فهرست مطالب نازنین امیرارجمندی

The present research investigates the productivity of nounmaker derivational suffixes in Persian language based on the theoretical framework of Plag (2003). For this purpose, the authors have extracted 3907 derivative nouns from a corpus taken from Persian language database (PLDB). The method of the present research is descriptive-analytic and data collecting is based on library studies. After the study of collected data of research, the authors have concluded that the quantitative method for measuring the productivity of word formation processes introduced by Plag (2003) is to count the outputs of a word formation process. Also, different methods of measuring the productivity rate of noun maker derivational suffixes offer different results. Analysis of the extracted data from the research corpus shows that among the noun maker derivational suffixes in Persian, (/-i/) has the highest productivity and these suffixes (/-ān/, /-ine/, /-iƷe/, /-un/, /-?orænʤǝn/, /-rænʤǝn/, /-ʃǝn/, /-gāle/) have the lowest productivity.

Autism Spectrum Disorder children have problems with social interaction, and in producing and comprehending language structures. The purpose of this study was to investigate the effect of telling social stories on the use of syntactic features of speech in children with autism.This was an Interventional, quasi-experimental single group study with a pretest-posttest design. The study subjects were selected by convenience sampling method which included 10 Persian-speaking (girls and boys) aged 7 to 15 years old with autism spectrum disorder (level 1: requiring support) from all autism population in Qazvin Autism Center (Sina), in 2019. The data was gathered through the book series of exceptional children's illustrated stories and pictorial flash cards which included syntactic components. It’s notable that in this level and before presenting social stories, descriptive speech (pictorial description) and spontaneous speech (that is used in everyday conversations) were taken from each autistic children in form of 50 language samples based on (Brown,1973) and considering to (Tek& Naigles, 2014) for a total of 1 hour, according to their syntactic features. Social stories were designed and written based on Gray (1993). The children received an interventional program (telling social stories) in 10 individual sessions 30 to 45 minutes. This study was done during 3 months. Syntactic problems in these children’s speech were analyzed after their spontaneous and pictorial speech was recorded. Wilcoxon signed-rank test was used to analyze the data using SPSS, version 22. The results of analysis of Wilcoxon showed that telling social stories improved some syntactic features of children with autism (p˂0.05).Based on the present study findings, telling social stories improved some syntactic skills in the use of copula, compounds, intransitive verbs, transitive verbs, auxiliary verbs, the negative and simple present, continuous present and simple past.

The present research aims to investigate the place of noun in Persian language based on cognitive approach under framework of Lanckager’s cognitive grammar (2008). To achieve this goal, authors have selected 150 Persian simple nouns from Sokhan Dictionary (1382) accidentally. The method of the present research is descriptive-analytic and data collecting is based on library studies.  After the study of collected data of research, authors concluded that in Persian language, the discussion on being countable or non-countable of noun doesn’t make much sense and unlike cognitive approach mass nouns are the same as countable nouns, which receive plural –s morpheme and together with proper nouns, they constitute a different class of nouns. Also in Persian language as well as cognitive approach, pronouns can replace nouns.

In accordance to the necessity of selecting efficient language learning strategies and methods for teaching English to Persian-speakers, in this research, Langacker’s cognitive grammar theory has been used as a creative method in teaching. The present study aims to evaluate the creative usage of cognitive grammar in education, which simplifies the process, provides better learning, and develops creativity and linguistic capabilities. For this purpose, the following questions were addressed: 1. After passing the "creative course of the learning style of describing a word in a sentence” what is the increase in the number of words used by the control and test groups through the "specificity" attribute in meaningful contextual texture? 2. How can we use the "syntagmatic combinations" attribute to facilitate the teaching of "complex linguistic units" construction in the sentences? In this regard, after creative training with a cognitive approach, 46 Farsi speakers were described qualitatively and quantitatively by using SPSS software. As a result, by using the creative courses of learning style and describing the word using Langacker’s cognitive grammar, learners were able to create linguistic well-form sentences. After completing the creative course of the learning style of describing a word in a sentence, the test group could expand 98% of the words from the total number of textbook words and include them in their texts. On the other hand, the control group managed to combine and collocate 44% of the total words without passing the creative course. The quasi-cognitive charts are used to simplify the education process.

The present research is concerned with derivation process in Nezami’s masterpiece, Khosrow and Shirin. Derivation has an active role in word formation and is one of the most productive and frequent mechanisms in any language, particularly in Persian. Authors of this research, by extracting the whole derivatives and analyzing them, and considering the theoretical framework, Bauer (1983); have done a subtle investigation about derivation process, affixation circumstances (prefixation or suffixation) also estimating frequency of affixes applied in the derivative words on the corpus. So concluded that suffixation is much more than prefixation applied in derivation and the most frequent suffixes and prefixes applied, are respectively: »-i«, »nā«. In return, suffixes such as: »-sān«, »-vænd«, »-æk«, »-gān«, »-dıs«, »-væʃ«, »-vær«, »-ānı«, »-sır«, »-fām«, »-nā«, »-āgın«, »-zār«, »-lāx« and prefixes like: »be-«, and »vā-« are the least frequent affixes in “Khosrow and Shirin”.