فهرست مطالب ali rabi

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

The body of the present study includes the study of semiotics and the analysis of the systems of action of the book "This dog wants to take Roxana" by Qassem Kashkoli. At first, the existing discourse systems will be examined and in the next stage, these discourse systems will be examined interdisciplinary to examine its main features, including action .Then, these characteristics are examined in the form of narrative processes specific to this author and it will be determined what is the place of action and cognition in relation to transcendental functions. So our main issue in this article is to see how the action anchors are destroyed one after the other, giving way to turbulent and indeterminate rays. In fact, the main purpose of this article is how delaying action, mechanization of time, rupture in the connection of action elements cause the destruction of semantic anchors and lead to semantic turbulence. In fact, each of the characteristics of action and eloquence and multiple dimensions of the study of discourse systems in the context of the sign-semantics approach of discourse in this work is somewhat evident. So the key is to see how the action anchors are destroyed one after the other, giving way to turbulent, indeterminate glass. Also, how action suspension, time mechanization, rupture in the connection of action elements, and sudden displacement of narrative elements cause the destruction of semantic anchors and semantic turbulence. Then based on what pattern the semantic-sign process is developed to lead to the production of volatile meanings. In fact, the present article tries to answer these questions: 1- What factors cause the destruction of semantic anchors in the studied work? 2. What are the most important aspects of the representation of discourse in " this dog wants to take, Roxana" and how do these aspects lead us to a fluid and post-discourse

The present study aimed to shed light upon the differences of social practice of Persian translations of The Girl You Left Behind written by Jojo Moyes (2012) with original text in English based on Fairclough's (1995) model. In this regard, through a careful analysis of the source and target texts, English social prac- tice instances were selected along with their Persian equivalents as the corpora of the study to investigate the differences between the grammatical and lexical features of the social practices. The English and Per- sian social practices were analyzed and compared in accordance with Fairclough's (1995) framework. The results showed that the translators manipulated the social practice of the target texts by exercising their ideologies through applying their grammatical and lexical choices that led to ideological manipulation in the translations. In addition, the results revealed that autonomous creation has been the most frequently observed strategy, which can be interpreted as the common tendency among translators to resort to creat- ing an equivalent.

Abstract
Each translator chooses on the basis of vocabulary substitution, as well as on the coherence of the grammatical structure, taking into account the intentions of the source text and the cultural considerations of the target language. Since there is risk of interpolation threats, the author’s intention in the process of title’s translation, semantic approach is chosen for its analysis in this study. Taking into consideration the semiotic definition of "translation" as an intercultural and intertextual relationship, the purpose of the present study with a descriptive analysis method is to show that: In the translation of "The Prophet's" title – Gibran Khalil Gibran’s work, translated by Elahi Qomshei- the cultures of the source language and the target language play a role under the control of discursive terms, based on two converging and diverging semantic systems. Since the function of the converging semantic system is to preserve the cultural morph of the source text, and the function of the divergent semantic system is to create intercultural anomalies. Furthermore, in this research we speak about positive or negative interaction between the two converging and diverging semantic systems about cultural elements, in the translation of "The Prophet's" title within the framework of a discursive value system.
Keywords: Discourse semantics, Title of seasons translation, The Prophet, Convergent, Divergent.
 

Translators may face with difficulties in transferring intertextuality. Intertextuality arises from culture, so it is considered as a socio-cultural element that requires a suitable degree of proficiency about original language culture in order to grasp the meaning implied by the writer in the source text. The problem is that, the translator must take into contact with the precise translation of the intertextual elements and background information about intertextual items in original text in order to consider the meaning implied behind them. Intertextual and cultural items are, where the translation and semiotics have very relative contact with each other, and therefore, for the analysis of the process of title's transfer, semiotic approach has been chosen in this paper.
 

