مجله جستار های زبانی
سال سوم شماره 2 (پیاپی 10، تابستان 1391)

Ideological structure (construction) is an abstract and ambiguous basic term in critical discourse analysis researches. This paper is an attempt to reply the research questions such as (1) What is ideological structure? and (2) How is it defined, represented in a text and, finally, analyzed and interpreted by critical discourse analysts? In conclusion, potentially any sentence or utterance can be an ideological structure but in real presentation of a text, only those linguistic forms or structures, which transfer meaning more than its linguistic form in a specific discourse context, are called ideological structure. A critical discourse analysis is able to attend a scientific analysis and interpretation of a text by applying the linguistic and social concepts and strategies as indicated in this paper on a newspaper title.

Formative period of Persian language and literature (4-6 AH) is undoubtedly considered as a milestone in shared history of Persian and Arabic poetry, because, on the one hand, Arabic language in Iran, by looking at the requirements and political-regional situation having changed into science and literary language and, on the other hand, praised and courtier poem have collectively led to stability of this shared poetry. In this course and history of Persian poetry, Khāghāni Sharvāni (d. 595 AH) is a Persian poet, who was most eager to Arabic language, because the major poetry form of his Divān is Ode (Qaside) that made better scope for depicting this shared poetry and so Hassān Ajams's deep acquaintance with Arabic literature has led to bilingualism in his works. One of these bilingual aspects is content imitating and pride on prominent literary men in Arabic language in visual and meaning language surface. Name abundance of some Arabic literary men on one hand, and effectiveness of their fame in Khāghāni's statements on the other have led the complex Khāghāni's poems be the sign of Arabic literature effectiveness and have multiplied the importance of this study. The authors in this paper, by the aim of detecting Khāghāni's eager to Arabic literature, go to study Khāghāni's poetry prose. First they explain Khāghāni's motives from this effectiveness and then display it in Khāghāni's works visual surface by having paid more attention to Khāghāni's prose works that have been neglected so far. Finally, they describe about some content effectiveness, which is not studied so far. This essay is an answer to the primary question that is the depth of Khāghāni's effectiveness from Arabic language and literature bounded to abundance of word elements? or Has Khāghāni been affected from Arabic literary eloquent in visual and meaning surface?

The main aim of this research is finding the similarities and differences between the representations of social actors in the two different versions of Bahman’s vengeance seeking. Accordingly, the author tried to find the ideological background behind the two texts and show the difference in impression by studying socio-semantic elements that Theo Van Leeuwen offered in his suggested pattern and comparing them with the corresponding parts in Shahnama and Bahmannama. The results showed that some branches of the two main methods are exclusion, and inclusion is to some extent visible in both texts. Also association, dissociation, nomination and categorization along with their subsets are the techniques used to represent the social actors. Analysis of the two texts clearly shows that Bahman in Shahnama is seeking legitimacy for his goal while he has the authority and individuality in Bahmannama while he does not need to use persuasive and approval seeking techniques; so representations of social actors in Shahnama are more than in Bahmannama and they were used deliberately.

Intertextuality of two text: Comparative analysis between king Lear and Feridoon Comparative study which has opened to investigation the text could illuminate the relationship between cultures and shows the originality and richness of one literature alongside with range of its stubbornness of our or other culture. Comparative analysis between Feridoon’s tragedy and King Lear shows the interlocking relationship and arrangement between two texts in different and completely dissimilar culture and different historical context with two kind of language. Although mapping out the conscious or unconscious trace and impact of this texts over each other is completely impossible but the high level of intersexuality between the two texts is obvious so that this relationship could not be ignored. “similarity of plot”, “being tragically”, “impulses”, “familiarity of two text”, “dividing of kingdom”, “presence of destiny”, “parallel of characters”, “conflict”, “prediction”, “chorus” could be accepted as issues which are convinced common points between the two text. The analysis and survey toward understanding the equivalent between the two texts by helping of comparative literature is the fundamental question which has been followed by this paper.

