وحیده ابوالحسنی زاده

Voice onset time (VOT) is the time between release of a stop consonant and pulses in larynx while making a following vowel or sonorant. In this research VOT is one of the most important acoustic distinctive features in recognition of voicing of Persian plosives, produced by repaired cleft lip and palate (RCLP) children in the onset of words. So, two groups of six participants with average age of 11, a group of two RCLP boys and four RCLP girls and a group of clients (two boys and four girls), were asked to repeat CVC framed words after the researchers, each word was consisted of one of the plosives in the onset and offset of the pattern and one of the Persian vowels in the center. The words were recorded using a Shure microphone and then they were analyzed using PRAAT software. The VOT of plosives was measured and compared between two groups of participants. The results indicate that DISABILITY, GENDER, VOICE, and PLACE OF ARTICULATION OF PLOSIVES affect mean VOT of them. The mean VOT of plosives in clients was less than RCLPs and boys produced plosives with shorter mean VOT comparing to girls. The mean VOT of voiceless plosives was more than that of voiced ones. Moreover, moving from bilabial to velar plosives the mean VOT increased.

Speech is the process of making phonemes which transfers the meaning to the listener. It is also a useful tool for human beings to communicate with each other. The act of speaking needs adaptation between articulators. Speech disorder is a word used to mention a condition which affects the production of sounds. The size of vocal tract can also affect the quality of sounds. Cleft lip and palate, a kind of innate disorder in vocal tract, causes changes in the process of speech production. There are two types of cleft palate, cleft of the primary palate, alveolus and upper lip, and cleft of secondary palate, hard palate and uvula. Cleft lip is also divided into two types, unilateral cleft lip and bilateral cleft lip. A person may suffer from one of the mentioned disorders, in other conditions people may suffer from some or all of them (kummer, 2014, p. 26, 40, 43; Saudler, 2004, pp. 390-394). Type and the amount of severity of the mentioned disorders may cause difference in the speech of people who suffer from them (Rezaei et al. 2014). Research questions: The present study aims to measure voice onset time (VOT) in speech of children with repaired cleft lip and palate and compare them with normal peers in order to check if there is a difference between these groups with DISABILITY, GENDER, VOICE, and PLACE OF ARTICULATION OF PLOSIVES as factors.

Recent studies showed that any disorder in speech causes disability in communication (Amiri shouki et al. 2015). Studying the speech of children with cleft lip and palate proves the mentioned point and showed that speech of these children is different from speech of normal clients(Moren et al., 2017) and children who have repaired cleft lip and palate has more phonetic problems comparing to normals (Deepthi & Pushpavathi, 2017). In another study by Casal et al (2002) it was proved that there was a significant difference between people with cleft lip and palate comparing to normal peers. Hypernasality is another disorder faced by children with cleft lip and palate (Derakhshandeh & Poorjavad, 2012). Voice onset time, length of time that passes between the release of a stop consonant and the onset of voicing which is the most important acoustic distinctive feature in recognition of voicing of Persian plosives, will be affected by different factors, one of these factors is disability (Yanagida et al., 2014; Lane et al., 1994; khouw & Ciocca, 2007). In a researche done by Roohparvar et al. (2010) on hearing aideds and another research done by Bechet et al. (2008) on people with cleft lip and palate it was proved that plosives produced by participants with mentioned disabilities have longer mean VOT comparing to normals. Another factor which affects VOT is place of articulation of plosives, moving from lips to the back of vocal tract the mean VOT of plosives increases Fischer and M. Goberman, 2010; Klatt, 1975; Morris, Mc Crea, and Herring, 2007; Theodore et al., 2009; Oh, 2011; Thornburgh and Ryalls, 1998; Ferenc Bunta et al., 2016; Rezaei et al. 2013; Salehi et al. 2013). The other factor affecting VOT is vowel context, plosives that are produced before high vowels have longer mean VOT (Fischer & M. Goberman, 2010; Klatt, 1975; Morris et al., 2007; Oh, 2011; Sudarshan et al., 2014; Bijankhan & Nourbakhsh, 2009; Rezaei et al. 2013). Gender is another factor affecting VOT Which was proved by Thornburgh & Ryalls (1998); Whiteside et al.,)2004(; Roohparvar et al. (2010); Bigankhan & Nourbakhsh (2009); Whiteside & Marshal (2001); Morris et al. (2007). Next factor affecting VOT is Voicing of plosives (Whiteside & Marshal, 2001).