Translation between two languages itself has two aspects; that consist of verbal and textual transferring. In this study we just correspond to textual translation or interlingual one. The distinctive point of this research with other relevant researches on the translation of "Prophet" is concerned with the attention of the intercultural view on this interlingual translation of Qomshei. Cross-cultural elements or semiotics signs that are there in the titles translation of prophet is the base of discussion in this paper. On the one hand, the unrelenting interest of researchers in studying the qualitative process of title translation, and on the other hand, the need for translators to take into account cultural differences to justify the practicality of their translations, completely justify the necessity of this research.
 
Discussion of Results and

The implied procedures of semiotics as directed by Paris school members such as Greimas and post Gremasian theorists in semiotics, contemplates discourse as a field in which the importance of a text is situated on sequence and presupposed correlation of two linguistic steps called units of expression and content based attitude to theory of language, while semiology according to its fundamental definitions relies on signifier and signified series that regards minimal sections without taking into consideration order relationships or signification transformation process of discourse. Taking into consideration the semiotic definition of "translation" as an intercultural and inter-textual relationship, another important note to point here is to understand the basic distinction which underlies these approaches. Semiotics of discourse takes advantage of signs in order for them to be in the process of semiosis, change and expansion. In this paper the translation of "The Prophet's" title – Gibran Khalil Gibran’s work, translated by Elahi Qomshei- the cultures of the source language and the target language play a role, under the control of discursive terms, based on two converging and diverging semantic systems. Diverging mode is numerously used in translation of titles, but it has three different categories by itself. They are reduction, omission and addition.

Each translator directs his/her translation choices based on vocabulary substitution and coherence of grammatical structures and by taking into account what intentions the source text holds and the importance of the target culture. Given the fact that the translator is under the influence of an interpolation space between source and target languages, the semantic approach was employed to analyze the process of meaning transfer. Given the semiotic definition of translation, which is understood as an intercultural and intertextual relationship, the purpose of the present study is to show that in the translation of The Prophet, the work by Gibran Khalil Gibran’s work, which was translated by Hossein Elahi Qomshei, the culture of both source and target languages play a role, following two converging and diverging semantic systems. The function of the converging semantic system is to preserve the cultural morph of the source text, and the function of the divergent semantic system is to create intercultural anomalies. The question is, however, how cultural elements could facilitate the transfer of meaning within the framework of a discursive value in the abovementioned translation. The novelty of this study lies on the fact that it studied the cross-cultural elements in this translation from the perspective of the semantic sign.

