زهرا باباسالاری

In the present study, the linguistic atlas of Bushehr province is discussed, as the first linguistic atlas of the provinces in Iran. It is a collection of maps compiled to show the linguistic restrictions on a geographic area. The data collected for this study is based on the questionnaire of national linguistic atlas of Iran (105 words and 36 sentences) by Parmoon (1385); and interviews with speakers from 500 villages in the province. Then the interviews are transcribed into international phonetic alphabetic form (I.P.A). It is tried to show the aords with the least and the most dialectal diversities in the dialects of this province. It is also possible to see dialectal diversities of each word and sentence, in question, on the maps of this province in graphical forms and in different colors. Finally, the dialectal diversities of this province are analyzed and then explained linguistically.

This study deals with the semantic nature of the motor actions of Mazandaran language by emphasizing the dominant pattern for distributing information related to the way and movement, how to represent multiple information of the path and multiple information of the method. Since almost all researches on the semantics of motor actions of Iranian languages and dialects have been done about Persian language based on the cognitive approach and patterns of Talmudic lexicography (1985 and 2000b), the present study can It should be a step towards filling this gap in the field of other Iranian languages and dialects and a starting point in this regard. The approach of this study to the motor verbs of Mazandaran language, especially non-simple verbs in line with the view of Azkia et al. (2015) about simple motor verbs in Persian language has been formed within the framework of lexical patterns. In the present study, simple and uncomplicated lexical verbs are placed in a group as opposed to functional simple verbs. The 140 body verbs of this study include 39 simple verbs, 57 simple verbal verbs and 44 simple functional verbs. The main question of this research is what is the dominant pattern for distributing information about the method, path and movement in Mazandaran language? As a result of this research, it can be pointed out that in the Mazandaran language, it is not possible to determine a dominant pattern for the distribution of information related to method, route and movement. Motor verbs translate this information almost equally. According to this study, out of 140 motor verbs in Mazandaran, 96 verbs (68.57% of the total verbs) have been lexical and 44 verbs (31.43% of the total verbs) are functional.

The purpose of this research is cognitive study of patterns and the dominant one for distributing information about the manner, path, and motion in Mazandarani language. Through interviews and conversations with 15 native speakers over 50 years old. The data were collected and recorded. In order to conduct interviews, efforts were made to focus on situations and contexts in which the possibility of a motion event occurring was high. The recorded speech data were then represented in writing. In analyzing the meaning of verbs, the focus was only on the explicit and physical meaning, and the metaphorical and implicit meanings were avoided. Then, based on Talamy criteria (2000b), data were analyzed. The results show that there are six patterns of lexicography in Mazandarani language. The other one is mentioned as it is not possible to determine the dominant pattern for the distribution of information about manner and path in the Mazandarani language since, in this language, motor verbs render this information into words to the same extent.

The purpose of this study is to investigate the relationship between language and image in the advertisements of Persian language magazines in the framework of Unsworth’s (2006) model. In this qualitative-based research, the library method is used. The authors used Unsworth’s (2006) theory to analyze the data and used 100 advertisements in Persian-language magazines to do so. The data were randomly selected from advertisements published Persian magazines such as Green Family (Khanevade Sabz), Family (Khanevade), Days of Life (Rouzhaye Zendegi), Photo (Aks), Farm (Mazrae), Film, Spike (Sonbole) and Second (Saniye) in 2019. The data were then analyzed based on Unsworth’s (2006) model to investigate the relationship between image language in the meaning structure. The findings showed that the relationship of expansion has many applications and from the sub-categories of expansion current relations and complementarity are more than the relationship of expansion in these advertisements. This study also showed that the use of language-image relations according to Unsworth’s model of the meaning of thinking on advertising and taking into account the interests of individuals and the growing progress of society, is very suitable to motivate audiences and this model can be used to analyze magazines.

