محسن شجاعی

Introduction:

In the paper collocations are introduced and their significance in teaching foreign languages is discussed. During the last decades there has been a growing attention to word combination and its significance in teaching foreign languages. Word combinations, of course, include free word combinations, fixed word combinations and even idioms. But collocations are different from all other forms of word combinations. In spite of this fact collocations are mostly ignored in the text books of Russian language in Iran.Background of the StudyIn Russia word combinations in Russian language were in the center of attention from 19th century. But the first famous linguist who determined so called “complex word combinations” was Filip Fortunatov. He used this term to differ this kind of word combinations from complex words. But the word “collocations” for the first time was introduced in A Dictionary of Linguistic terms by O. Akhmanova in 1966. Then collocations were fully discussed in a small, but comprehensive book by E. Borisova in 1995. From then Borisova’s book has been the main source in all discussions about colocations. In Iran M. Bateni was the first linguist who tried to describe the meaning and function of collocations in Persian language. After several decades also by him the first dictionary of English and Persian colocations was written. In their article Valipour and Rahbari discussed the verbal Russian colocations. They demonstrated that in Iran not much effort has been made to study collocations in order to use them in teaching Russian language.

Methodology:

In this corpus-based study the syntactic and lexical-semantic patterns were used to determine syntactic structures used in Russian attributive and genitive collocations and in their Persian equivalents. The research carried on by using a corpus containing approximately 400 Russian collocations, which have either attributive (Adj. + N.) or genitive (N. + N.) structures. Some famous and common classifications of collocations are analyzed. As the result of the analysis the classification, in which collocations are classified from the syntactic point of view into two groups a) verbal collocations and b) nominal (attributive and genitive) collocations, is proposed as the more proper one in teaching foreign languages. The main question of the research is that how much synonymous Persian and Russian collocations coincide and in which degree it is necessary to include collocations into the programs of teaching Russian to Iranian students. The structural (syntactic) and lexical-semantic features of collocations are discussed and it is demonstrated that from both structure and lexical-semantic points of view which correlation is there between Russian and Persian collocations. The obtained correlation shows that while attributive collocations dominate in Russian collocations, but their Persian equivalents mainly have genitive structure. On the other hand, lexical-semantic analysis proved that there is a little concordance between Russian and Persian collocations. The amount of non-concord pairs of Russian and Persian collocations was highly more than concord ones.

Conclusion:

The practical conclusion of the article is showing necessity of including the collocations as a separate subject in Russian language curriculum. The authors also proposed that the subject should lead to develop 3 following skills among students: 1) the skill of recognizing collocations (fixed word combinations); 2) the skill of recognizing the agreement (concordance) or disagreement (non-concordance) of Russian collocations with their Persian equivalents: 3) the skill of changing the structure of colocations (from genitive to attributive, while translating from Persian into Russian and from attributive to genitive, while translating from Russian into Persian), where this is necessary.

Manufacturing polymer concrete (PC) with suitable performance against cracking is an important issue for using these composite materials in practical applications. Fracture toughness and fracture energy of such randomly distributed aggregates inside the matrix of polymeric resin is affected by the mix design and percentages of PC ingredients. In this research, the optimum composition of epoxy base PC mixture made of four ingredients (epoxy resin, fine and coarse silica aggregate) was obtained using a L8 Taguchi design of experiment method. Some fracture toughness tests under mode I were conducted on Single edge notched bending specimen according to design of experiment suggested by Taguchi method. The initial range for each PC ingredient was selected as: 25-31% fine aggregate, 21-23% epoxy resin, and 46-54% coarse aggregate, and it was found that the mixture containing maximum resin (23%), maximum fine filler, minimum percentages of fiber and coarse aggregate can provide the highest fracture energy and fracture toughness values.

The current research was conducted with the aim of designing a model of cultural citizenship based on cultural rights in a smart city. This research is of a qualitative type and is developmental-applicative in terms of its purpose, and in terms of its nature and form of implementation, it was done in a descriptive-survey manner. The statistical population of the research includes all professors and faculty members of public and open universities and elites in the field of urban management, information and communication technology in Tehran province, and sampling was done using the snowball method, and finally theoretical saturation occurred with 19 interviews. The data collection tool included a semi-structured interview, and coding and foundational data theory methods were used to analyze the specialized interviews. Based on the findings, the model of factors affecting cultural citizenship based on cultural rights in the smart city was designed. The results indicate that this model has 6 main dimensions, including causal conditions (lack of urban development, cultural stagnation and cultural diversity, socio-political problems, etc.), interveners (media and networks, infrastructure, beliefs, etc.). .), background conditions (management factors, environmental factors, legal and legal factors, etc.), central category (unity and participation, urban development, fulfillment of cultural citizenship duties, etc.), strategies (public education of citizenship duties, creating database and information, management of communication and implementation of cultural rights, etc.) and consequences (obvious macro consequences, individual consequences and socio-political consequences, etc.) have been determined. Finally, practical suggestions were presented based on the research results.

Iranians have always viewed Russian Iranology as a source of some seriously questionable issues regarding all aspects of Iranian history and culture. However, after the disintegration of the former Soviet Union and the recent advancements in the field of Iranology, Russian Iranologists were expected to reconsider their previous theories and judgments. On the other hand, given their access to a number of rare archives and documents which were previously inaccessible to other researchers, the interested Iranian society also expects them to conduct some fundamental studies based on such documents. In this paper, through referring to some examples of these archives and documents, the author propounds the existing expectations and discusses them in detail.