Two groups of 12 children (2 boys and 4 girls with repaired unilateral cleft lip and cleft of primary palate (RCLP) who took part in language therapy classes for 144 hours and 2 boys and 4 girls as normal peers with no mental or physical problems) with average age of 11 took part in this study as volunteers and could leave it when they wanted to. They were asked to repeat CVC framed words with one of the Persian plosives [p, b, t, d, k, g] in the onset and coda and a vowel [a, e, o, ɒ, i, u] in the center of each word, [pap]، [pep]، [pop]، [pɒp]، [pup], [pip] are examples of the mentioned words. The total number of words was 432 and they were all recorded in an acoustic room using a shure microphone. Then PRAAT software was used to analyze the sounds and the boundaries between vowels and consonants and text greed were made for each word. After that PRAAT script was used to measure VOT of plosives. Repeated measure ANOVA test in SPSS software was used to compare mean VOT of plosives in both groups of participants according to mentioned factors, DISABILITY, GENDER, VOICE, and PLACE OF ARTICULATION OF PLOSIVEs.

The results revealed that DISABILITY, GENDER, VOICE, and PLACE OF ARTICULATION OF PLOSIVES affect mean VOT of them. Results of Post Hoc Bonferroni test showed that mean VOT of plosives in normal children was 19.319 ms less that mean VOT of them while they were produced by RCLPs. Moreover, girls produce plosives with longer mean VOT comparing to boys, the mean difference between them is 16,500 ms. This test also showed that the mean VOT of voiceless plosives is 47.361 ms less than mean VOT of voiced ones. By moving from lips to the back of vocal tract the mean VOT of plosives increase. The difference between mean VOT of bilabial plosives with alveolar and velar ones are 15.448 ms and 25.063 ms respectively and the difference between mean VOT of alveolar and palatals is 9.615ms. It is also important to mention that there is interaction between GENDER and VOICE. The results of Post Hoc Bonferroni test show that Boys produce voice less plosives with longer mean VOT comparing to girls, the mean difference between these genders is 29.582 ms. But, the results are not the same about voice plosives. The mean VOT of plosives produced by boys is 3.472 ms more than the mean VOT of them while they are produced by girls.

Regarding the aim of the present study, the effect of cleft lip and palate on VOT of plosives, the results showed that VOT of plosives in RCLP children is different from that of normal. As it was proved, the mean VOT of normals is less than the mean VOT of RCLPs. The results also showed that boy produce plosives with shorter mean VOT comparing to girls and voiceless plosives were produced with longer mean VOT comparing to voiced ones. Moving from lips to back of the tongue, mean VOT of plosives with different places of articulation increases. The mentioned results can be useful for language therapists who work with RCLP children as this research is the first study on Persian plosives with DISABILITY, GENDER, VOICE, and PLACE OF ARTICULATION OF PLOSIVES as factors. So, language therapists can use them in different stages of their teaching methods in order to help people with cleft lip and palate while comparing patients’ type of disability, their gender and their age.

The purpose of this study was to investigate the ‘prototypical model of love’ in the poetry story of ‘Lily and Majnoon’ by Nezami. To do so, the conceptual metaphors of love (Majnoon’s love for Leyli) were extracted from the corpus, categorized according to the source domains and then compared with the model of love proposed by Kövecses (1986/1988). The purpose was to see to what extent the model and the corpus are in line with each other. The results of data analysis showed that all the source domains of the prototypical model of love were also found in the corpus under study. This implies that there is a significant conformity between them. The concepts of fire, beauty, insanity, plant and bondage were found to be the most frequent source domains used in the corpus. Among three types of love metaphors, ontological metaphors and metaphors of unity were the most and the least frequent metaphors respectively. Also, the concept of ‘beauty’ and ‘fire’ were mostly used domains. The concept of ‘bondage’, with positive and pleasant implication, was the only source domain belonging to the typical model of love. There have also been cases where the conceptualization of love in the corpus was different from the theoretical model, including the use of the ‘plant’ as the source domain in mapping with the concept of love.

Cleft lip and palate is an innate malformation in a person’s palate and upper lip which causes disorder in vocal tract. The present article aims to study vowel space in children with repaired cleft lip and palate and compare it to their normal peers with disability and voice as factors. So, Persian vowels were studied in CVC framed words. These words were produced by 12 participants, 6 children with repaired cleft lip and palate and 6 normal children, and were recorded using PRAAT software. Then, first and second formants were measured and after that the data was analyzed statistically. The results revealed that the effect of disability on first formant of vowels [æ, e, u], and second formant of vowels [æ, ɒ, o, u] is significantly different. The results also showed that the effect of voice on first formant of vowels [æ, e] is significantly different. Moreover, it was proved that the vowel space in children with cleft lip and palate is in lower place and near to the lips comparing to the vowel space in children with normal vocal tracts and vowel space in voiced context is different from voiceless context.