One of the main concepts in cognitive linguistics is that each unit of language has a semantic network. In this approach, morpheme, categories, and syntactic constructs all have a symbolic unit. In this sense, enclitics also have their own meanings that add meaning to the base of the host. As a result, the derivative is formed. An extension like the lexical categories provides a category that classifies all its meanings around a central meaning. /-ku/ is one of the most widely used enclitics in the Tangestan dialect which is connected to different bases with the category of nouns, adjectives, and infinities. The present article, in the context of cognitive semantics, explores the various concepts of the "-ku:" as an enclitic. The main objectives of this research are to show that the various meanings of the "-ku:" suffixes are not randomized and present its semantic network. The findings of this study revealed that the "-ku:" enclitic has a coherent network in which the various meanings of this enclitic extend around a prototypical meaning (i.e., definite meaning) in the form of a radial structure.

The present article is going to make a survey on methonemy in Bahar’s Poems based on Littlemore’s (6413) point of view. From this cognitive model, 12 functions are mentioned for metonymy: 1. Referential; 2. Highlighting and construal; 3. Illocutionary functions of metonymy; 4. Relationship; 5. Anaphoric reference, cohesion and coherence; 6. Exophoric reference building and the establishment of discourse communities; 7. euphemism; 8. Hyperbole; 9. irony; 10. Vagueness; 11. Evaluation, ideology, and positioning; & 12.Creativity

This study has been done based on critical_discreptive method. In this study, all methonymy’s functions are surveyed in Bahar’s Poems and then calculated, in order to identify which conceptual methonomy with how much frequency has been used.

The result showed that the poet has been used all 12 metonymies in his poems with different percentage.

We found three most used roles “referential functions, highlighting and construal, illocutionary functions” and the least used one with the least frequency “relationship-building and the establishment of discourse communities”. The other finding showed that these methonymies are used for transferring poet’s messages like patriotic value and religious ideas, for different group of addressees.

Understanding of meaning not only requires the analysis of language in text, but also other semiotic resources, such as images. This study attempts to employ a multimodal analysis of educational books to ascertain the extent to which visual and verbal components create meaning. The theoretical basis of this study was social semiotic theory by Kress and Van Leuween which investigate images and their related texts in 3 metafunctions including representational, interactional and compositional. This study investigates central concerns of the use of text and visuals within the Language learning textbooks taught at University by SaffarMoghaddam. To do this, the Language learning textbooks were evaluated and analyzed. The results of the research findings indicate that narrative images were very low frequency but the conceptual type was very high frequency and did not depict actions and events. In the sense of interpersonal meaning, most of the participants had more imagery and less interaction among the participants. At the contextual level, most participants were presented with long-shut images. Due to the color of all images, the image was of a natural kind and of a high degree of realism. The illustrations in this book aim to present and understand the dominant patterns of Iranian national religious culture to its non-Persian speaking audience. Therefore, it can be concluded that these images reflect a fairly realistic picture of Persian-speaking life. The results of this study can help to increase the knowledge and awareness of textbook authors in using images in the learning process of learners. Extended Abstract: In most educational systems, textbooks are the most common tool in educating learners. The majority of textbooks add visual images with the aim of helping students have a thorough understanding of topics and contents of lessons. These visual images such as pictures, photos and paints, etc. are adopted to transmit the information of different matters. Multimodality is one of characteristics embedded in these discourses. In language teaching, the teacher also needs to use visual aids. Visual aids motivate learners, make them interested in learning, and make learning easier. Persian language textbooks for non-Persian speakers are very versatile today. Nowadays researches show that using visual (also images) and written texts together help learners more. But how are images of such books represented? There is a wide range of approaches to this matter among the existing studies on textbooks. These books have both verbal and visual layers. The understanding of meaning not only requires the analysis of language in text, but also the study of other semiotic resources, such as images, gestures or sounds. This study was an attempt to employ a multimodal analysis of educational books to ascertain the extent to which visual and verbal components create meaning. The theoretical basis of this study was social semiotic theory proposed by Kress and van Leeuwen (1996/2006)) and Halliday’s (1976/2004) systemic functional theory which investigate images and their related texts in three meta-functions including representational, interactional (interpersonal), and compositional. The present study investigates the central concerns of the use of text and visuals within the Language learning textbooks taught at University which have been prescribed by Ahmad Saffar Moghaddam. To do this, the Language learning textbooks were evaluated and analyzed. The main objective is to “identify the visual strategies used by writers and illustrators, to convey a representation of reality, to create interaction with readers and to form coherent wholes of communication. The results of the research findings indicate that in the analysis of the three representational, interactive and textual meta-functions of the investigated images, narrative images have very low frequency but the conceptual type has very high frequency and does not depict actions and events. In the sense of interpersonal meaning, most of the participants have more imagery and less interaction among the participants. At the contextual level, most participants are presented with long-shut images, and their location in the image indicates a participant's prominence. Due to the color of all images, the image is of a natural kind and of a high degree of realism. The illustrations in this book aim to present and understand the dominant patterns of Iranian national religious culture to its non-Persian speaking audience. Images often depict non-Iranian students and are gender-represented equally. Out of a total of 64 analyzed images, about 8 images are the main subject of the human, 8 images are the main subject of those objects (Iranian miniature calligraphy and painting) and other images (about 48 images) are dedicated to historical and religious sites, but no images are related to the subject. Animals have not paid. One of the important and valuable points in representing these images is the strong presence of students in the images. In all of these images, male and female students and professors are interacting with each other. Another important point in the representation of these images is the emphasis and use of religious and national tools, signs, and symbols. The use of images of the shrine of Imam Reza, Hazrat Abdolazim and Imamzadeh Saleh and the mosques of GoharShad and Sheikh Lotfollah are considered as symbols of the religion of Islam. The depiction of Persepolis, the tomb of Ferdowsi, Sa´di, Attar, Khayyam, Ibn Sina and Ferdowsi are all symbols of the national history. The simultaneous emphasis and use of these national and religious symbols together induces and strengthens the national-religious sense in the audience. In introducing the cities of Iran, the squares, the bazaar and the University of Tehran are depicted. Therefore, it can be concluded that these images reflect a fairly realistic picture of Persian-speaking life. The results of this study and the other studies (like this) can help to increase the knowledge and awareness of textbook authors in using images in the learning process of learners. The study is intended to serve as a framework for assisting authors, teachers and other professionals involved in writing and teaching textbooks that are “appropriate for students specially students of Persian language”. Findings of the study pedagogically call for using appropriate pictures of real people and real environment which provide sufficient input for language learners.

