مجله مطالعات ادبیات کودک
سال دوازدهم شماره 2 (پیاپی 24، پاییز و زمستان 1400)

This study aims to study and analyse different types and techniques of hybridity in Morteza Khosronejad’s The Tale of War and Peace (2012) illustrated by Mohammad Ali Bani-Asadi, based on the types of hybridity introduced by Helma van Lierop-Debrauwer (2018) which include Semiotic hybridity, Genre hybridity, Material and medial hybridity, Artistic hybridity, Hybridity of address and Cultural hybridity. This case study is conducted through a close reading of the book using deductive and reflective content analysis of both text and pictures independently as well as . Among the six types of hybridity van Lierop-Debrauwer (2018) has introduced, all but the cultural hybridity can be traced in the book, however, semiotic, artistic and address hybridity are more noticeable and significant in the book. Regardind the two types of hybridity that Bakhtin (1981) puts forward, namely organic and intentional hybridity, some of the hybridities in the text are clearly intentional while some others are organically and unintentionally merged and establish a network of semiotic interactions with multiple interpretations. Enriched via these hybridities, the book is then turned into a dialogic/multilogic field which welcomes the readers into more dialogues with itself. Apart from aesthetic, artistic and literary values of hybrid picture books, such books can help develop visual literacy, aesthetic literacy, reading skills and social aptitude s of children.

The picturebook is a type of the children's book in which the text and the picture are independent components, and run parallel to each other to organize the whole book. Some theorists of children literature, such as Perry Nodelman, paid more attention to the independence and the specialty of the image than the text. Nodelman assumed six functions to envisage conveying the message and relation between the words and the pictures. This applied research as a qualitative analysis follows the steps of Nodelman to seek the characteristics of the text-image link in Zahhak picturebook, illustrated by Farshid Shafiee (2016). The Zahhak book is one of the examples in which the image not only moves beyond the text, but also shapes the narration of the book, and is a favorite case to be examined. The findings of this study indicate that this book is a successful example of a visual rewriting of Shahnameh. The images of this book provide information beyond the text to the audience. They strengthen the message of the text and create new concepts to attract the modern audience. All the images in the book are set to the third category in the Nodelman classification. Five of the eleven images in the book are in the third to sixth order of Nodelman division, which means the images elaborate depicting concepts that the text cannot express. The text and images of the book have fingerprints and unique signs of the author or conventional signs which invites the audience to intertwine these visual and textual signs to receive the meaning and narration of the book. All lead the audience to read the old story of Zahhak in the context of the modern world.

In most of the communication situations power of actors determines the types of social relations and impacts on their speech actions. Like any other types of discourses, power relations are also observable in children’s stories and specify the way characters interact each other. The research problem is to identify types of such relations and their dioscourse goals in children’s stories. The main objective of this study is to explore mental models corresponding to power relations playing roles in shaping these texts. To acheive this objective, linguistic strategies regarding to power relations among actors are analyzed within socio-cognitive discourse analysis of Van Dijk (2000). This research is a descriptive-analytical one and 30 stories are selected purposefully after studying a corpus of 100 Iranian Children’s stories for A,B,C age groups in Persian. Findings have demonstrated that the mental model applies to generate Iranian Children’s stories conforms the flat power relations, solidarity and equality cliché among the actors and doesn’t legitimize the superior-inferior hirearchy. This type of cliché reflects the social viewpoint of Iranian speackers to power beholders. Educational planners, authors, translators and book editors may find the results beneficial.

The metaphor from the perspective of cognitive linguistics, as the basis of human thought in all the conceptual areas of the mind expresses this statement that the metaphorical language is surface of the conceptual metaphor And describes the relationship between the language of human , his mind , and his social and physical experiences . Metaphorical language in teenage poetry Afsaneh Shaban Nezhad , to create pristine themes, Enrich of the poetic images and Expression of intentions in his poems has been The reason for this question of review of metaphorical language and the style of cognition reflection in the language of Shaban Nezhad and The overall goal of this review, is Describe the types of metaphorical concepts and how to express thought and illustration In her teen poetry.The result of the review of the "Singing glass", "The bird said I am a poet "and" A restive poem " This has been the case The poet has used three metaphors of orientation, ontological metaphors and Structural metaphor in expressing mental themes and portraying them. His central metaphor In the context of teenage poetry has been An ontological metaphor with mapping of object, human, place, container, plant, food, volume and music, to further visualize images and mental concepts, object and human mappings are more than other mapping domains. The basis for his structural metaphor is the "Life of Travel" and the two Image Schemas of "Going to stay"," stay is roving" As an introduction to it, also Oriental metaphors complement the structural metaphor of poetry.