We live in a world of language and we communicate with each other using language (Fromkin et al., 2007). Deafness occurs when a person cannot understand speech through hearing, even when the sound is amplified. The degree of hearing loss is measured according to the sensitivity of deaf people’s ears to the sounds (Ganji, 2017) and then those people are asked to use hearing aids or do cochlear implantation surgery (Ebrahimi, 2006). Children have the opportunity to hear others’ speech during normal speech development while children with hearing impairment lose much of the auditory input, which may hinder speech development (Tseng et al., 2011 as cited in Serry and Blamey, 1999; Blamey et al., 2001; Peng et al., 2004; Bouchard et al., 2007). Different factors will affect speech development. One of these factors is DISABILITY, any disorder in hearing will affect speech and subsequently will cause problems in communication (Amiri et al., 2014). Some speech characteristics of children with hearing loss are different from each other and different from normally hearing children (Kord et al., 2012). GENDER is another factor affecting speech. While analyzing vowels produced by Azari speakers, Mirahadi et al. (2018) proved that men produce some vowels different from women. Vowel space is a vowel quadrilateral which is used to shows the first and the second formants. Phoneticians put vowels in the vowel space according to their position in the oral cavity, which was first introduced by Essner (1947) and Joos (1948) (as cited in Harrington & Cassidy, 1999). The first formant will increase as we go down the vowel space, it shows highness of tongue while producing vowels in the oral cavity. The second formant shows anterior or posterior position of tongue in the process of production of vowels in the oral cavity and will increase as we go to the left side of the vowel space (Hayward, 2013: 227, 228 & 502). The present study aims to compare the vowel space of hearing aided, cochlear implanted, and normally hearing children, with DISABILITY and GENDER as factors, in order to investigate the difference between the vowels produced by these children (Their average age was 10 years and 4 months and their participation in the study was optional, after getting permission from their parents.) and find out more effective hearing aid tools among two groups of children with DISABILITY (They did not have any mental or physical problems except hearing impairment and took part in language therapy classes for about 450 hours.), the group which makes vowels similar to normally hearing children will prove the effectivity of the hearing aid tools. So, the results will be useful for language therapists while helping children learn how to pronounce vowels. Therefore, the participants, 5 girls and 5 boys in each group, were asked to repeat thirty-six CVC framed words. Each word consists of one of the stops [p, b, t, d, k, g] in the onset and offset of the pattern and one of the Persian vowels [æ, e, o, a, i, u] in the center. Then the words were recorded using a Shure microphone in PRAAT software. After that, the first and the second formants of each vowel were measured and by using SPSS software the data was analyzed. The results showed that the effect of DISABILITY on the first formant of vowels [æ, a, i, u] and the second formant of vowels [a, e, o, u] was significantly different (p < 0.050). The results of a Post Hoc Bonferroni test showed that children with DISABILITY produced vowels [u, i, e, ᴂ] in a lower place in the vowel space comparing to normally hearings. Cochlear implanted children produced vowel [a] in a lower place and vowel [o] in a higher place in the vowel space comparing to normally hearings. Hearing aided children produced vowel [a] in a higher place in the vowel space comparing to normally hearings. All vowels in cochlear implanted children and vowels [ᴂ, a, e, i, u] in hearing aided children were produced in an anterior place in the vowel space comparing to normally hearings. The results also proved that the effect of GENDER on the first formant of vowel [a] and the second formant of vowel [i] was significantly different (p < 0.050). The results of a Post Hoc Bonferroni test revealed that the mean of the first formant of vowel [a] in girls was more than boys and the mean of the second formant of vowel [i] in girls was less than boys. It is also important to mention that hearing aided children had the smallest vowel space among three groups of participants while the vowel space of cochlear implanted children was not so different from the vowel space of normally hearings. So, language therapists have to try more to teach vowels to the children who use hearing aids comparing to the children who are cochlear implanted.

