محمدرضا پهلوان نژاد

Proverbs are rooted in the culture and public opinion of the people. Therefore, it is possible to get to know the culture, thought and customs of some nations to some extent. Therefore, examining the imaginary patterns of Emirati dialect proverbs will lead to a deeper acquaintance with the culture and customs of the people of that region; Because it examines the deeper relationship between language and culture. And it leads us to the point that through the understanding of conceptual schemas and abstract concepts, a relatively better understanding of language and culture and some of their functions can be achieved. The present study tries to use descriptive-analytical method to investigate the schemas in Emirati dialect proverbs extracted from the Emirati Al-Rumsa book, based on the model of Likaf and Evans' image schemas in the framework of cognitive semantics, the abundance of schemas It depicts the existing and frequency of each of these schemes and analyzes them. The results of this research indicate that from the total of 22 proverbs selected from the book "Al-Ramsa Al-Emirati" movement schema with 30%, capacity schema with 22%, power schema with 17%, adaptation schema with 13%, and schema with Continuity and fission have 9 percent each, respectively, with the highest frequency. Also, the studies show that the pronouns "Ali and Fay" have a pre-typical and focal meaning that explain the concept (on-in) respectively And when they are used in different contexts, they undergo development in meaning, in the sense that as a result of the effects of accompanying words, other meanings other than the focal meaning are formed around them

The present study reviewed Herman Cappelen and Ernest Lepore’s theory of Semantic Minimalism. This theory was proposed as a universal semantic theory in linguistics in 2005. In this article, the Semantic Minimalism theory was examined in Persian language and on the data of this language. By examining the criticisms raised by some experts, it can be seen that considering the nature of the theory that follows logical and mathematical languages, it is inefficient and unacceptable in the analysis of meaning in languages that are natural. In this article, the opinions of different experts regarding the Semantic Minimalism theory of Cappelen and Lepore were reviewed. Moreover, this study evaluated the strengths and weaknesses of the viewpoints of experts in this field of study. There are important objections to this theory. Some of the objections context displacement, incompleteness, and unchangeability of truth conditions.

This research investigates, describes and analyzes the linguistic errors of a Persian speaking student with Down syndrome who studies in the third grade of elementary school. The aim of the research is to apply the concepts of Cognitive Linguistics in the analysis of the samples of this student's narrative speech. For this purpose, research data were collected by Nili-pour et al.'s language test (2023) and Speech Therapist assessment by recording the subject's speech. After collecting data, the researcher classified the errors in the form of tables. Investigations and analyzes showed that this person has more problems in micro-syntactic structure than macro-syntactic structure. In fact, this student has acquired what Tomasello (2003) has named to as core schema and syntactic construction. So, the schemas proposed by Lakoff (1987) have not been formed in this student. Also, this student does not use abstract words in his speech, and he don’t use the correct forms verbs and timed relations was also imperfect. It is suggested that in speech therapy training for this student, along with the current teaching methods, methods based on strengthening the schemas proposed by Lakoff should be designed and carried out to improve the macro-syntactic structure.

Locative prepositions are one of the most important and widely used prepositional words of any language, which play an important role in representing human mental concepts in language. Basically, locative prepositions are one of the first prepositions that children produce in the process of learning their first language, and this is one of the most important reasons for the need to examine these letters cognitively. The aim of the present research is to investigate the polysemy of the locative preposition "between" in Persian language. To explain this polysemy, the principles of the school of cognitive linguistics and two theories of Principled Polysemy Tyler and Evans( 2001) and Image Schemas Johnson (1987) have been used. The research data were collected from the second edition of Hamshahri corpus and two dictionaries of Dehkhoda (1998) and Moien (2007). The results of the research show that the semantic network of the preposition "between" has one prototype spatial and four radial meanings. The prototype meaning of this preposition indicates the space between two things, and other meanings are placed radially around it and are expanded from it.

