نشریه پژوهش های زبان شناسی: نظریه و کاربرد
پیاپی 1 (پاییز و زمستان 1401)

The present study examines the conceptual relation of tautology in Persian by comparing the findings with Szymanek’s morphological classification framework. Based on this classification, tautology in the first place is considerable in both compounding and derivation groups. In the former group, appositional compounding is considered a sub-group whereas in the latter, the following sub-groups are observable: affix doubling; synonymous affixes on a single base; the affix repeating a meaning already contained in the base and the affix not changing the meaning of the base. This study which was conducted via a descriptive-analytic method collected the data expressing redundancy, iteration or tautology and compared them with each group. First the data were culled from audio-visual resources like radio and television, as well as electronic sources and the Persian native speakers’ daily conversations. Then they were listed according to Szymanek’s model. The results showed that the compound and derivational words used in Persian and expressing tautology are in compatible with what Szymanek has given and no model is there for which no word in Persian does not exist. Moreover, Persian data are composed of formal, informal and colloquial words and in some cases the words belong to a particular accent.

Following the previous research studies, the present study intends to investigate the positive function that code-switching to L1 (Farsi) performs in the EFL classes of three English institutes in Iran. The case study focuses on revealing the attitudes of teachers and learners towards the patterns, functions and factors of switching to L1 in EFL classes in the context of Iran. In this study, quantitative research method is employed in order to analyze code-switching to Farsi through questionnaires. The analysis of the collected data revealed that code-switching to L1 is a prevalent strategy used by most EFL teachers in English institutes of Iran. It was also concluded that code-switching to L1 plays a positive role in teaching and learning of the English language.

In this paper, in order to investigate the implicit meaning  of medical words and terms in relevant semiotic system and to study their usage as symbols in Persian colloquial language,   the proper data were collected from  “Sokhan Oral Dictionary” and “Persian Colloquial Dictionary”, and then their implicit meanings were analyzed based on semantics and semiotics knowledge within Pierce framework. Then while presenting some examples for each concept in the medical semiotic schemes and also illustrating some instances of their  implicit meaning in Persian language, it was distinguished that each of these symbols behave in a new way when confronting the semiotic schemes of Persian language. Most frequent application of medical words and terms is the usage of organ-words in Persian colloquial language. Some of these words are widely used in comparison to the other terms of colloquial Persian language and are mostly applied in their implicit meaning such as the word “gut” in this proverb:“there’s no straight gut in his stomach” (i.e. he is not honest) or the word “skeleton” in this expression:     “ he is like a skeleton” (i.e. he is very thin). In general it was found that such words and terms which are used in the Persian proverbs are mostly represented as icons and are actually counted as metaphors and the metaphors can be considered as iconic signs.

This paper with metalexicography approach is based on “Prototype Model”, conducted in descriptive-analytic method. The data were collected from the microstructures of 5 important Persian monolingual dictionaries including Dehkhoda’s, Moin’s, Amid’s, Anvari’s and Sadri Afshar’s dictionaries. On the whole 100 entries were selected from BIRD, TOOL, FURNITURE, FRUIT and VEHICLES’S categories. The same entries were also analysed in “Cobuild English Learner’s Dictionary” (1987) so as to make possible the comparison with one universal and standard dictionary. The results of data analysis show that the microstructures of Persian dictionaries are not based on linguistic theory. As a result, the authors suggest the pattern which makes possible the compilation and editing the microstructures of Persian monolingual dictionaries based on “Prototype Model”.

The study of core vocabulary has rich and considerable literature and numerous lists of atomic vocabulary of English language as the most prevalent international lingua franca have been proposed especially for the sake of educational purposes. The main objective of this paper is to comparatively study the 1st grade English textbook of official educational system of Iran within the frame work of core vocabulary lists of Persian and English to find out how relevant the lexicon taught in this book are with the concepts of the core vocabularies . The data is gathered from the textbook and the most well-known core vocabulary lists. The methodology is descriptive-analytical one and the textbook words are comparatively analyzed with the lexicon mentioned in the selected lists. The findings of this article have shown that the before mentioned book covers a fairly good number of the words listed in the core vocabulary lists of both Persian and English. The curriculum designers and educational policy makers may find the results to find the shortcomings of the book and improve its scientific quality.

The present paper aims at describing the three morphological features in Bala Geriveh: Articles, Plurality and Object Marking. This research followed a descriptive-analytic approach towards the three categories. In order to collect data, we have interviewed a group of Lor speakers. Plural morphemes in Lori are -yɑ and -ʊ and they seem to be similar to -hɑ and -ɑn in Persian. The allomorphs -en and -n in Lori Bala Geriveh are considered as object markers and have their specific features such as their concatenation with possessive adjectives in plural form and not in singular form. Indefinite article in Lori is -ɪ and ɜː in adjectival forms; while, definite article is -ke and in adjectival forms. The morpheme -ke is an indication of a background knowledge concerning past; while -e shows a case, which is observable or recognizable at the moment of speaking. (In)definiteness in Lori is completely different from Persian.

The present study aims at investigating and examining the concept of TIME in quatrains (Rubaiyat) of Khayyam through Conceptual Metaphor Theory (CMT) to illustrate the poet's attitude(s) towards this important concept and examine his philosophy regarding it. Drawing on methods presented by Pragglejaz Group and Steen, all quatrains including conceptual metaphors of TIME were extracted and probed through CMT to answer the following questions. Regarding the conceptualization of TIME in Rubaiyat of Khayyam, what is/are the main attitude(s) of Khayyam towards the concept of TIME? Is there any conceptual relationship between conceptual metaphors of TIME in the quatrains? The results of the research show that the concept of TIME in the quatrains has been differently conceptualized but there is a degree of consistency among these conceptualizations. In addition, this consistency can indicate that most of these quatrains display a single thought, attitude, and philosophy which may be that of Khayyam.