The durational variability of phonetic intervals is considered as one of the properties of speech rhythm. These intervals include segmental, vowel, consonantal, vocalic, intervocalic, voiced, unvoiced, syllable, and syllable peak intervals. The durational variability measure for some of these intervals, such as vowel, consonantal, vocalic, intervocalic intervals, determines the classification of languages based on their rhythm. Besides, in some cases, the speaker identification is only possible through the person's voice. The segmental and suprasegmental properties of a language can be used to identify the speaker. In this study, the acoustic correlations of Persian speech rhythm in a reading text are calculated by various durational measures. Also, the between-speaker rhythmic variability is considered to find the best rhythmic measures for Persian speaker identification. The results confirm that Persian is near to the syllable-based languages. Moreover, the results from segmental and supra-segmental consideration demonstrate significant between-speaker variability in Persian. Among phonetic intervals, nPVI-VC and V% (percentage of vocalic intervals) best discriminate between-speaker variability in Persian.

The aim of this research is to study conceptual metaphors of “sadness” and “happiness” as well as to compare them in the songs of Parvin Etesami (1906-1941) as an Iranian contemporary poet. In so doing, a number of 329 verses including at least one type of metaphor belonging to the domains of sadness and happiness were extracted and then analyzed in terms of types and frequency. It was found that metaphors of sadness are of higher frequency and of various types compared with those of happiness (63 vs. 32 cases). Analyzing the types of metaphors, the two domains showed similarities in the use of ontological and orientational metaphors as well as the use of source domains of time, space and healthiness. Moreover, the types of metaphors used in the corpus corresponds to a great extend to the universal list. The use of less abstract concrete concepts for source domain in order to better understanding of abstract target domain is the basic principle of cognitive linguistics.

Down syndrome (hereafter DS) is a chromosomal condition caused by the presence of all or part of a third copy of chromosome 21. People with DS may have a variety of intellectual disabilities, a characteristic facial appearance and weak muscle tone. In addition, a global delay that affects their motor development, cognition, communication and language is often reported. This study aims to investigate and compare vowel spaces of healthy and DS children. This research is quantitative and to investigate vowel spaces of participants, twelve subjects (6 healthy children with the average age of 8 and 6 DS children with the average age of 10) attended the research project. The data were 36 monosyllabic (CVC) words and for each of them, the codas and onsets were occupied by similar voiced and voiceless Persian stops. The acoustic data were recorded in a soundproof chamber and the subjects’ production was recorded using SHURE® microphone (SM81 Condenser) placed at the mouth level. Each speech sample was segmented and analyzed acoustically using Praat® speech analysis software (Version 5.2.24). Making a text grid, it was possible to analyze both sound waves and spectrograms simultaneously, securing reliable analyses. Therefore, using PRAAT script, first formant frequency (F1) and second formant frequency (F2) of all the Persian vowels were measured for all the participants. In the next step, repeated measure ANOVA and SPSS (version 17) were performed to investigate differences between vowels of all subjects. The level of significance was α: 0.05. Thus, the confidence interval would be 95%. If the p-value of the repeated measure ANOVA was less than 0.05, post-hoc Bonferroni test would be employed to analyze the dependent variables. Statistical information on mean F1 of vowels shows that F1 of [ɑ, æ, o] in healthy children is more than that in children with DS. This result indicates that these vowels are articulated in a higher position in subjects with DS. From the other hand, mean F1 of [u, i, e] in healthy children is more than that of children with DS. It can be concluded that in children with DS, these vowels are articulated in a lower position. Analyzing statistical information on mean F2 of vowels in subjects with DS indicates that F2 of [æ, i, e] is less than those in healthy children. In other words, these vowels are articulated in a more back position in these participants. Also, analyzing F2 of [ɑ, u, o] in DS children shows that these vowels are articulated in a more front position. Another part of this research is dedicated to analytic statistics of vowels. It was hypothesized that the effect of DS on F1 and F2 of vowels is significant. This hypothesis is partially supported by the findings. The results indicate that there is no significant difference between F1 of all Persian vowels [æ, e, o, ɑ, u, i] in the two groups of subjects. Nevertheless, it is worth noting that the difference between F2 of all Persian vowels except [ɑ] is significant between healthy and DS children. All in all, these results support the fact that formant values are more centralized for children with DS, which means a reduced vowel space area. Consequently, it can be concluded that, in DS children, structural features of oral cavity, like smaller oral orifice, narrower but not higher palatal curve and shorter vocal cords have an effect on formant structure of vowels.