A Study on the Characters of “ Souvashoon ” through the Lens of Simpson ’s Narrative Stylistics and Halliday’s Functional GrammarAbstractThis paper employs Halliday Functional Grammar and Simpson ' s framework to conduct a stylistic analysis of Simin Daneshvar ' s " Souvashoon ". The analysis utilizes Systemic Functional Grammar to examine the novel's ideational and experiential meta function, verbal processes, and Mood. Additionally, Simpson's narrative stylistics is employed to analyze the characters, sociolinguistic codes, textual structure, and intertextuality. Data for this research is collected using library methods. The results indicate a significant correlation between word choice, verbal processes, Mood, and the representation of characters in " Souvashoon ". Based on these findings and evaluations, it is evident that the representation of characters can be discerned through an investigation of sociolinguistic codes, textual structures, and intertextuality.Keywords: Narrative Stylistics, Simpson, Functional Grammar, Halliday, " Souvashoon ", Character s

Critical analysis as one of the discourse analysis approaches that tries to demystify power relationships and hidden ideologies in it by text denaturalization and review of structures and discourse-oriented components of texts. In the present research, dominant discourse analysis approaches and text analysis tools are briefly introduced based on Van Leeuwen pattern (1996); then, analysis of the movie “Souteh-delan”, written and directed by the late Ali Hatami is done with the help of these tools and in theoretical discourse framework of Laclau and Mouffe; religious discourses formation, sex, rationalism and emotionalism are also considered in detail. The present study objectively shows how ideologies and power relations can affect people attitudes and insights and manifest in their relations and social interactions. Other results of this study show that according to the traditional attitude, man believes in right of dominance to the woman by highlighting concepts like overtopping and executor of power.

Study of Teaching Persian to Speakers of Other Languages (TPSOL) textbooks can reveal the relationship between some learning problems of Persian learners and the curriculum. The content of the questions and the exercises of these books are of a particular importance because of the function they have in achieving the goals. In the present study, two teaching series, "Let's learn Farsi" and "Modern teaching of Persian" have been analyzed based on Bloom's Revised Taxonomy (BRT). After extracting the questions and the exercises in the textbooks and codifying the verbs, frequency and percentage of the six levels of Bloom's cognitive domains were calculated using the NXₓ 100/S and then they were diagramed. In this formula, "NX" is the number of the exercises, "100" is the total percentage, and "S" is the total number of exercises. Then the distribution of the questions in these cognitive levels and their conformity with the related levels in the books (elementary, intermediate and advanced) were studied. The results showed that in "Modern Teaching of Persian" the distribution of the questions from elementary to advanced levels has a compatibility with Bloom's cognitive levels. However, in some volumes a revision is a need. In volume 1 and 2 of "Let's learn Persian" a logical and acceptable approach conformable to learning goals was observed. But in volume 3, in many cases, the hierarchy of cognitive domains was not in line with learner's need. At the end some recommendation for editing the textbooks were provided.

The present article focuses on the role of mental cognitive processes in creating novel imaginative characters in stories. To do this we apply the basic concepts of Conceptual Blending Theory (CBT) i. e. Input Spaces and Blending Networks. CBT accounts can provide a methodological tool for cognitive analysis of literal texts. Fauconnier and Turner (2002) provide an overview of how blending affects the course of a human life, and more specifically, how young children are engaged in building complex blends in very early stages of their life. In the present article we determine to show the cognitive bases for creation of "emergent characters" in stories of elementary studentschr('39') textbooks (Farsi Khandari). Our main question is what are novel/emergent characters in stories introduced in each grade and what are the available cognitive tools for the writers of each grade to make theirs characters creatively different from other writers. The result can provide a methodological cognitive framework for cognitive analysis of the process of novel character creation in children literature.
 