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

Reading comprehension is the process of reader’s interaction with a written language and making meaning from the text. Studies show that there is a great difference between skilled and poor readers in terms of using the fundamental strategies of reading comprehension, i.e., cognitive and metacognitive strategies. Due to the lack of appropriate tool for measuring adults’ reading comprehension level in Iran and the lack of appropriate criteria for selecting the texts for such a tool, the aim of this study was to make a placement tool for evaluating adult Persian speakers’ reading comprehension level. It was amixed methods study and the aim was to answer three main questions about finding a text selection criterion for reading comprehension tests, using the selected criteria for making reading comprehension placement test and studying the validity and reliability of the devised test. Findings showed that text selection criteria should be fitted with patterns of international tests and the linguistic principles of text. The content validity of the text was approved by experts, after implementing their comments on the texts and questions. To ensure the test reliability and to do item analysis, the test was distributed among a sample of 60 MA students of University of Guilan at two stages. The reliability of the test was computed and Cronbach’s alpha were 0.84 and 0.82 respectively, showing the appropriate reliability of the tool. After normalization, this tool can be used to evaluate adult reading comprehension and in educational planning, it can be used for selecting the educational content.
Reading comprehension is the process of reader’s interaction with a written language and drawing meaning from the text. Generally, reading comprehension is a complex and multidimensional process which is done through two core processes. The first is decoding the symbols and recognizing the words, and the second is integrating the meaning of words in the context of the text (Gough & Tunmer, 1986; in: Atkinson, 2014). Learning reading comprehension is a long-term process; so it is at the end of the learning process that the adult reader can easily read different texts and draw the meaning from them. Studies show that there is a great difference between skilled and poor readers in terms of using the fundamental strategies of reading comprehension, i.e., cognitive and metacognitive strategies (Cain, Oakhill & Bryant, 2000). Weakness in the prerequisites of reading comprehension and failure in selecting the appropriate comprehension strategies are some of the important problems of students at different educational levels when reading different types of texts. Some international studies have been done on the reading comprehension such as PIRLS[1] and PISA[2] tests. During the recent years, the number of such studies has increased in Iran. Perhaps it could be due to the Iranian students’ low performance in the PIRLS test at different time intervals which shows their weakness in reading comprehension. Despite such weak results in international tests, and doing some related research in Iran, still there is no appropriate tool for determining the reading comprehension of Iranian people, especially adults. Living in the modern society needs learning and reading various texts. Despite the importance of this issue and the quantitative progress in the number of graduate students, there is no specific criterion to determine the educated adults’ level of reading comprehension. The development of higher education is a great scientific evolution that despite its positive effects has some shortcomings as well. One of the most important shortcomings is the lack of an appropriate placement tool for evaluating students’ reading comprehension in order to prepare suitable educational material. The aim of this study was to develop a placement tool for evaluating adult Persian speakers’ reading comprehension. The study followed three main objectives, i.e. finding text selection criteria and the related questions for reading comprehension tests, using the selected criteria for developing reading comprehension placement test and finally determining the validity and reliability of the designed test.
Questions: There were three main questions in this study: 1. What are the text and question selection criteria for developing a reading comprehension placement test? 2. Which reading comprehension placement test could be designed for adults, implementing the above-mentioned criteria? 3. Does the designed test have validity and reliability?
It was amixed methods study.The qualitative part included finding the text and question selection criteria for developing the adult Persian speakers’ reading comprehension placement test and the steps of its development. Also, the quantitative part of the study included the pilot study of the mentioned test to determine its validity and reliability. The content validity of the test was checked by 5 experts. To examine its reliability, the test was distributed among two groups of MA students of the University of Guilan, who were selected using convenience sampling method (each group 30 students) with two months interval and the level of reliability was computed using Cronbach’s alpha. Along with calculation of the reliability of the test, the test items were analyzed in terms of item facility, item discrimination, and the distractors’ distribution.
To select the texts, a combination ofcriteria introduced by the International Institute for the study of Reading Literacy for PIRLS test and Educational Testing Service (ETS) has been used. It was tried to match the selected texts in accordance with patterns of international tests and linguistic characteristics of the texts. These criteria included lexical and grammatical cohesion and also coherence of the texts. Taking into account all of the strategies underlying reading comprehension (i.e., inference-making, comprehension monitoring, text structure, etc.) the test questions were designed at 6 levels. These levels were selected based on the integration of Day and Park (2005) model and the design of TOFEL tests for reading comprehension placement tests. The content validity of the test was approved by 5 linguists, English language teaching, and Persian language teaching experts, after implementing their comments on the texts and questions. To ensure the test reliability, Cronbach’s alpha coefficient was used. First, the test was distributed among a sample of 30 MA students of University of Guilan and the level of Cronbach’s alpha was 0.82. Also, different levels of item analysis were conducted, including item facility, item discrimination, and the distractors’ distribution. To make sure of the reliability of the test, after revising the items, and with two months interval, the test was distributed among a new sample of 30 MA students of the University of Guilan. Again, the reliability of the test was computed and Cronbach’s alpha was 0.84, showing the appropriate reliability of the tool.
This test could be used to assess adult Persian speakers’ level of reading comprehension and also its results could be used to select appropriate educational material. In the next step of this research, this tool should be distributed among a larger sample to determine its construct validity and also to compute its norms so that its results could be cited with more confidence.


