نشریه علم زبان
پیاپی 17 (بهار و تابستان 1402)

Systemic functional grammar (SFG) is a theory which is very strong and so flexible that it addresses various research areas such as ‘language development in children’, ‘educational linguistics’, ‘computational linguistics’, and ‘clinical linguistics’. One of the other research applications of the mentioned theory is ‘language typology’. The research area of language typology within SFG is called ‘systemic functional typology’ or ‘systemic typology’ in short. In this paper, along with briefly introducing the book “Language Typology: A Functional Perspective”, we have tried to present a profile of ‘systemic typology’. To do so, at first, we have briefly reviewed the dominant approaches to language typology, i.e., holistic typology and partial typology, and the studies conducted in the framework of those approaches. Then parallel with the chapters of the book “Language Typology: A functional perspective”, we have mentioned the key points in systemic typology. Since the main objective of systemic typology is ‘to achieve empirical generalizations’, a large part of the introduction of systemic typology in this paper has been devoted to typological generalizations. In the end, an analysis of ‘word order typology’ has been touched upon, too.

This article accounts for the acoustic grounds of the diachronic lenition of Old Persian /k/ to [ʧ] and [z] in certain verbal (present tense) and nonverbal forms and to [x] in the past tense of the same verbs, in /V __ [a, e]/ and /V__[t]/ contexts respectively. In order to replicate the phonetic context of these diachronic changes within the framework of laboratory phonology, present day Persian forms containing the same phonetic contexts were uttered twice by two male speakers of Persian and recorded and analyzed using the Praat software (version 5363). The results of the acoustic analysis of the recorded samples and Independent-Samples t-test indicated that [k] shows a high degree of fronting within the context of the stressed vowels [á, é]. At the same time, aspiration in intervocalic position motivates the spirantization/affrication of this consonant. Intervocalic fronted [c] and [ʧ] are acoustically similar to each other as well as to [ʃ] and [s]. The consonants [c] and [x] have certain common acoustic characteristics when they appear before [t]. Therefore, [c] is prone to be weakened and interpreted as a fricative/affricate in such contexts.

In Persian, the complement subordinate clause is known as one of the direct dependents of the verb, but in Russian, it can also be dependent on the verb, noun, short adjective, or predicative adverbs. In this study, we have examined the types of complement clauses in Russian and Persian, and since the main difference between these clauses in these two languages is in the words that need an obligatory dependent or complement, we will examine these words in Russian and also how to express these clauses in Persian. The purpose of this study is to find similarities and fundamental differences between the complement subordinate clause and the words that need a complement in both Russian and Persian by carefully examining the complement subordinate clause and the words that need a complement and obligatory dependent in both languages. Therefore, take a step to facilitate the teaching of Russian compound sentences to Persian-speaking students. Most Complement clauses in Persian are obligatory and dependent on verbs. Also, in the studies conducted, it was found that the complement clauses related to predicative adverbs in Russian are expressed in Persian with the complement clause related to evaluative, positive, and aspect verbs, and the clauses related to short adjectives in the Persian language come with the adverbial cause clause.Also, in the studies conducted, it was found that the complement clauses related to predicative adverbs in Russian are expressed in Persian with the complement clause related to evaluative, positive, and aspect verbs, and the clauses related to short adjectives in Persian language come with the adverbial cause clause.

Van Leeuwen’s (2008) critical discourse analysis approach is one of the analytical approaches of text. It has two main components including exclusion and inclusion, each one having different sub-components. The purpose of this research is to study and analyze the way the components of exclusion including suppression and backgrounding and some components of inclusion comprising impersonalization, categorization, personalization, passivation, generalization, and their subcomponents are manifested in representing social actors in “Bijan and Manijeh” story from Ferdowsi's Shahnameh. In this regard, different types of sentences in this work were identified and counted. Then the usage frequency, percentage, and significance level of each component and the relevant sub-components were assessed via statistical analysis and Chi-square test. The research results show that the poet has used all sub-components of exclusion and the given components of inclusion under investigation in this story. Besides, Chi-square test results designate there is a comparatively significant relationship between the application frequencies of major intended components compared with each other and also their sub-components. The analysis of exclusion results reveals the poet does not have a tendency to secretly represent the social actors. Also, the results of the inclusion components under study demonstrate the poet has used positive appraisement and subjection sub-components and has tried to characterize the social actors more effectively with a positive value. Moreover, in most sentences, the social actors are represented by giving reference to their utterances, physical features, and using similes and metaphors.