With changes in the field of learning a second language, interest in conducting motivational research related to the second and Foreign language has expanded. However, so far, there has not been a complete scientific research on the motivation of learning Persian (as foreign / second language) among non-Iranian students in Persian. In this research, first on the base of model of Dorniey motivational self-systems (2005) and Gardner and Lambert's (1972), Clement (1980), Taguchi (2010), Papi (2009) and Magid (2011) researches on Students' motivation, a questionnaire consisting of 16 components including 91 items was designed for Persian students. The statistical sample of this study was 300 Persian-learners of male and female from Persian language teaching centers in Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin, and Tehran University of Medical Sciences. Validity and reliability of the questionnaire were evaluated using PLS software. the results showed that All of the constructs were of an acceptable reliability. Also, acceptable convergent validity was observed for the questionnaire. The divergent validity of the questionnaire was also confirmed. the relationship between the questionnaires constructs and the significance of the questions related to each structure was considered to be desirable and acceptable, and hence, the model has the proper fit and the power of predictive desirability. The t-test was used as a criterion for evaluating the questions of each construct. And since for all the statistical questions T is more than 1.96, it indicates the desirability of questions.  Extended Abstract: With changes in the field of second language learning, there is a growing interest in motivational research related to second and foreign language classes. Despite the importance of motivation in language learning, no scientific research has been conducted to investigate the factors affecting Persian language learning motivation (as a foreign / second language) among non-Iranian Persian learners. In this study, first on the base of Dornyei's (2005) self-motivational systems model, and Gardner and Lambert's (1972), Clement's (1980), Taguchi's (2010), Papi's (2010), and Magid's (2011) studies aroundMotivation of the learners, a 16-factor questionnaire including 92 items was prepared for the students. The 16 factors or constructs that were assessed in the Persian Learning Motivation Questionnaire are: Criterion measure, Ideal L2 self, Ought-to L2 self, Second language learning experience, Family influence, Instrumentality-promotion, Instrumentality-prevention, Attitudes to L2 community, Cultural interest, Integrativeness, Linguistic self-confidence, Travel orientation, Fear of assimilation, Persian anxiety, Ethnocentrism, Interest in the Persian language. In other words, the main framework of this questionnaire was designed based on Dornyei model (Dörnyei, 2005), which is one of the newest research achievements in second language motivation and has theoretically strong support, and thus provides strong support for the tool designed in the present study. Then, in order to validate the questionnaire, 300 Farsi learners from Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin, Tehran University of Medical Sciences, were asked to answer the designed questionnaire. The sampling method in this study was also randomized.These Farsi students of different nationalities, ranged in age from 50 to 18 years and were studying Persian in the upper intermediate and advanced levels in academic years of 2017-2018. Finally, the validity and reliability of the questionnaire were evaluated using PLS software. In fact, since the Cronbach's alpha criterion is a traditional criterion for determining the reliability of constructs, the PLS method employs a more modern criterion than the Cronbach's alpha, called composite reliability. This criterion was introduced by Wertz et al. And its superiority to Cronbach's alpha is that the reliability of the factors is calculated not by absolute terms but by the correlation of their items with each other. As a result, in the PLS method, both criteria are used to better measure the reliability of questionnaire. If the composite reliability value for each construct is above 0.7, it indicates a good internal consistency for the measured models and a value below 0.6 indicates no reliability. The results of questionnaire constructs indicate that Cronbach's alpha coefficient and reliability values (more than 0.7) for all 16 model constructs. Also, in the present study, factor loadings were investigated with the use of PLS statistical software. The factor loadings of the questions for each of the research variables are more than 0.3, indicating the acceptable reliability of the research constructs. Convergent validity that correlated a construct with its indices was also evaluated and in all 16 constructs this value was in the acceptable range (more than 0.5). The criterion for measuring the divergent validity of the research variables is the use of Fornell and Larcker (1981) method. This criterion is the degree of relationship of a construct with its indices or items, compared to the relation of that construct with other constructs, so that the acceptable divergence validity of a model implies that a construct in the model interacts more with its indices than with other constructs. In the PLS this is done by a matrix. This matrix contains the absolute magnitude of the correlation coefficients between research constructs (bottom triangle coefficients) and the square root of average variance extracted for each construct (over the original diameter). Since the values on the original diameter are larger than the lower values of the matrix triangle, the validity of the model discriminant is confirmed by the Fornell and Larcker method.Also, using the t-statistic of each of the questions attributed to the research variables, the suitability of the questions and overall fit of the structural model were evaluated. If the t-coefficient is less than 1.96, that question should be omitted because that question is weak in explaining its own variable and its presence in the model increases the measurement error of subsequent calculations. In the present questionnaire, the coefficients of t for all questions are more than 1.96, indicating that the questions are desirable and overall fit to the structural model.Finally, we hope that this research will be a guide for future research to examine the relationship between second language learning motivation and other variables related to second language learning. Also, by identifying the Persian motivation of the students and the factors affecting their motivation in the educational centers and Persian language classes, we can plan how the teaching and the use of educational resources can be related to the type of learners’ motivation.