[1] The Progress in International Reading Literacy Study


[2] The Program for International Student Assessment

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

Understanding the meanings of prepositions, such as "az", is necessary due to the decisive role it plays by induction. In order to find out more about "az", with the approach of linguistic stylistics at the lexical level and by adopting a descriptive-analytical method, the use of the twenty-nine meanings of "az" was studied within: Tarikh-e Belami, Tarikh-e Beyhaqi, Jame’ol-Hekmatain, and Qabus-Nameh- related to the first and second period of Persian prose. The purpose of this study is to facilitate the perception of the texts of these two periods, recognition of the sharing, differentiation, to earn the percentage of the use of the meanings of "az", and its generalization in other similar works based on linguistic stylistics. Understanding the meanings of this statement can be a tool for accurate interpretation and explanation of texts. The outcome of the research reveals that, in comparison with all the books, the highest and lowest frequency is in the Tarikh-e Belami with 29.74 percent and Tarikh-e Beyhaqi with 19.64 percent, respectively. However, in comparison with two periods, the frequency of "az" is 51.34 percent within two books of the first period, and 48.66 percent within two books of the second period. In addition, the most widely used meaning belongs to “Tabeiz” with 44 times repetition in the first period, and the least frequently used meanings equally belongs to “Taozih” and “Mosahebat” in the first period; “Entesab”, “Fasl va Tamiz”, and “Baraie” in the second period, with only one repetition for each meaning. The other meanings of "az" apply in almost invariant distribution within both periods but, even so, there is not any distinctive distribution between each specific meaning within two separate periods

 Farsi speakers have not paid much attention to Persian grammar publishing for the last few centuries, particularly in the case of prepositions and their equivalent meaning in Jar letters. Researchers have encountered many difficulties, due to the significant role which these prepositions play in conveying meanings, especially in the translated texts of ancient Persian literature.  Considering that Arabic is the language of the Qur'an and the religious language of Muslim Iranians, Many valuable books such as those pertaining to the literature and history are written in Arabic, so Persian speakers must be familiar with this language and its rules for translating literary and religious texts into Persian. One of these critical literary books is the Tarikh-i Bel'ami, translated from Arabic into Persian. An important feature of the book is its style of writing, which is very close to the Arabic prose, and too many Arabic vocabulary has been used throughout it. Notwithstanding the translator has tried to translate Arabic into Persian, following the Persian style, he was not successful on that. Because due to numbers of reasons, he created some meanings, which had never been applied in the second (destination) language before. Those reasons are introduced as follows. The role of the grammatical topic, the similarity of the meanings of the Persian prepositions with the Jar letters in Arabic, the influence of the book’s original language (Arabic) on the translated text, and considering the fact that the meanings of each language can affect on the second language through translation. In this book, many Persian prepositions are adapted from Arabic or vice versa. In this paper, the meanings of the Persian prepositions "BE" compared with the Jar letter "BĀ" in the Arabic, as well as comparing their similarities and differences. By doing this research, the equivalence of the "BE" and "BĀ" becomes more accurate through the translation of the bilingual texts, and the substitution of the words associated with those is going to accomplish more accurately. Eventually the possible translation errors are going to be reduced, and the exact meaning of each word extracted from source texts are going to transfer to the destination texts correctly. 

This research is fundamental and is done based on the criticism and analysis of data and documentation. The method of data collection is library-based and then analyzed by the comparative method. For this purpose, firstly, the Persian and Arabic grammatical books about the prepositions "BE" and the Jar letter "BĀ" were studied. Then, the meanings of these two words were extracted using authentic books and references. It is important to note that in the course of this study, the book of Tarikh-i Bel'ami was thoroughly examined. The statistical population is the preposition, "BE," in the Tarikh-i Bel'ami and the Jar letter, "BĀ." The analysis of the data in this study is based on a comparison of written evidence and documents, and any specific tools for this research have not been used.