The purpose of this paper is to investigate aspect in the hierarchy of constructing sentences in the Lori dialect of Khorramabad. This research has been done descriptively and analytically. The present study examined the status of the grammatical and lexical terms of aspect based on the Minimalist Program. Aspect is a grammatical projection that is the closest projector to the verb phrase. It shows the nature of the action of a verb as to its beginning, duration, completion, or repetition. Perfect and imperfect are the main categories of the grammatical aspect. Imperfect aspect hosts the aspect markers: “mɛ” ، “dɑšte” and the element aspect maker “hɑ” which is the specific-species form of imperfect aspect in Lori without agreement operations. The aspect markers are placed in the head of an aspect phrase between tense and little verb phrases. “hey” and “hani” are two elements conveying lexical aspect.

Every region’s language and dialect have a main influence on the formation of the people’s worldview and identity, but recently these languages and dialects have been left and ignorance endangered for reasons such as the effect of the standard language and inattention of the native speakers. Therefore, the purpose of this essay presentation is to register and reserve one of these endangered local varieties. In the present study, agreement and case categories as two main elements of morphological alignment typology in the Khorramabad Lori language were surveyed. The method included preparing a 340 sentences questionnaire, interviewing 3 native speakers, registering, recording, transcribing, describing, and analyzing dialectal data, and at the end, eliciting grammatical patterns of the case and agreement categories in this language. Findings revealed that it is a nominative-accusative pattern for agreement and case categories in Lori. Finally, it was deduced that the typological system of morphological alignment is nominative-accusative consistently in the Khorramabad Lori language.

This research tried to analyze the Reinforcement and Debilitation of the Meaning in English Books 1 & 2 Vision (secondary school) based on Discoursal Semantic-semiotic Approach using the description framework of Kress and Van Leeuwen (1996[2006]), to develop Halliday’s functional-systematic linguistics. There is always one problem and argument on how we can use multimodal texts in school books especially English books to facilitate transfer concepts so in this way English learning and training procedures will be improved. The purpose of this research was to investigate the relationship between context and pictorial texts in English books 1 & 2 (Vision) to express how to select texts accompaniment to written forms in educational English books to present comprehensible and meaningful concepts. The research method is analytical-descriptive and fieldwork. We found that Common patterns in meta-functions were not considered in the pictorial texts. There is no accompaniment and overlap between written and pictorial texts. So, the meaning transfer is conveyed defectively.English books to express how to select pictorial texts accompaniment to written forms in educational English books to present comprehensible and meaningful concepts.we came to the conclusion that the Common patterns in meta-functions were not considered in the pictorial texts. The results also showed that there is no accompaniment and overlap between written and pictorial texts. So the meaning transfer in these texts is conveyed defectively.

Text linguistics is a new discipline of language research that extends beyond the sentence level and focuses on the text as the most significant linguistic unit. The problem-solution model developed by Hoey is one of the most popular methodologies in Text Linguistics. This model, which consists of four components: situation, problem, answer, and evaluation, studies how to create and comprehend text. The organization of the narrative text “Lann A'eish fi Gilbab Aby” by Ihsan Abdol Qoddous is examined and analyzed in this descriptive-analytical study. The narrative method of this novel can be analyzed with the problem-solution approach. The organization of this narrative text revolves around three main issues that are the novel's main pillars: Abdulwahab's frustration, Rosaline's isolation, and Nazira's marriage. This text offers multiple failed solutions for the first issue, and the evaluation is negative. Therefore, the original issue still has to be resolved while returning to the cycle. The second and third challenges are resolved without a lengthy recycle of favorable evaluation of the offered answers. According to the findings, the organization of the narrative text "Lann A'eish fi Gilbab Aby" is primarily compatible with the four aspects of the problem-solution pattern, and its structure adheres to this pattern.