integrative and instrumental motivation as well as Ideal self and Ought-to self on the motivation and success of language learners, the present study has investigated these issues among the learners in Persian language. For this purpose, 20 Korean and Chinese students (10 Chinese and 10 Korean students) were selected from the Persian language teaching center of Ferdowsi University of Mashhad. Thus, the statistical sample of the study consisted of 20 Persian-Chinese students and Korean men and women (8 men and 12 women) who were in the age group of 18 to 30 years and in the academic year 2016-2017. It is also worth mentioning that these Persian students have reached an advanced stage in this center, from the introductory course of Persian language. The Farsi students responded to a 36-item questionnaire based on the Dornyei Motivational Questionnaire (2010). Finally, the data were analyzed using SPSS software. six hypotheses were proposed and we used statistical tests to examine the hypotheses. First, the normality of the research variables was examined and the results showed that these variables have a normal distribution. Therefore, as mentioned, in the next step, we examined the research hypotheses. The results of the study showed that there is a significant difference between Ought-to selves of Korean learners and Chinese or Japanese tutors. However, there is no meaningful difference between Ought-to selves of Japanese and Chinese learners. There was a significant difference between Korean, Chinese and Japanese Ideal selves. In addition, there was no significant difference between the Chinese, Korean, and Japanese learners’ promotional instrumental motivations. While there was a significant difference between preventive instrumental motivation of Japanese learners and Chinese or Korean ones. And there was no significant difference between Chinese and Korean. The results of the research suggest that there is a significant difference between integrative motivation of the Chinese, Korean and Japanese learners. There was no meaningful relationship between integrative motivation of Chinese, Korean and Japanese students and their Ideal selves. There was a significant negative correlation between ought-to self and preventive instrumental motivating of Korean students, while there was no significant relationship between these two variables in Japanese and Chinese students. In addition, a comparison of the meanings of all four motivational factors in these two groups of Persian-learners showed that, in general, in these two groups of Persian-learners, the Preventing Instrumental motivation was with the highest average, and the Ought-to self motivation has the lowest average. Also, the comparison between the motivational factors of Ideal self and Ought-to self indicates that in these two groups of Persian-learners, the Ideal self factor is stronger than Ought-to self. Comparison between the motivational factors of integration and instrumentation also showed that the Preventing motivational factor is stronger than the integrative factor and the integrative factor is stronger than the promotional instrumental factor. Finally, it should be noted that the present study focuses only on Chinese and Korean Persian learners; for this reason, it is suggested that in future studies, Persian learners of other languages be examined. In addition, it is suggested that other motivational factors related to second language learning regarding non-Iranian learners of Persian, be examined separately and compared with each other. In this case, how to teach and use educational resources can be planned according to the type of related motivation.

As a remarkable topic in sociolinguistics, code-switching is a natural phenomenon among many bilingual communities throughout the world. Van Dulm (2007) describes this phenomenon as the use of two or more languages while making an utterance or a sentence. Azeri Turkish-Persian speaking bilinguals are one of these big communities which code-switching is a very common practice among them. The present study investigates code-switching and the goals of its occurrence among some of Azeri Turkish-Persian-speaking bilingual teachers in Urmia city. The study takes into consideration such social variables affecting code-switching as age, gender, education level, teaching experience, topic, and setting. Review of Literature One of the first studies in the United States of America in this regard is Barker (1947) that examined code-switching process among the Mexico-Americans in Tucson, Arizona. In addition to the analysis of the economic relations, social and geographical networks of the citizens of Tucson, the author saught an answer to the question that why bilingual people use different languages in different places or situations. One of the most important investigations on code-switching from social perspective was carried out by Bloom and Gumperz (1972). They believed that social events introduced under the title of participants, setting and topic would limit linguistic variables choice. They added in any given social situation, some forms of language are more appropriate than others. In a study in Ardabil province, northwest Iran, Heidari, Samaei, Latifi and Ruhi (2013), examined some primary school English teachers' views on code-switching process and factors which affect this phenomenon. Results showed that nearly all bilingual teachers agree with using code-switching in the classroom and asserted that repetition and translation have been the most effective factors involved in this process (Heidari et al., 2013). Sadat Giyasian and Rezaie (2014) examined different types of code-witching among Persian-Armenian bilinguals in Tehran. Inter-sentential code-switching was looked through Bloom and Gumperz’ (1972) and intra-sentential code-switching was surveyed through Myers-Scotton model (1993 and 2002). The results showed that, in their daily communications, both situational and metaphorical types of code-switching took place and the intra-sentential code-switching was turned to have a very high amount of frequency. Concerning different types of code-switch, Bloom and Gumperz (1972) believe that in metaphorical switching, speakers use two languages at the same time which occurs through topic switch and the speakers change their codes to achieve specific effects. And finally, examining different purposes of code-switching, Baker and García (1993) mentioned 13 basic types of purposes in making use of code-switching. Záňová (2011) enumerated some purposes of code-switching, i.e. putting emphasis on a particular point, reinforcement of request, clarification of a point-repetition, social distance-solidarity, quotinɡ, communicatinɡ common identity, excludinɡ people from a conversation, includinɡ people in a conversation, chanɡing attitude, arousinɡ attention, addressinɡ oneself, hedɡinɡ, expressinɡ opposition, topic chanɡe, showinɡ respect, no equivalence, introduction of certain topics, and substitution a word in one language. The present study is based on Bloom and Gumperz’ (1972), Gumperz’ (1982) and Baker's (2001) theoretical frameworks.