In this study, first using documentary research method, the nature of language in the web-based electronic communication, besides different methods of improving communicative and linguistics competence in teaching languages online, were investigated. Then considering the importance of language facultie's familiarity with the role of computer-based teaching in the development of linguistic competence and communicative skills necessary for translating or teaching all foreign languages (esp. Persian to non-natives), a descriptive survey method was used to investigate the familiarity of foreign language faculties with the strategies and technologies used in e-teaching-learning process applied in teaching languages online. The results of the 68 questionnaires filled in by English, French, German and Persian faculties of seven universities offering classical and virtual programs indicated that most of language faculties are not familiar with web-based strategies and techniques in teaching or learning foreign languages. Considering the need of our country for the experts who are able to communicate with the scientific scholarly networks in the world to obtain or transfer related knowledge and those who are able to use at least one international language of their fields thoroughly, planning an online faculty training program can be an essential measure to improve teaching or translating foreign languages at the academic level and also lead Persian language to find its proper position in the cultural, educational and scientific world networks.

If a language makes use of a case marker to indicate the role of the object in a sentence, that marker is called “object case marker”. In some languages, only a subset of objects is marked with a case marker, which is called “differential object marking” (DOM). Definiteness and animacy of the object are among the factors for an object to be accompanied with a case marker. This article studies the effect of definiteness and animacy on the use of the object marker in Mâzandarâni, a modern North-Western Iranian language of the Southern Caspian subgroup. Studying DOM in a Mâzandarâni corpus, 148 noun-phrases as direct object of the verb were recognized, and animacy and definiteness were the influential factors on the use of object marker with an object in this corpus.

Both intertextuality and intermediality are discursive phenomena that impact the semiotics by defamiliarization or interaction of the media and the text. Intertextuality function since its appearance could be seen only in the literature and its contrast was only with multi-media novel. In various arts, especially in the cinema, theatre and cyberspace, it seems that they could not achieve to prove the transdiscursive technical and media situation – particularly in the criticism area – until intermediality is discussed. The intermediality shows interaction of various characteristics between different mass media next to each other keeping all characteristics of its signs. It has then a transposition by which the primitive characteristics are suspended and differentiated. The most important aspect of this media conflux is to establish a material and a form of expression next to another material and form. The purpose of this research – besides studying intermediality discourse – is to consider its function in the semiotics and arts as well. That is why having the intertextuality reread, the borders between text and media and, finally, the effects produced by interaction of the media are regarded to gain a proper theory about intermediality.

This article studies the perceptual correlates of lexical stress in Persian. The minimal stress pair was used as the stimulus token, and the values of duration, overall intensity, spectral balance and F0 were varied in several steps both in the accented and de-accented conditions. 20 native Persian speakers were asked to identify the stressed tokens in a force-choice perception experiment. The results showed that in the accented condition, F0 is the most reliable perceptual correlate of stress. Other correlates are in additive interaction with F0. In de-accented condition, stress is strongly cued by duration, while among the other correlates, spectral balance provides stronger stress cues than overall intensity.

The reason or cause of doing something, in most cases, differs in Persian and Russian Language. These differences will be revealed when the reason is explained using prepositions. In Russian, the prepositions, in addition to position and purpose, have causal features that are very important when talking in Russian and translating from Persian into Russian. Further Iranian language learners become superficially familiar with them when learning the language but they (language learners) are not taught enough as they ought to be. In Russian language, a definitive preposition is used for expressing a special reason in a way that the other preposition can not be replaced with it. The meaning of nouns and verbs, which are used with causal prepositions and also the reason of creating that, are really important in finding the causal preposition and that's why Iranian language learners have trouble in expressing the reason. This article examines Iranian language learner's problems and tries to prove it based on evidence.

With the advent of the World War ІІ, foreign language teaching entered a new period of its tempestuous history. The purpose of most foreign language schools and institutes in this period and the forthcoming years was to enable communication via a foreign language and, at the center of this skill, there was an attention to proper pronunciation of sounds and words. Since that time, there has been a great number of ideas and viewpoints proposed by researchers and authorities about the nature of pronunciation teaching, each of which contributed to the expansion of this field. In order to discover how these ups and downs have affected the teaching, of foreign language pronunciation in Iran, large-scale and comprehensive research is needed. The aim of this article is to inspect the place and the method of pronunciation teaching in high-school English textbooks in Iran in order to figure out the quality of teaching pronunciation and the way it is presented in the textbooks. The findings of this study are useful to improve the quality of teaching pronunciation in high-school English textbooks. Finally, some recommendations have been given.