نشریه پژوهش های زبان شناسی: نظریه و کاربرد
سال دوم شماره 2 (پیاپی 4، زمستان 1402)

Enclitic Compound Verbs in Persian are among the controversial issues in Persian linguistics and grammar, and the common research done on the topic seems to be limited to the inflectional structure of these verbs. Up to now, no research with pedagogical and educational implications has been carried out on these verbs. Therefore, a pedagogical study on this category of verbs can be an effective measure in facilitating Persian language teaching. The present article examines four sources of Persian language teaching textbooks, by Ahmad Saffar Moghadam, Yadollah Samrah, Mehdi Zarghamian, and Fatemeh Jafari's Persian Grammar, in terms of their methods of introducing such compound verbs. The article aims to find out whether special attention has been paid to them in the educational resources of the Persian language, and if so, in which category they have been located. The investigation revealed that these verbs educationally have been considered and discussed separately from other verbs in Persian textbooks. In this regard, the quantitative and qualitative descriptions of the number and variety of these verbs in the mentioned books are presented.

This research with descriptive-analytic and statistical methods and its approach is from the view point of Semi- Semantic in classical narratives, tries to analyze the problem of following  or non-following of subjects acting  pattern for possessing or repossessing or protecting the object, of a special pattern in201 Iranian folk short stories collected by Enjavi Shirazi in a four-volume collection: Arousak and Sang-e Sabour, Dokhtar-e Narenj and Toranj, Gol ba Senowbar Che Kard and Gol-e Boumadaran. The results of this research show that the narrative procedure of 661 existing subjects in these stories, just like a repetitive rhythm, involves partition and rhythm vacillation and at last, finds a repetitive rhythm again. This type of narrative procedure follows a proto pattern with different variables that the changing of its variables, creates 19 types of sub-rhythm in these stories, and are listed based on the numbers from one to 19 in this research.

The short story Midday Moon (Mah-e-Nimrooz) is from the collection of stories with the same name written by Shahriar Mandanipour. In this article, we explain and analyze the narrative configuration, focalization, and semiotics of this story to show how the plot of the story is formed and what meaning it conveys. Using Gennet's focalization approach, we have discussed the focalizer and the focalized, and we have shown the role of images as focalizers or focalized. And we have analyzed the semantic systems formed in the story with the semiotic-semantic approach of Grems.The result of the research shows that this story takes place in the dream of an old man who is dying, while three strange characters in his dream watch and interpret paintings of death. The objects of the images become active and create a new form of existence for them, and the reflection discourse of the story is formed. They speak, express their feelings and pain. The activation of the paintings and the use of this narrative plot are for expressing the unsaid things that cannot be seen in the image. Images can only show the present time of the event, but by becoming active, they also express some aspects of the past and future.

The present article deals with the Morphological causative verb by adding Present Causer Morpheme -ǣːn- to the present stem of verb in Kurdish, Tati, Taleshi Zazaki, Awroman and Baluchi Dialects. Historically, in Middle Iranian period this suffix used in Causative verb Construction. In this article we show that Causer suffix -ǣːn- (OIr. *aja-na-) which Composes Causative present stem as Morpheme by adding to Present stem in middle western Iranian has been survived in Kurdish and Baluchi Dialects as -ǣːn- and compose Causative present stem by adding to the present stem of intransitive verb. The research data in this article has been gathered by interviews with mentioned dialects native Informants. Moreover, the author is the Informant of one of the dialects and also some written sources have been used. At first data extracted from written sources and dialogues of Informants and then analyzed. In this article the origin of the Causer affix -ǣːn- in the studied dialects was determined, and also it was found that the old Causer affix -ǣːn- has been survived in Kurdish and Baluchi Dialects.