Studies carried out on code-switching have been mostly conducted among the students' communications and interactions at school or university classes but not among the university or high school teachers. On the other hand, most of the classifications are done to clarify inter-sentential or intra-sentential nature of an existing code-switching phenomenon, but this study is to search the case among the teachers and the use of different type of classification. To carry out the study, relevant data on code-switching, produced by the teachers were collected through direct observation of their linguistic behaviour. The data were recorded and were later transcribed and analysed. To determine the function of social factors on code-switching, a researcher-made questionnaire was completed by 336 male and female Azeri Turkish-Persian-speaking bilingual teachers. Depending on the type of variables, tests as ne sample t-test, Independent t-test, Anova, Kalmogorov –Smiranov, Levene, and Structural equation modelling were used.

Descriptive results showed that 15 factors were involved in teachers’ code-switching occurrence and that the participants used situational, metaphorical, conversational, situational - metaphorical, situational - conversational and metaphorical-conver sational code - switching at school offices, teachers’ council meetings, and in service course sessions, while talking about educational and non-educational topics. The results of quantitative research also showed that there was no significant difference among code-switching according to the social factors mentioned above except for the in-service course sessions setting. In addition, the teachers preferred to switch from Persian to Azeri Turkish language in these settings and not vice versa.

Contrary to Bloom and Gumper'z framework, which had a clear boundary between different types of code-switching, the study showed that the difference between metaphorical and situational code-switching is in fact unclear and is not simple. There may also be more than one purpose for code-switching in a single conversation and overlapping among the goals. On the other hand, it seems that there is a direct relationship between code-switching and the goals. Also, in Urmia, the social factors mentioned above do not have a significant difference in the code-switching of teachers. Perhaps the reason for this is that Urmia is a Turkish-speaking city, and the teachers only need to speak Persian just in the classroom in teaching hours. On the other hand, they tend to keep their mother tongue. The results of this study can be regarded as a guideline for other research projects in bilingual or multilingual regions of the country. The following recommendations can be useful for those interested in conducting research in this field: Other bilingual and multilingual educational regions should be explored in amount of using their code-switching as well; Other descriptive features such as culture, identity, language, accent, etc., and their impact on the amount of the occurrence of code-switching should be investigated as well to determine the kinds of relationship with this generally happen phenomenon.

The current research analyzes the conceptualization of the word "still" as well as extracting its concepts and meanings through the Cognitive Grammar. The corpuses we used include BijanKhan Corpus, Persian weblogs and websites and the personal recordings collected from daily conversations carefully examined to bring about the word's most comprehensive semantic bottlenecks to be analyzed and the conclusion was provided in the forms of concepts and meanings. Hence, for the word "still", the concepts continuation of the previous process in the speech event process (sort of aggregation) and simultaneous differentiation and congregation, and the meanings so far (excluding the present), always and nonstop (no Persian equivalent in one word), the way it was (no Persian equivalent in one word), up to and as soon as were released. Besides, we discovered and coined the novel concept and term of extremity as a new analytical device in CG.

Semiotics is one of the fields that its comprehension is very helpful in the process of producing new structures in the mass media programming; and Public Service Announcement (PSA) is no exception among them. According to farzan sojudi, the so called layer semiotics is the basis for these kinds of researches and here is taken in to account as a discourse analysis approach. The author examines the semiotics of factors and constructive elements of PSA in the radio channel of Health. A channel that in today’s world appears to have a very important tips in health realm. To highlight the subject, the author has used the structure of layer semiotics, but with some detailed conversion in the content and order of layers according to her own radio productions in different formats such as PSA.