Election and introducing the best poems for children as well as forming the identity of children’s poem is very effective in aesthetic understanding and bilinear orientation of poet and his addresses. Pay enough attention to language - as the main element of poetry and its feathers - leads to accurate comprehension of children poem. Because the language is the most tangible and significant element of children’s poem. CBC from the beginning has tried to avoid the arbitrary criteria in electing the best works. In return, its attempt has laid to define standards that are close to formalism. Here we analyze these criterion based on the elected works in one hand and how it can be normalized with the main principles of formalism. The results show that among these three elected works: Fery flies in the sky, by Abbas Yemini Sharif, pigeon tale, by Mahmoud Moshrefi Azad and flowers come,bring spring , by Manoocher Neyestani, these two recent works not only are more adapted to formalism principles but also in the same way CBC promoted its criterion. Although CBC’S standards are not free from weakness and technical imperfections but it is plausible regarding to its novelty and pedagogical approach.

Metaphor involves transference or substitution. In a chapter of his book, Halliday (1985) used the term of grammatical metaphor as a type of metaphor complementing lexical metaphor. Grammatical metaphor is a substitution of one grammatical class or structure by another, but with a similar grammatical meaning for both (Halliday, 1994: 312). Grammatical metaphor can be considered as a supplement to lexical metaphor. Lexical metaphor uses lexical substitution to create a new meaning, while grammatical metaphor uses structural substitution for this purpose. In other words, the use of a new grammatical structure instead of another can create a new meaning. Halliday proposed the term of grammatical metaphor and divided it into three parts, namely, ideational, interpersonal and textual.

This study seeks to explore and compare the type and frequency of grammatical metaphors in the two age groups of kid and teenagers in order to determine the growth rate of grammatical metaphors from kids to young adults as well as the most frequent type of them.A total of 37 volumes of books from the two age groups were randomly selected among the works of Afsaneh Shabannezhad, including 28 volumes of the kids’ story books and 9 volumes of teenagers’ group.Torr and Simpson (2003) found that grammatical metaphor is significantly related with literacy development, as children's spoken language lacks complex lexicogrammatical patterns, including grammatical metaphors. Using a systematic functional approach, this study explored the metaphorical forms that children use in communication and also the social semiotic environment in which these forms are interpreted.Nabifar and Kazemzad co-authored an article entitled "Types of Grammatical Metaphors in the Story of Harry Potter and the Prisoner of Azkaban" (2013) to explore the relationship between adult writing and grammatical metaphor. They investigated the salient features of grammatical metaphor by comparing the metaphorical forms and main forms, and considered grammatical metaphor to be a tool for adult language.

The theoretical framework underpinning this study is functional linguistics and the descriptive-analytical method was used for data analysis. First, all the grammatical metaphors used, including ideational (nominalization and transitivity), interpersonal (mood and modality), and textual grammatical metaphors were extracted from the textbooks of each age group. Then the number of clauses in each book was counted. The final percentage of the use of grammatical metaphors, considering the number of clauses as a whole, was one hundred. In the next step, the frequency of each type of grammatical metaphor (ideational, interpersonal and textual) was compared with that of the other two types given the number of all grammatical metaphors in each text as a whole. Finally, these values ​​were presented in separate tables, and then the prose texts of the two age groups were compared and analyzed in frequency charts. Examples of metaphors in the kid age group The ladybug had got used to having fun (Shabannejad, 2001: 25) In this clause, the nominal form of the verb "having fun" has been used to function metaphorically. Stand up; wouldn’t you want to help me? (Shabannejad, 2011: 21) In this sentence, a modal metaphor is used, as an interrogative clause has been used to function as an imperative clause. Examples of various metaphors in the teenager age group The alleys were drowned in moans and shouts (Shabannejad, 2007: 14). In this clause, the existential process of to exist is expressed in the form of the material process of drowning and thus functions as metaphorical. Were you in my shoes, would you leave people? (Shabannejad, 2007: 34) In this clause, the interrogative mood has been used to function as the indicative mood, implying that he will not leave the people The number of grammatical metaphors in the stories of the kid Group and the teenager Group were 27.41 and 77.15, respectively. Also, the percentages of grammatical metaphors in the kids’ story books for ideational, interpersonal and textual metaphors were 25.54, 8.06 and 66.4, respectively, while those for the teenage group were 43.1, 4, and 52.13, respectively.

The results demonstrated that adolescents’ texts had used more grammatical metaphors than children’s texts. This difference was not limited to frequency, as the adolescents’ texts had used a greater variety of metaphors than the children’s texts.  As the research findings show, in general, fewer metaphors had been used in children’s books, which can be justified by the fact that this age group's level of comprehension had been taken into consideration. Moreover, the widespread use of metaphors in adolescents’ books prevents the over-simplicity of the text and adds variety to its language. Therefore, maintaining this pattern in the use of grammatical meataphor can be considered a text-reader connection factor. Grammatical metaphor can be seen as a means for a more serious and scientific view when it comes to children. They can be used as a measure of judging the classification of child-related works into different age groups. Furthermore, their use in child studies can pave the way for scientific studies in the fields of child psychology, childcare, child education, and developing standards for children's books and products.