The Jar letters are BA, TA, CAF, LAM, WAV, MONZO, MOZ, kHALA, ROBBA, HASHA, MEN, ADA, FI, AN, ALA, HATA, ELA. (Ibn Malik, 1996: 34) These letters are one of the most essential categories of the Arabic language that link the meaning of the verb to the noun. Some have stated that since the ability of some verbs to reach out the object is too low, these letters help the verb to reach out the object. (Ibn Aqil, 2011:3/8)  The primary meaning of the letter "BĀ" in Arabic is "Elsagh." This letter is one of the seventeen letters of Jar that comes up before the noun and makes it "Majror," and has all the properties of the Jar letters as well. (Ibn Hisham, 1999: 2/11) The common meanings of the letter "BĀ" in the Arabic language with the preposition "BE" in the Tarikh-i Bel'ami book include: "Elsagh", "Sababiat or Talil", "Mosabehat", "Ghasam", "Zarfiat-e Makani," Zarfiat-e Zamani, " Mojavezat (An / Az) "," ["BĀ" synonymous with "Men" and "BE" synonymous with "Az"], "Estela", "Esteanat", "Entaha-e ghaiat", "Avaz va Badal", "Movafeghat va Motabeghat".  Uncommon meanings of the preposition "BE" with the letter "BĀ" in the Arabic language in the the Tarikh-i Bel'ami include: "Tozih", "Seirourat", "Esteghragh-e Jens va Bayan-e Vahdat", "Tavali va Ta’aghob", "Moshabehat", "Ra-e Mafouli", "Taghsim", "Haal", "Souy va Janeb", "synonym of Dar-bareye", "Ekhtesas", "Mozadat", "Moghayese va Nesbat", synonyms "Kasre-e Ezafe"," "synonym of Be-Rasme, Be-Onvane, and Be-Masabe", "synonym of Bar-Ohde-e, Bar-Zemme-e", "Meghdar va Andaze". The non-common meanings of the letter of "BĀ" in Arabic with the preposition, "BE," include: "Moghabeleh," "Tadieh", "Tafdieh," "Tabeiz", "Ba-e Takid".

  There are many different meanings for the Arabic Jar letter, "BĀ", and the Persian preposition, "BĀ". The total number of the meanings of "BE" and "BĀ" is thirty-five, which thirty of them goes to "BE, and the rest eighteen goes to the "BĀ". These two letters share thirteen meanings; the preposition "BE" alone has seventeen meanings, while the letter of Jar "BĀ" has five of these meanings (Table 1). Therefore, in addition to considering the many commonalities in this field, we can say that the meaning of "BE" is more extensive than "BĀ," and the application of the most meanings of "BE" in the Tarikh-i Bel'ami is enormous (Fig. 1). We also state that the Persian language, especially the language of ancient texts, is highly influenced by Arabic rules and has plenty of grammatical commonalities, including; the common meanings in the Jar letter and preposition. In order to obtain these meanings, mastery of the Arabic language and the rules of that are necessary.   Table 1: Number of Differences, common, and Total meaning of the preposition "BE" with Arabic Jar letter "BĀ"