The present paper is an attempt to investigate the methods and contents of grammar books which Iranian scholars and universities’ professors have written for the languages of English, German, French, Spanish, Italian and Turkish since 1978 and then to review the phenomenon of wetting grammar books for these languages critically. To do this, we initially searched grammar books’ names in the website of National Library and Archives of I. R. of Iran (www.nlai.ir) and then listed grammar books’ titles. The following items, then were removed from the samples: a) the books which have published before 1978, b) the books which their names aren’t included grammar (Persian: dastūrzabān), self-study book (Persian: khodāmūz), c) the books which are exactly Persian translation of original published books abroad, d) the books which only have compiled and published for undergraduate, graduate and PhD examinations and Language Competence Tests (such as IELTS, IBT, etc.). Removing this data, in general, there were 347 books as the samples of this article. We chose 100 books and then investigated the advantages and disadvantages of their methods and contents. The results showed that these grammar books because of their disadvantages haven’t been as reliable textbooks in Iranian University and Language Teaching Institutes. These books’ authors usually have been considered publishing market’s needs rather than needs of language learners.

The purpose in writing this article is to Cognitively survey the meanings and concepts of the word DIGAR in the Persian language. In order to reach the result, in this research, in the framework of Cognitive Linguistics, we have made use of the concepts and topics of Langacker’s Cognitive Grammar and Fauconnier’s Mental Spaces Semantics to provide a facet for the conceptualization in the word DIGAR. The studied data have been some excerpts from real contexts. In the history of the research, having shown the weak points of the traditional analyses, the meanings and concepts extracted out of the Cognitive approach for DIGAR have been provided. For DIGAR the concepts of separation or differentiation (non-identicality); identicality in (a) characteristic(s) despite differences in other characteristics, aggregation (congregation), simultaneous differentiation and congregation have been extracted.

The present research seeks the notion of the effectiveness of conceptual mapping instruction in reading comprehension skill comparing to the traditional instructions (e.g. teaching reading skills without using conceptual maps). Moreover, the various ways of using these conceptual maps are compared; there is a comparison between teacher-made conceptual maps and students-made conceptual maps individually or in the groups. By considering the issue, 126 Persian language learners were studied. These learners were learning Persian in International Imam Khomeini University (IKIU) and Tehran University of Medical Sciences. They were chosen after a pretest and they were categorized in four experimental groups (student activities were considered individually, or in groups, and the teacher made maps, and the students made maps were regarded), and two control groups (students in groups or individually). The experimental and the control groups were taught during 10 sessions. It is necessary to mention that those students learned the same materials during those sessions. But the teacher applied conceptual maps for experimental groups, while she used traditional instructions for control groups. Then, the learner's reading comprehension skills were evaluated by a post-test. The post-test was held to measure the effectiveness of conceptual mapping in improving reading skills. And the results were compared by using descriptive statistical methods and appropriate statistical tests (Levin, ANOVA and Scheffe post hoc test). The results of data analysis showed that there is a significant difference between the mean performance of the experimental group and the control groups. So it can be concluded that teaching based on conceptual mapping has a noteworthy role and impact on improving reading skills

The main purpose of this study was to investigate the relationship between cultural capital of senior high school English teachers with their self-efficacy. To this end, senior high school teachers of seven districts in Mashhad (607) were selected as the study population, out of whom 242 were chosen through a simple random sampling as the sample population using Morgan sample size table. Applied research and survey method was used in this research. Self-efficacy and cultural capital questionnaires were used for data collection procedure. SPSS and Amos software version 23 were used for statistical analysis. Structural equation modeling was used to analyze the data. The result showed that there was a significant and positive relationship between cultural capital of senior high school English teachers with their self-efficacy in Mashhad. In other words, teachers with higher cultural capital are more efficient. As a result, they achieve more success in teaching English to students.