This paper aims at investigating the procedures used by Persian translators to render the sociological concepts and terms into Persian. In this regard, it assesses the quality of these equivalents by considering the morphological aspects of the words in the source and target languages. The data of the current study were collected from 36 sociological books that had been translated into Persian. We analyzed the linguistic structure of 200 sociological terms and their Persian translations from a morphological perspective. Then, some morphological procedures used by Persian translators including compounding, derivation, coinage, backformation, borrowing, acronomy, and clipping are analyzed from a morphological perspective. The result showed that divergent equivalents have been suggested for the same term, and also different transcriptions have been proposed for the same proper name. We show that most of the Persian translators don’t have a sufficient knowledge in Persian morphology. As a result, some derivational and inflectional limitations and potentialities of Persian language have been ignored by them. The results show that only by considering Persian morphology, the translators can propose better equivalents for sociological terminologies.

The lifestyle is a sign-semantic process, with four phases necessary for its realization. First, we are confronted with communities which are identifiable via their identity structures. These identity structures are one of the important components of the sign sys tems. They are the general situations for the formation of the lifestyle process. Secondly, we are faced with the modes of social existence. These modes are the same Bushy forms of existence functioning based on a set of values and beliefs. Beliefs and values are realized on the basis of the process of verbalization and discursive legitimacy. This is the same which is accounted as a prerequisite for the lifestyle. In the third phase, the style of life is formed based on syntagmatic relations (continuity, anchoring and fixing a form), associative relations (the selection of a form, its preference due to its adjacency with another form) and valuable structures. These lifestyles relying on the modes of social existence are similar to the language recorded in collective memory, which can be used and also they cause the longevity of lifestyle. In the fourth phase, we face with a lifestyle formed at intersection with the modes of social existence. In fact, the role-playing of social actors and the insistence on these roles is based on the same belief and value via anchoring within the style. Here the important hint is that in these four phases, human beings act as the main axis of passing a very general and unstable status to a particular and contingent one, and also it is in a challenge to beliefs and values as a sign or part of the sign-semantic process. The key question here is that how can a person change a lifestyle with another one in locating the stratification process and the constant challenge with beliefs?

In recent years, the enrollment of English as a foreign language (EFL) has increased significantly in higher education. The aim of this study is investigating the impact of a group learning program which is implemented as online on learning motivation of English among Iranian university students. Forty four undergraduate university students (25 males and 19 females) with the age range of 18 to 30 participated in this study. The Dornyei theoretical framework (2005; 2009) was used to measure the three aspects of motivation (ideal L2 self, ought-to L2self, and L2 learning experience). A pre- and posttest survey and a semi-instructured interview were used as the main instruments. For identifying the differences of the scores of three aspects of motivation, a paired sample T-test was used. The findings showed that there was a significant difference in L2 learning experience prior to and after the program administration and no significant difference were observed regarding the two other aspects. The findings also showed the most motivating feature was interesting learning recourses and tools and the most demotivating feature was technology barriers. Moreover, the findings of the interviews showed that most of the students had positive experience of this project. With the increasing role of English in Iran in all aspects of teaching and learning as an international language, it is crucial for teachers and program developers to care about the motivational drives of learners due to the positive feedback of some programs as the project under the study.

Much research has been done on semantics of the verbal element of complex predicates (CPr), usually referred to as light verb (LV). Most researchers have confined their studies to a few limited features of light verbs. After criticizing major views proposed by scholars on the semantics of light verbs, this article presents a hypothesis on the formation of complex predicates, arguing that all of which directly or indirectly have roots in incorporation process. This process starts with a complete sentence, incorporating two elements into it and ends in eliminating other elements. Formation of each complex predicate leads to the formation of the constructional schema X+LV0 which sanctions formation of new complex predicates with the same light verb and in the same semantic field. Accordingly, the meaning of light verb in direct incorporation case is the same meaning as its heavy verb, and in indirect incorporation case is dissolved in constructional meaning of the sanctioning schema. The meaning of light verb in each of these two cases could be different and each of them is taken or similar to one of its heavy meanings. There is a third case in which the light verb plays the role of verbalizing element and makes possible for a nonverbal predicate to inflect as a verb. Thus light verbs vary from having completely schematic and non-thematic meanings to their own primary heavy meanings.

Since the 1990s, an accumulated body of empirical studies have investigated the main and differential effects of various approaches to second language (L2) pragmatic instruction. To contribute to this line of research, the present study aimed at investigating the effect of deductive and inductive instruction on the development of the speech acts of requests by Iranian EFL learners. In so doing, 51 Iranian EFL English-major students were randomly assigned to either the deductive group (DG) group (n = 24) or the inductive group (IG) group (n = 27). (IG).  Both groups were provided with video clips of short conversations including the speech acts of request. The experimental treatment for the DG followed explicitness and deduction accompanied by a variety of drills, whereas the instruction for the IG involved input enhancement techniques. Both deductive and inductive methods of instruction adopted in the present study were operationalized according to the principles underlying the paradigms of Focus on Forms (FonFS) and Focus on Forms (FonF). Speech act development of the two groups was measured through a 10-item Written Discourse Completion Test (WDCT) at the pre-treatment and post-treatment phases of the study. The results obtained from administered WDCT revealed that both deductive and inductive instruction had a significant effect on the learners’ development of requests. Further analysis of the findings revealed that inductive instruction was more effective than deductive instruction. The findings offer theoretical and pedagogical implications.