نشریه زبان پژوهی
پیاپی 14 (بهار 1394)

Historically, the linguists have divided the Iranian languages into three historical eras, (a) Ancient era, (b) Middle era, and (c) New era. The Tabari Language is one of the languages of the New era as the continuity of Middle era languages. One of the works from Tabari language is The Manuscript of of Quran Translation written in 9th and 10th centuries (lunar calendar). Choosing around 2500 words and lexicons, in this article we have studied the phonic features of Tabari language, and we have also studied the changes in terms of event frequency and sample varieties. In this study it was shown that this work well preserved some of the features of Iranian languages in the middle era and this is a very significant point because this book was written and compiled in the 9th and 10th centuries, while the Middle era and the Iranian languages ended by the collapse of Sasanian Dynasty. but there are still some signs and features in particular phonic features of it in Tabari language. Some of the changes regarding the phonic changes are the existence of letter J instead of Z, e.g Namaz pronounced Namaj (meaning prayer) or existence of letter G instead of V, e.g. Gonah pronounced Vonah (meaning sin) or existence of V instead of B, e.g. Shetab pronounced Shetav (meaning speed). These features are also seen in today’s Tabari language like the existence of V instead of P, e.g. Charpa pronounced Charva (meaning beast).The study on phonic changes shows that there have been many phonic changes in Tabari Language in such a way that many indigenous people cannot even understand the meaning of some words.

As the concept of motion is found in all languages، linguists such as Leonard Talmy show that how such a concept might be coded differently in different languages، and how languages could be typologically categorized. Motion might، thus، appear both as a simple or non-simple verb. As Persian verb category، especially non-simple verb، is a challenging topic، the present paper tried to explore Persian motion verbs based on lexicalization pattern theory، in a cognitively semantic framework. It proved that on a continuum of lexicalization extreme to satellite-frame extreme، some non-simple verbs، just like simple verbs، might be found on the lexicalization extreme، and the rest، based on their productivity and their syntactic behavior، are spread around the continuum.

In the present study, the effect of non -Persian learners ' creativity in their ability to recognize some metaphorical (dead and new) and literal sentences has been investigated. For this purpose, twenty-two advanced -level learners from Language Learning Centre of Imam Khomeini International University (IKIU) took the Creativity Test and Persian Metaphor Recognition Test. The results of data analysis showed a significant association between creativity and the recognition of Persian metaphorical sentences. Although learners’ creativity is significantly related to their ability to recognize dead metaphors from literal sentences, it is more strongly related to their ability to recognize new metaphors from literal sentences.

This article aims to describe the properties of gapping in Persian in terms of studies conducted on gapping in other languages. Findings of this study show that there are some similarities and differences between gapping in Persian and those in other languages. The salient properties of gapping in Persian are as follows: contrastive relationship between remnants in the gapped conjunct and correspondents in the first conjunct; the possible omission of some VP-internal material along with the verb; recursivity of gapping; the obligatoriness of parallel word order in the gapped clause and in the antecedent one; the possible occurrence of gapping in comparative constructions and also its occurrence in the medial position of the second conjunct; and obligatoriness of the identical tense features and non-obligatoriness of identical agreement features in conjuncts.

Abyane dialect is one of the Iranian central dialects with its own specific characteristics in different areas such as phonetics, morphology and syntax. This dialect is very different in vocabulary from standard Persian. In this article, there is a short introduction about Abyane (the village and its native inhabitants), then some linguistic features are proposed. These features are introduced in some phonetic, morphological and syntactic processes. Analysing the data from Abyane lead the author to conclude that the position of stress is different, in other words in Abyane’s words the stress is pulled forward one syllable in comparison with standard Persian. Some other processes such as apocope and historical changes in some phones are also analysed. In the morphological discussion, different characteristics in gender, number, transitive and intransitive conjugation, pronouns, attributive and genitive constructions are discussed and compared with standard Persian. The word order in different sentences such as declarative (predicative and non-predicative), questions (interrogative and non-interrogative), imperative (positive and negative) are discussed. In the analysis also, the exact position of different parts of sentence and adpositions (prepositions and postpositions considering the object marker “ra”) are included.

The contrastive study of the rhetorical organization of the paragraphs is a rather new trend in the field of writing research. The turning point of such a trend goes back to Kaplan (1966). Within the framework of the contrastive rhetoric, the present research focused on the study of the existence of cross-cultural differences in rhetorical terms between the expository essays written by Persian EFL writers and the English preferred style. Two rhetorical features were examined including: cohesion and audience awareness. Through a descriptive study of the expository essays written by one hundred and ten students from six universities in Iran, it was found that the transitions are not explicitly expressed in the essays written by the Persian writers. It was also found that in these essays, the preferred style is the reader-responsible style. Both these findings imply a cross-cultural impact of the Persian language on the essays written in English as a foreign language.

The university French language conversation course, given limited time and the high number of students, requires an accurate program to be able to reach its objectives. Indeed this course, contrary to preconceived ideas, is not only one space to practice the oral expression of the language to be learnt, but it actually is an opportunity to create and improve a series of linguistic and didactic habits in students. Furthermore, learning strategies which have to be followed and applied in other university courses, will be presented in this course. Being inspired by the communicative approach, this article will suggest leading group activities and moving towards tasks which will extend beyond time and the Previous conventional space.