This study delves into a comprehensive analysis of John Bunyan's masterpiece, The Pilgrim's Progress, utilizing the conceptual framework provided by Greimas's actantial model. The core objective is to critically examine the work through the lenses of binary oppositions and the foundational elements of its chain-syntactic structure. By meticulously dissecting these chains and elucidating the intricate concepts of covenant, test, and judgment embedded within the narrative, a nuanced and profound comprehension of the structural dynamics of the text emerges. The research further extends its purview by evaluating the broader applicability of Greimas's actantial theory to this specific literary work. Through the generalization of results, it aspires to contribute to a more comprehensive understanding of the inherent structural complexities present in similar literary works. Positioned within the realm of applied research, the study employs a descriptive-analytical implementation methodology to unravel the layers of meaning within The Pilgrim's Progress. The chosen content analysis technique, anchored in Greimas's actantial model, serves as a robust tool for dissecting and interpreting the results. In addressing the research questions, the primary aim is to elucidate Christian actantial models. The research anticipates that the identification, explication, and analysis of these patterns will not only yield a deeper insight into John Bunyan's profound thoughts but also foster a richer understanding of his artistic prowess. Ultimately, the study aspires to formulate a model that transcends its application to The Pilgrim's Progress and can be extrapolated to other texts sharing similar characteristics.

Meaning and its nature is the main problem of cognitive linguistics, the result of sensory experience obtained from the five senses of sight, speech, sound, taste and smell. In fact, the theory of sensory cognition is the heart of cognitive linguistics. In cognitive semantics, unlike logical semantics, attention is paid to the conceptual or cognitive construction that is received from the world through experience. One of the theories related to this field is the prototype theory which is based on common prototypes which is opposite to the theory of semantic features which is based on two values {+} or {-}. The purpose of this research is to discover the prototypes of the titles of Persian lessons in the first to sixth grades of elementary school based on prototypical criteria such as inference, construal, typicality, frequency and order. The research method is qualitative-quantitative, its type is descriptive-analytical and its approach is linguistic. The sample size was all the titles of Persian books from the first to the sixth. The data was graded based on the Likert scale and the percentage of semantic correlation between the titles and messages and prototypes include degrees e.g average 32%, low 31%, high 22%, very low 12% and very high 3 % that in general, this correlation is moderately downward. From the above findings, it can be concluded that titles are not explicit in expressing the message of lessons. This difficulty can lead to misunderstanding of the text and cause some problems in teaching and learning.

One of the methods of persuasion in academic linguistic interactions is the use of metadiscourse markers. These markers are a tool to facilitate communication, increase the readability of the text, establish a relationship with the readers and involve them, and avoid rejecting the author's interpretations. The purpose of this study is to explore meta-discourse markers in academic correspondence between students and professors. To this end, 200 student e-mails (13,103 words in size) were randomly selected between 2019 and 2022, and were analyzed based on Hyland's (2005) model of meta-discourse markers with two categories of interactive metadiscourse markers (including transitive markers, frame markers, endophoric markers, evidentials and code glosses) and interactional metadiscourse markers (including hedges, boosters, attitude markers, self-mentions and engagement markers). The relationship between the frequency of either of interactive or interactional markers with one of the Aristotle's rhetorical triangle (i.e., logos, ethos and pathos) (Hyland, 2005) is also discussed. Results show that the use of interactional metadiscourse markers was more than interactive metadiscourse markers in the corpus. Also, the engagement marker as an indicator of appealing to pathos was the most frequently used interactional markers in the corpus. In addition, transitive markers, as an indicator of appealing to logos, has the highest frequency among interactive metadiscourse markers. The results of this study conform to the previous findings that the use of metadiscourse markers depend on the context and genre in which it is used.

This research investigates, describes and analyzes the linguistic errors of a Persian speaking student with Down syndrome who studies in the third grade of elementary school. The aim of the research is to apply the concepts of Cognitive Linguistics in the analysis of the samples of this student's narrative speech. For this purpose, research data were collected by Nili-pour et al.'s language test (2023) and Speech Therapist assessment by recording the subject's speech. After collecting data, the researcher classified the errors in the form of tables. Investigations and analyzes showed that this person has more problems in micro-syntactic structure than macro-syntactic structure. In fact, this student has acquired what Tomasello (2003) has named to as core schema and syntactic construction. So, the schemas proposed by Lakoff (1987) have not been formed in this student. Also, this student does not use abstract words in his speech, and he don’t use the correct forms verbs and timed relations was also imperfect. It is suggested that in speech therapy training for this student, along with the current teaching methods, methods based on strengthening the schemas proposed by Lakoff should be designed and carried out to improve the macro-syntactic structure.