Compliments are universal categories which are found in all languages but they are more common in some languages like Persian. The objective of this study is to examine the effect of social variables of “age” and “gender” on the amount of usage of compliments by Persian speakers. To do this, a questionnaire including 15 questions was given to 100 male and female Kermani participants in different age-groups. The research theoretical framework was Brown and Levinson’s (1978) politeness theory. Static analyses indicate that there is significant difference (P

The purpose of the present study is to explore the process of vowel reduction in Kermani accent. The process of vowel reduction occurs in unstressed syllables which shifts vowels toward other vowels. In this study, 5 male and 5 female native speakers of Kermani accent, pronounced 24 words in 3 repetitions containing six simple vowels in stressed and unstressed syllables. The participants’ productions were recorded using Shure microphone and were analyzed using Praat software (Ver. 5.2.24). A text grid was made for each word. Then, duration, F1, F2 and F0 of vowels were measured and compared in stressed and unstressed syllables. Overall, the obtained results confirmed that the duration and F0 of vowels decreases in unstressed syllables and the amount of F1 of all the vowels and the F2 of the vowels [ɑ, e, o, u] have a tendency towards the F1 and F2 of /ǝ/. Results also indicated that the process of vowel reduction is centripetal in Kermani accent.

The aim of this article is the study of vowel reduction in Kermanian accent, and comparing it with the standard accent. Vowel reduction is a phenomenon in which an unstressed vowel undergoes changes and tends to be close to the other vowels and it happens in unstressed syllables. In order to investigate vowel reduction in Kermanian accent, six male speakers of Persain language with an average age of twenty three and standard deviation of 3.08 were chosen to participate in this study. Three of the speakers were of Kermanian accent and the other three were of standard accent. The research data consists of twelve words which were placed in interrogative and declarative sentenceS, in stressed and unstressed syllables and in the form of Kermanian and standard accent. The speakers were recorded in the acoustic room of Linguistic Department of Sharif University, using a Shure microphone and PRAAT software. Then, the amount of duration, and first, second and third formants, fundamental frequency and center of gravity were measured for each studying vowel. The results show that duration, energy and fundamental frequency of these vowels in Kermanian accent is less than that in standard accent. Also, the results of analyzing first and second formants confirm the claim that the vowels[æ,i,o] in Kermanian accent tend to the center. This kind of vowel reduction in Kermanian accent is called centripetal reduction.

The purpose of this study is analysis and comparison of vowel spaces in Kermani and Standard Persian accent. In this study a group of 20 speakers (10 speakers with Kermani accent and the other 10 speakers with Standard accent) were asked to repeat six vowels of the Persian language in isolation for three times. The sound of the speakers were recorded by Shure microphone and analyzed by PRAAT software. Then a textgrid was made for each word and the amount of F1 and F2 was measured in two mentioned accents. By analyzing the descriptive and analytic statistics, the vowel spaces of Kermani and Standard Persian accent were compared. Results indicated that in Kermani accent, [ɑ] and [u] are lower and more front than Standard accent. It confirms that F1 and F2 of the vowels in Kermani accent are more than that in Standard Persian accent. [i,e,o,æ] in Kermani accent are of more F1 and less F2, in comparison with Standard Persian accent. It means that in Kermani accent, the mentioned vowels are lower and more back than those in Standard accent.

The purpose of this study is to investigate the change route of Persian address terms in a period of two hundred years, divided into three distinct historical sessions including Qajar (1170/1791-1304/1925), Pahlavi (1305/1926-1357/1979), and Post Islamic Revolution (1357/ 1979 -up to now). Data was extracted from a corpus of 24 novels and travel notebooks which were selected from the three periods under study. Data analysis indicates that Persian address terms and types have changed through time in line with changes in society. They have shown to change in different ways of deletion, addition and change in frequency, in all three historical periods of Persian language. Increase in the use of three categories of “personal names”, “intimacy terms”, and “zero address terms”; and decrease in the use of “honorifics”, “educational/cultural titles”, and “teknonyms” in all periods reveal that the use of Persian address terms has moved from more formality/less intimacy to less formality/more intimacy. Increase in the use of formal and informal religious titles in Post Islamic Revolution period is the logical result of establishment of an Islamic government. Also, changes in address terms and types are to a large extent affected by different social factors, the most influencing of them are; religion, politics, education, gender-equity, social situations and interpersonal relations.

order to study the acoustic features of stress in Tati language, one minimal pair has been selected where in one the stress was on the last syllable and in another on the first syllable. These minimal pairs were embedded in declarative and interrogative carrier sentences. Eight educated native speakers were participated in this experiment reading these in a silent room. Using PRAAT, a textgrid has been made for each in which the vowel boundaries determined, then by a script we measured duration, F1, F2, Fundamental frequency and intensity. The results show that the difference of duration, F0 and intensity between stressed and unstressed vowels is significant while the F1 and F2 are not important cues. So the most important cues distinguishing the place of stress in Tati are F0, Duration and intensity. A final observation concerns the utterance-final syllable interrogative contours Which is H% while declarative utterances end in L%.