The present study surveys the concept of sadness in those parts of Persian and Arabic languages which have been conceived and expressed through the source domain of container in order to illustrate the way speakers of the above languages think in this domain, as well as the similarities and differences between them. Moreover, the study intends to reveal the order behind the discrete and seemingly irregular expressions of the sad person as a container and describe its cognitive system. The method employed in this research is analytical-semantic. Conducting comparative studies, understanding how common concepts are structured in the conceptual system of speakers of different languages, and identifying culture-based metaphors play an important role in the cognitive understanding of cultures. For instance, through the results of the present study, it can be stated that Arabic speakers consider sadness to be mainly something that blocks their throats (غص، شجا، جرض for example); i.e. the blockage is prominent while Persian speakers consider sadness to be mainly something edible (غم/ غصه خورد meaning He ate sadness/grief). That is to say, the difficulty of swallowing is not prominent in Persian and the problem is that this food has accumulated in the heart (stomach) and puts this organ under pressure (دلم ترکید meaning My heart exploded), or that this food has wounded the heart (خون دل می خورد meaning Eating sadness caused the heart to bleed).

Using forensic analysis, this study attempted to investigate the influence of the Persian language on the quality of Khoramabadi Luri vowels. This research tried to find the answer to whether Persian can affect the acoustic features of Khoramabadi vowels or not. To do so, data from 20 Khoramabadi Lur participants (10 males, 10 females) were recorded; the first group of whom lived in Khoramabad and the second group lived in Tehran. 54 sentences including the selected words were read by participants. The total number of phonetic sample tokens analyzed was 3240, including /ɑ, y, ø, o, u, ə, a, e, ʏ, ɪ, i/ vowels. Phonetic samples were analyzed phonetically and statistically. The acoustic parameters, fundamental frequency, and the first formant frequency to the fifth formant frequency were chosen. Data analysis showed that fundamental frequency, fifth formant frequency, third formant frequency, and by a wide margin second formant frequency had the highest capacity to distinguish Luri samples articulated by male speakers who lived in Tehran and Khoramabad. For female speakers, only fundamental frequency and by a wide margin, the fifth formant frequency of Khoramabadi Luri had this capacity. As a result, fundamental frequency and higher formant frequencies had the highest capacity to distinguish the speakers.

This paper attempted to study the vocabulary tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades) based on lexical knowledge taxonomy. The research method of this paper is descriptive-analytic. At first, the vocabulary tasks of Persian writing textbooks were accounted and they were classified according to the taxonomy. The data has been analyzed by using SPSS. Results from the codification of explicit vocabulary tasks showed that the majority of vocabulary tasks in the writing textbooks have been allocated to the writing form aspect but the frequency of other aspects of vocabulary knowledge such as collocation is very low. In addition, allocating 80 percent of explicit vocabulary tasks to receptive tasks in comparison to only 20 percent of productive tasks shows that vocabulary task designing is unbalanced in the textbooks. However, these books have been designed to teach the writing skill which is a productive skill. The results of analytical statistics indicate that there is not a significant difference between different aspects of vocabulary knowledge in the textbooks, but the difference between the two kinds of vocabulary tasks in these books is significant. It is proposed that the vocabulary tasks of the textbooks should be corpus-based. In addition, different aspects of vocabulary knowledge should be realized in different kinds of textbooks’ vocabulary tasks to be exposed repeatedly by the students. Because repetition is an important factor in learning vocabulary. The findings of this study can be useful both to textbook designers and teachers.

The purpose of this research was to study the perception of intermediate PFL learners on the effects of blended learning on their Persian grammar and vocabulary knowledge. The purpose of blended learning, or the use of various experimental materials, is to properly mix traditional and regular educational materials of face-to-face classes with modern technology. The statistical population of the research was all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. 60 intermediate PFL learners studying Persian in different institutes in Tehran participated in this research. They were randomly divided into two groups namely the control group (= 30 learners) and the experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. Furthermore, the analysis of learners’ responses to the questionnaire showed that they all had a positive viewpoint towards blended learning. However, the experimental group had a better and more positive view towards it. The results could be beneficial to researchers, teachers, and linguists.