- cognitive approach in a descriptive – analytic method, according to Chartris – Black 2004 and Hart and Lukes (2007). The results show that the hegemonic discourse uses media to manipulate the personal and social sources of knowledge as well as choosing metaphors and forming the mental concepts and giving the related information. In this way they reform the cognition and experiential latitudes. They reconstruct new metaphors using ideology, culture and history to legitimate the counter- power discourse and delegitimize the power discourse in order to convince. Media repeat the desired metaphors and construct people’s concepts and finally beliefs. If a discourse has legitimacy, the counter- power discourse uses its words and metaphors. According to the findings of the research the metaphorical schemas of some concepts such as government, election, power etc. are used completely different in these two discourses and delegitimize each other.