Chambers is a child and adolescent literature theorisians that has proposed a implied reader theory in text to examine the relationship between author and reader. the author when writing a text, imagines a reader in his mind and narrates his text according to it. the writer uses the four elements of style, point of view, siding, and gaps to communicate with the reader and draw the reader into the text. In the present study, using a descriptive-analytical approach, tried to in addition to identifying the adolescent characteristics, examine the implied reader in the novels "Hasti" and "Call me Ziba" in order to answer the following questions: Who is the implied reader at these works (child, teenager or adult)? And what is its features latent reader? Which of the methods has helped in the creation of implied reader? According to the research results, the audience of Hassanzadeh's works is a teenager and the implied reader has the characteristics of a teenager. He has used four ways to create a implied reader.

thropological / diagnostic metaphor is one of the most obvious ontological metaphors in which the physical object is considered a person. This metaphor also specifies not only the type of view and thought of individuals, but also how they act on the subject. The purpose of this study is to investigate the anthropology of nature in child poetry based on this theory, based on a descriptive-analytical method, and to ask questions such as what attitude to nature is there in child poetry and what attitude can it perform in Finds out, responds. The results of the study show that in the poems studied, the metaphor of "nature is human as human" is formed by attributing different human attributes to nature. This metaphor itself contains various types, such as "human nature is active". , "Human nature is exciting," "Human nature is moral," "Nature is like a woman," and "Nature is like a child." The general view of these metaphors is that the components of nature are not tools for human benefit; This attitude can lead to actions such as respecting nature, respecting it, being kind and responsive to it, appreciating and nurturing the environment; The ethical nature of the environment can lead to negative actions such as damaging nature, distrust of it, and excessive use of natural resources.

Adolescence is an important period of life because of the dramatic changes that occur in a person's sexual, emotional, and cognitive issues. Hormonal changes, complementation of the sexual organs, and facial changes bring about special conditions that increase adolescent susceptibility and vulnerability. If parents and education authorities give teens the necessary training, the potential risks of this course will be reduced Love is one of the emotions that appear during this period and become the main teenage thought The kind of representation of love in novels written for a teen audience, Helps the teenager understand and manage this problem. Farhad Hassanzadeh is one of the authors who has addressed this issue in his works. In this descriptive-analytic study, the representation of love based on Robert Sternberg's model is studied. The results show that except for a complete relationship, one-sided love, which is manifested in the absence of love on one side and stupid love on the other, romantic love and affection are seen more in Farhad Hassanzadeh's stories than in other types of loveAdolescent Novel, Sexual Maturity, Emotional Maturity, Robert Sternberg Model, Farhad Hassanzadeh

Semiotics is the science of studying the hidden meanings of a text. In this science, it is believed that a sign refers to many signifiers. The theory of semiotics is of great use in the narrative works of children’s and adolescent literature. One of these works of fiction is “The Lullaby for the Dead Girl” written by Hamid Reza Shahabadi. The most significant signs in the story are the symbols that have been discussed and examined in the story. The present study aims to examine the intratextual symbols and elements of the text, such as the title of the story, time, place, characters, and objects that reveal the explicit and hidden meanings of the text. This is a descriptive-analytic study. The study concludes that the symbols in the story express meanings of iniquity, oppression, killing the weak, failure, compulsory migration, gender discrimination, grief, and suffering of the story protagonist.Keywords: Theory of semiotics, the Lullaby for the Dead Girl, Hamid Reza Shahabadi, character, place, time, title.

Modernized adaptations of old works would not follow the narrative structures of the source text. Socio-historical evolutions could lead in change of the narrations. We are going to show how these kind of alterations and changes could be observed and analyzed in the frame of the theory of Deconstruction. We are also determined to show that the "Metaphysics of Presence"- one of the fundamental basis of the pre-deconstructive philosophical attitudes- could be found in the presence of dominant, omniscient narrators in old works. Adaptation writers could deconstruct the structure of the text- including the binary oppositions- by deconstructing the presence of the narrator in the source text. To show such a fact, we have opted the story of Rustam and Sohrab from Shahnameh to be comprised with one of its successful adaptations for adolescents. As a result, we will see how alteration of the addressee from adults to adolescents besides the evolution of socio-historical components can impact on the deconstruction of presence and as a result, the Epic genre will change to a Drama.

Love is one of the most essential of subject Persian poetry and also is one of the most susceptible subjects of adolescence period, so Expressing romantic literary contents has lots of effects on growing emotional maturity of teens. It has to be needed to scrutinize that romance literary works and its qualities for teenagers. Heretofore concept of love and its presence in poetry، story and novels for children has been studied but it has not been considered particularly in poetry for teens. In the first two chapters of this thesis general and theoretical foundations has been taken into account. Then in Analytical Descriptive Method 76 poetry books from 26 teen poets, published from 1380 to 1396, has been studied and some questions have been answered. What are the aspects of love in teenage romantic poetry? What are the characteristics and objects that has gotten paid attentions in every aspect by teenage poets? The result of this research depicts different effects of love in contemporary teenage poetry in Persian literature which in order of frequency are: love for the opposite sex, love between children and parents, love between god and human being, loving a friend, loving the religious leader, loving creation and the nature and loving home. Poets used Iranian Islamic culture, adolescent’s emotional needs, religious anecdotes and verses, natural elements, modern world elements, mythological symbols of love and national symbols in their representation of different aspects of love.