Reading is a complex skill and its complexity is revealed by observing people who have trouble with it. During the reading process, the spoken language symbols displayed in the form of written language is decoded. The ultimate goal of reading is to comprehend the author's message. Before, during and after reading, the reader may use a series of cognitive and metacognitive strategies to fully comprehend the text. Skilled and poor readers are very different in terms of applying the strategies of reading comprehension. This difference is more prominent in the use of metacognitive strategies. Among the metacognitive strategies of reading comprehension, the comprehension monitoring strategy is one of the most important ones that enables the reader to determine the correctness or incorrectness of his comprehension. When the skilled reader is aware of his lack of comprehension, he uses corrective strategies to solve the problem. These corrective strategies include re-reading, the use of related texts and resources, rational inferences according to the text, or the use of prior knowledge. Despite the importance of metacognitive strategy in reading comprehension, few studies have been done in Iran on this issue. Unfortunately, none of them proposed the comprehension monitoring methods and no tool has been developed for assessing this strategy in Iranian literate adults. To fill this gap in the relevant literature, a research with three questions has been designed. The questions included: what are the characteristics of comprehension monitoring tasks? What comprehension monitoring assessment tool can be constructed or nativized by applying the obtained results of the first question? Does the nativized tool have validity and reliability?
Metacognition is the conscious and declarative awareness of the cognitive aspects of thinking. Metacognition in reading is the one's ability to understand, adjust and regulate oneself during the reading process. The two dimensions of metacognition in reading generally include metacognitive knowledge and metacognitive control. Metacognitive knowledge is defined as one's knowledge of cognitive processing, but it cannot guarantee metacognitive control during reading. For example, the reader may know that if he loses his concentration, he has to go back and read the text again, but during reading, he will constantly lose his concentration and fails in the comprehension process.

Otero (1998) divides the comprehension monitoring strategy into three phases: evaluating, planning, and regulation. In the evaluation phase, the reader simultaneously evaluates his own understanding of what he is reading. In the planning phase, if there is a gap in understanding, the reader tries to select the appropriate strategies. And in the regulation phase, the selected strategies are used to solve the comprehension problems. These strategies include reconsideration, slow reading, and the reinterpretation of the particular parts of the text, evaluating mental representations and resolving the ambiguities.

It was a mixed methods study. The aim was to answer three questions about methods for evaluating comprehension monitoring, using them for developing comprehension monitoring test and studying the validity and reliability of the designed test. The qualitative part of the study included finding an appropriate test for assessing comprehension monitoring of adult and its nativization, and also sending it to 5 experts in order to check its content validity. The quantitative part of the study included the pilot study of the nativized test to determine its reliability using Cronbach Alpha coefficient. The sample included 30 MA students of the University of Guilan, who were selected using the convenience sampling method.

In accordance with the three research questions, the findings are presented in three parts. In order to answer the first question, the results showed that there are three approaches to comprehension monitoring: introspective, calibration, and error detection. The introspective approach requires readers to report their mental activity during reading (think-aloud). In the second approach, the reader is asked to answer the comprehension questions and calibrating them according to his degree of assurance towards his answers. The third approach meaning the error rhgtory sentences, in the way that contradicts the subject's prior knowledge. The extent to which these contradictions are detected shows the reader's level of comprehension monitoring.

In response to the second research question, it was identified that the most comprehensive tool which covers all these three approaches is Baker & Anderson's (1982) comprehension monitoring test. The nativized version of this tool was developed in the form of software which could record various comprehension monitoring components simultaneously, including the time of the study of inconsistent sentences, the number of re-readings, and the responses of the subjects.

To answer the third research question, the test was sent to 5 experts and after revising the questions and contradictory sentences based on their comments, its content validity was verified. To ensure the test reliability, it was distributed among a sample of 30 MA students of the University of Guilan. The amount of Cronbach's alpha was 0.72 for answering the questions, 0.70 for error detection and 0.68 for calibration, showing the appropriate reliability.
This test can be a desirable tool for assessing reading comprehension monitoring level of Iranian adults in terms of ease of implementation and scoring. In the next study, the test should be distributed among a larger sample of high school students, university students and literate adults in order to examine its construct validity and compute the norms for each group, respectively. Then, it also can be used as a comprehension monitoring tool at different educational levels.

Translation of a literary text is a difficult task, for understanding literature requires knowledge of various linguistic levels of a literary text in addition to strategies and methods of translation. To this should still be added cognitive-based translation training which helps practitioners preserve the aesthetic aspects of a literary text. Focusing on short story as a genre with both oral and written literary features, the researchers have attempted here to clarify the position of a literary text on the one hand, and the intricacies of its translation on the second. The body of discussion generally captures five distinct levels of analysis, i.e. the linguistic level, the literary level, the symbols-in-art level, the cognitive level, and the level of analyz- ing the relationship between literary language, semiosis, cognition, and creativity (the art-symbol level), and the features pertaining to each level, which draw the route-map of translation. In addition, translation is also seen as a tool, among other factors, for introducing the short story genre into Persian literature.