This paper aims to show that the phonetic differences in duration and spectral properties between stressed and unstressed syllables are small and f0 is dominantly responsible for signaling the position of the stress in Persian. The contrast arises in Persian through the existence of a rule which provides the final syllable of phonological words with a pitch accent, crucially skipping right-edge clitics. However, since right-edge clitics are not assigned a pitch accent, they are not included in the phonological word, instead forming a clitic group (CG) with the phonological word (PW) on their left. In order to investigate stress correlates in Persian, we composed a corpus of sentences featuring two minimal pairs contrasting a noun and a noun-plus-clitic combination: [tabeʃ] ‘light’ vs ['tab-eʃ] ‘toy+his’. The members of these minimal pairs were embedded in declarative and interrogative carrier sentences which varied across three focus conditions referred to as nuclear, post-focal and focal. A production experiment with 12 speakers yielded large f0 differences between the stressed and unstressed syllables, while it led to small differences in duration, spectral properties and intensity.

The purpose of this paper is investigating vowel reduction in vowel /æ/ in Kermanian accent. Vowel reduction is a process which occurs in an unstressed syllable. It leads to change unstressed vowels and tend them to other vowels. In order to investigate vowel reduction in Kermanian accent, 6 male native speakers of Persian are participating which 3 of them are native speakers of Kerman and 3 others, speakers of standard Persian accent. The data included 4 words which were read by speakers and were recorded by a Shure microphone in the acoustic room of the linguistic department of Sharif University of Technology. Then duration, intensity, F1, F2, COG and f0 of the vowels were measured. The results show that duration, intensity and fundamental frequency of this vowel are less in Kermanian accent than that in standard accent. Also, the results of studying F1 and F2 of [æ, i, o] proves that this vowel in Kermanian accent is tending to center. So, this kind of vowel reduction in Kermanian accent is called centripetal.

Investigating the effect of social factors, such as age, sex, education and social class on language variation is the consequence of changes followed by the arrival of ‘functionalism’ on the stage of linguistics,which resulted a considerable growth in sociolinguistics. In ‘sexist language’ differences between the lexical items whose references are the members of the two sex groups imply a kind of unfair judgement towards one group. Since literature reflects culture and worldview of a society, it can be taken as a suitable device to study subjects like the degree of sexism in Persian language.In so doing,sexist concepts were extracted out of 20 novels which were randomly selected based on the two variables of gender and date of publication (10 novels written by male authors and 10 novels written by female authors ;10 novels belonging to 1360s and 10 novels to 1380s). To analyse the data, the spss18 and k2 test were used. The results of this study showed the following ‘sexism’ in Persian novels is proved. Difference between sexist items in female and male authors were showed to be significantly increased(p=. /.1). Difference between sexist items in novels belonging to 1360s and 1380s were showed to be significantly increased (p=. /.1).

Persian locates stress on the last syllable of a phonological / lexical word. Inflectional and derivational suffixes absorb stress after annexing to the end of words. Enclitics behave in an exceptional manner to this rule, i.e. stress location remains at the end of words. The purpose of this article is to posit phonological evidences for inclusion of clitic group in the present-day Persian prosodic hierarchy. Evidences include vowel deletion of enclitics when host ends to a vowel and also Ezafe vowel /e/ deletion in colloquial Persian. Such pattern is not seen at the levels of phonological word and phonological phrase. In addition, intonational pattern of a host plus enclitic and intonational pattern of a phonological word ending to an enclitic are structurally different.

Onomatopoeic words are the set of signs with a kind of similarity, analogy or motivation between signifier and signified. These forms are also distinguished from symbols in other ways, some of them are universal and some others are culture specific. Due to their systematic nature, they can be studied with respect to their phonological, morphosyntactic, categorical and suprasegmental features. The aim of this article is to study the internal and external motivations in Onomatopoeic words in Kermani variety. The data was gathered from all the available texts on Kermani dialect which was then analyzed. The results showed that Onomatopoeic words are different from symbolic words systematically as a result of a general tendency. In these words, a number of certain sounds or their combinations are in harmony with certain meanings or concepts in the experimental world. Moreover, these forms can be categorized into different types related to the concepts of nature, animals, emotions, bewaring, and quantity.