To have a better understanding of Jihad lecture in Nahj- Al – Balagheh, this study has investigated it from a linguistic point of view based on the interpersonal metafuction of Halliday’s Systemic Functional Grammar. All 100 clauses of the mentioned lecture have been first analyzed so that the mood structure was known from the residue. According to the specific definition of subject in this theory, the study showed that the validity of most of clauses in this lecture refer to the lecturer – Imam Ali. In some cases “Allah” is the subject and in some others the addressed society – The people of Koofa – carry the responsibility of the validity of messages in clauses by being taken as the subject. The study of the finite’s corresponding concepts (tense, polarity and modality) showed that there are both differences and similarities between English and Arabic with this respect. In this Arabic lecture, mood elements like æn(Çä), ğæd(ÞÏ), læ(áÜ) or combinations of these, are used to indicate certainty. Most clauses have a positive polarity but the mood element indicating the negative polarity as la(áÇ), læm(áã), læmma(áãÇ) and ma(ãÇ), were used in 13 cases. The investigating of modality as the central concept of mood structure showed a kind of certainty in the messages of this lecture transferred from a knowledgeable source - Imam Ali - , to an unknowledgeable addressee – the people of kofa-, by giving information through statements in which the speaker carries the commitment of the messages’ validity. Some other structures of modality like question, command and offer were also seen in this text. There were also some specific structures to show exclamation, warning, praying and damning, which played an important role in the meaning of the clause. Two possible evaluation types were also clear in some parts of this lecture, for example going to Jihad as been significantly good versus leaving it as being really bad.

This article intends to test the efficiency of the model of style analysis in the study of literary dialog within the framework of case studies. To this end, after the preliminary presentation of the topic of research and a brief review of the historical trend of the theory of style in the tradition of functionalist linguistics, this article has briefly introduced the systemic functional linguistic model of language presented by renowned linguist, Michael Halliday, and ultimately the said model has been practically used in the analysis of change of style in the book titled:” The School Principal” authored by Jalal Al-e-Ahmad. Findings show that Al-e-Ahmad, throughout this novel, in line with change of situations, and change of participants in verbal accounts, and in accordance with the type of relationship of the characters’ roles with each other, changes the style and context, while blending the linguistic and paralinguistic elements of the three factors of style, namely the scope, the manner, and the terms of dialog, to fulfill the three factors of the semantic layer of language.

At recent years, there have been several researches on phonological, morphological and syntactic structure of Persian dialects but anthropological aspects of these dialects have not been received enough attention. The goal of this research is to investigate Kinship terms in Kermani, Kuhbanani, Bardsiri, Bafti, Jirofti, Kahnuji, Fariyabi and Ghaleganji varieties of Kerman province. According to Murdak, Kinship Terms are divided into three categories: mode of use, linguistic structure and range of application. In this paper, Kinship Terms are investigated according to mode of use. In general, 45 Kinship Terms of these varieties are collected which can be divided into three categories. Contrastive investigations of these data show that Kinship Terms of south kerman varieties are more different than standard Persian in comparison with north kerman. Findings of the research show that Gender And bifurcation Criteria of Murdak mode of use pattern are ignored in some Kinship Terms of south kerman varieties but all of the Criteria of Murdak mode of use pattern are regarded in Kinship Terms of north kerman varieties.

Based on the general issues in cognitive linguistics regarding the role of different linguistic processes in meaning construction in a narrative text, introducing a new methodological analysis of meaning construction process in the emergent story of a text needs a methodological model. Hence, the general purpose of this article is to introduce and apply a cognitive analytical model for investigating the meaning construction processes in narrative texts. In this line, Facuconnier Mental Space Theory (MST) (2008) and Dancyiger Methodology (2008, 2010) introduced powerful arguments about the meaning construction in discourse. Cognitive analysis of mental spaces is very helpful in determining writer`s/ reader's mind while producing/reading text. The present article accounts meaning construction in a Persian narrative text by exemplifying, as an example of five other texts which have been analyzed by the researchers in the main project. The aim is to test the application of MST principles in cognitive analysis of long narrative text along with introducing MST as a new methodological tool for cognitive narratology.
As a qualitative research, this article uses descriptive-analytical method, i. e. after describing the “narrative mental space” representation in the story. Besides, the application of the fundamental theoretical research concepts in creating coherence and dynamism in the emergent story would be analyzed and discussed.
The data analysis has been divided into two stage based on the research Fistly, recognizing and representing narrative mental spaces, and secondly representing the blending of these spaces in the emergent story.
The present article, as a part of an extended project in the application of MST in narrative text analysis, attempts to answer the fundamental question in cognitive linguistics that how different language processes can play a role in the creation of an emergent story in a narrative text. The analyses practically shows mental spaces make the writer or reader able to create and understand the coherence and dynamism of the story. The findings clear the narrative counterpartsof fundamentalmental space concepts as elements, counterpartelements, propagator element, identity relation, reference chain, discourse management, and bidirectional projection. Narrative counterparts of these concepts can be participants, compression, and viewpoint management in a narrative text.
Narrative mental space representation and NMSB model show many complexities in the texts that cannot be seen or notified by the reader in the first reading.
Analyses also show that some mental technical concepts can have narrative equivalences as direct/indirect speech and feeling/belief citations which make the blended emergent story. By NMSB model we represent the topology of the story. The analyzed diagrams show how the emergent story will reach coherence and dynamism as a whole.
Thus, the findings can show the practical role of mental space concepts in analyzing the meaning construction process in narrative texts and as well as introducing Dancyiger methodology as a new methodological tool for narratology.
As the literature presents, the practical side of mental space theory has always been neglected by Persian researchers. So the present article seems to be somewhat, can fill this gap filling.