Despite the importance of phonological awareness in learning reading in the early stages of literacy, studies have shown that some students after the end of elementary education, and even some literate adults have poor phonological skills, that affects their reading. This study was a mixed methods one. The aim was to compare the adolescents' performance in syllabic, intra-syllabic and phonemic sub-tests and their relationship with reading comprehension. The qualitative part includes the review of theories and literature about phonological awareness and its relationship with reading comprehension, design of phonological awareness and reading comprehension tests, and examining their content validity. The quantitative part includes the implementation of the researcher-made tests on a sample of 30 students and calculating the reliability of tests (phonological awareness test (0.76) and reading comprehension test (0.80)). Then, the tests were distributed among a sample of 50 students from the 10th grade students of Lahijan. The results were analyzed using non-parametric Friedman and Wilcoxon tests and Spearman correlation test. The results showed that there is a significant difference between the performance of students at different levels of phonological awareness, as the best performance is related to the syllabic and the weakest is related to the intra-syllabic level. The results of Spearman correlation test showed that there is a high correlation between phonological awareness and reading comprehension (0.77). The results of this study can help educational programmers to design appropriate content to enhance the phonological awareness skills of students after elementary education.  

Having in mind the high level of challenge in writing as a foreign language, this research provided Iranian EFL learners with audiovisual feedbacks as an alternative of common written feedback and focused on its’ meaningfulness in order to provide an incentive medium for the participants and increase their moti-vation. One hundred young adult female learners in addition to six English language teachers took part in this study. The data was gathered through opinionnaires, interviews and learner’s composition papers and the triangulation method was used to analyze the data. The findings indicate that audiovisual meaning-focused feedbacks are not only effective in increasing the learners’ motivation to write but also have the ability to change the negative view of the learners towards writing which can help learners further their efforts in also achieving educational progress in English.

Poetic analysis involves the explication of a poem by focusing on the process of semiosis in it. Through semiosis linguistic meaning is transformed into stylistic meaning. An examination of semiosis brings us to look at the hypersemanticized poetic structures which are none other than the style features of a poem. Since style functions in a literary text by conveying meanings other than literal ones, any poetic analysis necessarily centers on the examination and function of the style features. The poetic analysis in this paper involves the study of the style features along with their functions at the levels of the ’sentence symbol’, ’symbols in art’, and ’art/aesthetic symbol’ Gargesh (1990). While the study at the first two levels implies a textual analysis, the study at the level of the aesthetic symbol involves viewing the aesthetic concretions in the mind of the readers.

This article attempts to see, through the structural significances of poeticlanguage, the nature of the split between linguistic description and literaryinterpretation. Rhythm is the most prominent means of relating form tocontent in poetic language. The first account of this prominence is seen throughidentifying its position in the two prosodic forms of metrical and non-metricalpoetry. Foregrounding has been seen as a significant feature in literarycreation. Following Bradford (1997) the analysis undertakes three stages ofanalysis as ‘discovery procedures’, ‘naturalization’, and ‘judgment’ (renamed inour work as ‘remarks’). The first level examines the degree of the tensionbetween the two patterns. In the second level, i.e. naturalization, the analysisgoes on turning the peculiar language of the poem into that of the ordinary,which means making sense of a text. This translation of the poetic language hasbeen shown to be considerably rooted in elements of form in the classical verse,and of content in modern free verse. The intervening type has thus been judgedto exist somewhere between the two. The third level, namely ‘remarks’evaluates the degree of the poet’s success in managing the tension between thetwo patterns.