Polysemy is a phenomenon in which a lexical item is usually associated with two or more meanings that seem to be related in some way. The current research aims to conduct semantic research on a limited body of language in order to obtain a generalizable result. Relying on the descriptive-analytical method and using the cognitive lexical semantics approach of Tyler and Evans (2003), the authors have extracted and analyzed the different meanings of 7 prepositions of time (wӕrӡӕ,Ɂӕre, nǝzik, dӕ, dǝma, dǝj, ta) in Ilami Kurdish language which were extracted from the daily speech of the people and Ilami Kurdish dictionary. Finally, it was found that the cognitive semantics approach is a very suitable method to investigate the prepositions of time in the Ilami Kurdish language, and the results showed that in these prepositions, several concepts are organized in relation to a central concept and we showed that all these concepts are systematically derived from the first concept according to the criteria of Tyler and Evans. In such a way that proposition(wӕrӡӕ) just has one central meaning, but propositions (Ɂӕre, nǝzik, dӕ) beside the central meaning have another meaning and propositions (dǝma, dǝj, ta) beside the central meaning have two other related meanings.

Systematic linguistics examines the role-oriented grammar of language within the context of text and in the three domains of interpersonal, textual, and ideational metafunctions, explaining its function in the evolution of cognitive processes. Since linguistic structures such as grammatical rules, types of vocabulary, and their combinations are effective in shaping and developing human cognitive processes as well as in analyzing and understanding texts, studying the poem "al-Mawakib" as a significant, philosophical, and extended work with themes such as contemplation of nature, goodness, poetry, justice, life, and death based on linguistic analytical approaches reveals new dimensions of its technical and textual aspects. In this research, the analysis of the refrains in the poem "al-Mawakib" is conducted using a descriptive-analytical method and based on the interpersonal metafunction approach to elucidate its semantic coherence and structural features, thereby uncovering aspects of its linguistic characteristics and providing an understanding of the poem's content, implications, and messages. The research findings show that the poet uses various forms of declarative, emphatic, imperative, wishful expressions, and positive polarity to describe material and conceptual experiences. Through the repetition of declarative and emphatic statements, the poet engages with the audience, aligning them with his thoughts, and by using the imperative form, he invites them to play the "ney," which symbolizes eternity and tranquility.

Rumors as archaic forms of communication emerge in uncertain and threatening situations. They can provide insights into people's underlying perceptions and anxieties in society. Despite their significance, few, if any, studies addressed rumors in the Iranian context. Accordingly, the present study analyzed 407 rumors collected from Iranian social media to investigate their primary motivations, subjects, and supported and targeted groups. The results of content analysis revealed that two new types of rumors were found specific to the Iranian context, in addition to hostility, fear, hope, and curiosity advocated by Knapp (1944) and Allport and Postman (1947b). The "support" rumors supported a particular entity, and "us vs. them" rumors combined support and hostility motivations. Concerning the subjects of rumors, 7 overarching subjects were detected: politics, religion, people, culture, quality of life, events, and terrorism. The results also revealed that hostility was the most common motivation for rumor-mongering. The prominent supported and targeted groups of rumors were Islam and the Islamic Republic of Iran, respectively. Based on the present study's findings, it seems that the type and frequency of the rumor motivation may vary in terms of context and society in which rumors pass along. Several implications and contributions are discussed in detail.

While often dismissed as mere entertainment, video games have not only surged in global popularity but also present untapped educational potential, especially in the realm of language learning. This paper explores their integration into homework assignments within private language classes, through a detailed case study involving four participants. The findings reveal that video games significantly enhance vocabulary acquisition and speaking skills, simultaneously motivating students towards homework completion. However, it also uncovers challenges such as the risk of potential overuse, the need for adaptability across various proficiency levels, and the diversity in learner engagement. The research stresses the importance of meticulously selecting video games that align with learners' ages, proficiency levels, and interests. Furthermore, it advocates for a balanced educational approach that combines traditional methods with game-based assignments to maximize learning outcomes. This study highlights the nuanced potential of video games in language education, suggesting that strategic utilization can effectively leverage their benefits, thus offering a fresh perspective on their role in educational settings.