Today, in addition to the verbal text, the visual aspects of language teaching scripts, which are designed in a multi-modal way, are emphasized, because the two aspects are believed to be consistent. In this research, we analyzed a multi-modal book of Persian language compiled by Ahmad Saffar Moghaddam (2012), which has two visual and textual layers, and how the meaning is created through textual and visual components. This paper intends to examine eight images of Persian textbook collection based on Marsh and White (2003) descriptive and content analysis method. They created a taxonomy of image functions in text and based their function types on earlier studies. The findings of the research show that in the textbook studied, about 25% of the images were little relation to the text, 50% had a close relation to the text and 25% of the images express more information than the text express. After evaluating the images of these lessons in terms of the relation between text and image, it can be concluded that in the textbook studied, in general, images are consistent with the verbal text. In this regard, it is suggested that the authors of educational textbooks speed up the language learning process by choosing the image appropriate to the educational purpose of the texts, so that the educational goals of the image can be achieved.
There is a wide range of approaches to picture books among the existing studies on textbooks . In most of these studies, the visual aspects have been considered as secondary, and their relationship to the verbal text has been practically ignored. In the past 25 years, however, a number of critics have analyzed how these two forms of communication, the verbal and the visual, work together to create meaning in picture books (Nikolajeva and Scott, 2006). They all seem to agree that the possible relationships between verbal and visual components range from those in which images simply illustrate or translate what is related in the words, to more complex and sophisticated forms of interaction. The more intricate interplay occurs when verbal and non-verbal elements are not mutually reproductive or when they tell different or contradicting sentences. Thus, the understanding of meaning not only requires the analysis of language in text, but also the study of other semiotic resources, such as images, gestures,.... The present study investigates the central concerns of the use of text and visuals within the Language learning textbooks taught at University which have been prescribed by Ahmad Saffar Moghaddam. To do this, the Language learning textbooks  were evaluated and analyzed. In this research, we analyze the multi-modal book of Persian language compiled by Ahmad Saffar Moghaddam, which has two visual and textual layers, and how the meaning is created through textual and visual components. The image is one of the key elements of educational books that many theorists, including Marsh and White, have been focusing on. The conceptual framework follows Marsh and White’s approach.The main objective is to “identify the verbal and visual strategies used by writers and illustrators, to convey a representation of reality, to create interaction with readers and to form coherent wholes of communication. This paper establishes a taxonomy of image‐text relationships that reflects the ways that images and text interact. It is applicable to all subject areas and document types. The paper intends to examine eight images of Persian textbook collection based on Marsh and White (2003) descriptive and content analysis method. By defining the relationships between image and text, this theory provides the effectiveness of educational books in coordinating the image with text in order to facilitate the learning process.They created a taxonomy of image functions in text and based their function types on earlier studies.The taxonomy was developed to answer the research question: how does an illustration relate to the text with which it is associated, or, what are the functions of illustration? The 3 general image functions from the first level represent 3 types of strength of relation between image and text. The first group (A) contains functions of images that express little relation to the text. The second group (B) contains functions of images expressing a close relation to the text. The last group (C) contains functions of images where the image expresses more information than the text expresses. The findings of the research show that in the textbooks studied, about 25% of the images were little relation to the text, 50% had a close relation to the text and 25% of the images express more information than the text express. After evaluating the images of these lessons in terms of the relation between text and image, it can be concluded that in the the textbook studied, in general, images are consistent with the verbal text. In this regard, it is suggested that the authors of educational books, by choosing a picture tailored to the purpose of teaching the texts, will accelerate the process of language learning to realize the educational goals of the picture.The analysis reveals how the verbal and visual modalities contribute to each other’s meaning and makes the potential of combining verbal and non-verbal language in picture textbooks. The study is intended to serve as a framework for assisting authors, teachers and other professionals involved in writing and teaching textbooks that are “appropriate for students specially students of Persian language. ” Findings of the study pedagogically call for using appropriate pictures of real people and real environment which provide sufficient input for language learners.  All in all, this study encourages students and teachers to be critical thinkers, and helps them to figure out hidden or functional parts of images and their related texts.