The spreading activation models of mental lexicon's structure have presented the lexicon in multiple layers (semantic- syntactic- phonological). Each layer is a network of nodes which are associated by links. The nature of these links is different from layer to layer. The literature for English speakers has shown that in the phonological layer, phonological forms of words have been linked based on phonological similarities and rhyme. In the present study, we have investigated the nature of the links in phonological layer in the Farsi speaker's mental lexicon based on a phonological priming experiment. 30 participants have taken part in the experiment. The result has shown that the phonological layer in Farsi speaker's mental lexicon is rhyme-oriented and phonological similarities has a less active role in making the links between the phonological forms of words.

Historically, scholars of language teaching have got the advantage of linguistic theories and used their findings to get a better teaching outcome. However as many experts believe, English teaching in Iran has not been successful mostly because of the lack in scientific basis. Many studies have been conducted based on Halliday's systemic functional grammar since it emerged to apply its benefit in language teaching. This research has tried to have a textual analysis on Iranian high school English text books based on the mentioned theory to specify the kind and the frequency of themes in the text reading of these four books. After the analysis of 1303 clauses, the results showed that there is not a definite pattern in organizing the texts based on the kind or the frequency of the clauses and in opposition to our expectations, the frequency of marked themes, which can result in a higher difficulty level of a text, has not increased from lower levels to higher ones. Marked themes are even more frequent in grade one.

This study investigated the transitivity structure of the 27th lecture of Nahj-Albalagheh based on the experiential metafunction of the functional theory. All clauses were first analyzed to determine the kind of each process، and role and number of its participants. Material processes had the highest frequency-43 cases. Relational processes with 24، mental 15، verbal 12، existential 3 and behavioral 2 cases were in the next ranks. More than 30% of the processes were elliptical; e. g.، 20 out of 24 relational processes were in the form of the elliptical verb of kᴧnæ) (which could be understood from the text. The investigation showed that the subject of each part influences the kind and frequency of its processes، where specific participants were involved. Out of the14 processes in the first section، 6 were material،4 relational،3 mental and 1 behavioral one،while “Jihad” and “Allah” were the basic participants. In the second section، the order of processes was like this: 31 material، 12 relational، 10 verbal، 4 mental and 1 behavioral one. “Imam Ali”، “the people of Koofa” and “Moaviah soldiers” were the central participants. The final section where the two basic participants، “Imam Ali” and “Koofa people” contradict، was composed of 27 processes -8 relational،8 mental، 6 material، 3 existential، and 2 verbal ones. Finally، the three question associated to the concept of transitivity (Type of processes، participant number، and role) were answered based of the text of Jihad lecture.

Language learning is generally associated with four language skills: listening، speaking، reading and writing. Each of these skills has a special role in learning a language but the improvement of these skills requires some factors such as proper materials،appropriate methods and teaching strategies. Materials should be prepared with special orientation and specific features. Teachers should be familiar with language teaching principles and s/he should use these new and useful methods and language teaching principles. The aim of this research was to investigate the application of short story as a teaching style in second language teaching. To achieve this purpose، some Homophone­-homograph were taught to foreign learners who are learning Persian language. Fourteen learners were divided up into two groups; a control group and an experimental one in which learners were taught by applying short stories or without them. In order to investigate the results and analyze the data، a t-test was conducted. Since the mean of t-test was lower than 0. 05 (sig=0. 00)، it could be said that the experimental group gained a higher score than the control one. The results of the present study indicated a significant difference between the control group and the experimental one. Furthermore، applying short stories is an appropriate teaching style which made learning easy and engaging.