This paper is the result of a research with the aim of studying function metaphors in Farsi elementary school textbooks based on cognitive linguistics. The method of this research has been descriptive and qualitative content analysis. The importance of this study was due to the fact that metaphor is considered as one of the abstract concepts of thought and language. Language, as an important tool, can help child's intellectual development more than anything else; so scientific and reasonable method should be provided to teach it. In this study in order to achieve this goal, one of the latest views on the metaphor in cognitive linguistics framework was introduced. This study is geared toward studying the functional metaphors in all six grades Farsi textbooks at the elementary school level. The result showed that all functional metaphors (ontological, structural and orientational) are used in Farsi textbooks of the 2nd to 6th grades and in the 1st grade, only the ontological metaphor is used. Moreover, the ontological metaphor with the 97.4% frequency has the greatest use among the other kinds of functional metaphors. The great use of container metaphor (%51.3) among the other kinds of ontological metaphors (personification, object and substance) is another result of this study. The findings of this study could motivate the use of ontological metaphor in the early stages of education when the students have little information about concepts. Then, little by little, with increase in their cognitive development, the usage of this metaphor would be decreased. Moreover, because “personification” is considered as a tenant of child thought, suitable usage of it, especially in the younger age group, helps students to understand intangible, immaterial, vague and abstract concepts more easily.

The present research aims to examine the image schemata in elementary school Persian textbooks within the framework of cognitive linguistics. Image schemata are of the basic arguments in fields such as philosophy, psychology and linguistics. From the perspective of cognitive linguistics, the importance of image schemata as a part of language and thought is that rudimentary embodied concepts of this kind provide the conceptual building blocks for more complex concepts. This makes their study inevitable in fields such as education in general and educational materials in particular which are incorporated in language and thought The analysis is geared towards determining the basic image schemata -containment, path and force- by Johnson (1987) in elementary school Persian textbooks as one of the important materials. The method of this study is qualitative, quantitative and descriptive. The results show that despite the significant difference (p