فهرست مطالب azita abbasi

Compounding is one of the most productive word-formation processes through which new words are formed. Concerning the semantic headedness, compounds are divided into endocentric compounds and exocentric compounds. This article examines Persian exocentric non-verbal compound nouns based on construction morphology theory (Booij, 2010) and explores the semantic relations in constructional schemas based on the semantic relations models of Jackendoff (2010) and Girju et al. (2005). The data is comprised of nearly 450 words and have been collected from Farhang Moɑser: Contemporary Persian Dictionary (1381) as well as media and daily conversations. According to the data, there were 9 semantic relations between the semantic head and the inner constituents of the noun compounds. Besides, there were 11 semantic relations between the inner constituents. Based on the derived constructional schemas, it was found that patterns produce the nouns of "instrument, plant, animal, location, food, part of something, job, profession, social status, job hierarchy, disease, material, sign, rhythm of a music/poem, geometric shape, object, prayer, game"..

Researchers have paid a lot of attention to collecting and analyzing the language errors. Language learners commit various mistakes during the stages of language learning, and Subject Verb Agreement (SVA) is one of these mistakes. In this type of errors, the features of the person and the number of the verb and the subject do not match with each other. Based on the theory of Distributed Morphology (DM), in this type of errors, the morphologic features that should be specified on the final nodes are received from a wrong source. In this article, we analyze and examine the internal structure of the SVA errors produced by Persian learners in the framework of the DM in order to explain how copying a wrong feature from the wrong source can lead to the production of wrong sentences. The examined samples are related to the final writing test of Persian learners of Saadi Foundation, which were extracted from the corpus of this institution. The discussed errors are divided into two groups: local agreement and long distance agreement. In the first type, the source of error is linearly closer to the verb than the real subject, while in the second type, the source of error is located at a further distance from the subject. By examining examples of local agreement errors of Persian learners, we will show that the source of the error can be the goal, and instead of agreeing with its local subject, the verb agrees with the goal and takes its features. Also, by analyzing the internal structure of long distance agreement errors, we will introduce two new sources which verb can agree with them and takes their features. First, in a coordination structures the verb of the second conjunct mistakenly agrees with the subject of the first conjunct. Second, the verb of the relative clause can agree with the subject of the main clause.

One of the differences between men and women is their language variety. Lakoff (1975) is one of those linguists who studied women's language. To Lakoff’s, media is one of the areas that women's language can be investigated. Instagram is one of the most popular media where many people including influencers promote their work. Sadaf Beauty is one of those influencers who shares beauty tutorial videos and beauty product review videos in her business page. In this research, her lect is analyzed based on Lakoff’s language and gender theory. Among Lakoff's gender-based language features, this business page uses lexical hedges to a greater extent and uses hyper-correct grammar to a lesser extent.

One of the teaching approaches that has received much attention in language teaching so far is the communicative approach. It has led to the practical and interactive use of a foreign language. The present study aims to represent the communicative approach in teaching speaking skill in Mina textbooks of teaching Persian to non-Persian speakers. To this end, the literature review related to the research topic has been studied in order to prepare a checklist for evaluating the communicative approach in teaching speaking skill based on some experts’ viewpoints in the communicative education filed. Then, the speaking activities of every three books of Mina have been detected and sorted in three classifications of individual activities, two-person activities and group activities. After observing and analyzing these speaking-based activities, values and criteria of the named checklist have been examined and rated according to the Likert scale. According to the observations and results in this study, it can be said that teaching the speaking-based contents of Mina textbooks are possible only by means of communicative language teaching, as the authors of these textbooks claim. This claim is particularly obvious to a large extent in the first and the third volume of Mina textbooks, while in the second volume despite including topics and interactive situations related to real life, there has been few oral production activities which help the learners to practice their speaking skill.

Proverbs are among linguistic chains that are metaphoric in nature which should be studied cognitively. In this research, 41 Kermanshahi Kurdish (Kangavari variant) proverbs containing animal names were collected in a field study. They were then compared with their modern Persian counterparts extracted from Dehkhoda’s (1995) Amsal va Hekam and analyzed based on Lakoff and Turner’s (1989) Great Chain Metaphor model and Mendoza and Diéz (2002) conceptual interactional patterns between metaphor and metonymy framework. According to the findings, Kurdish proverbs make use of animal names more than Persian counterparts because of the geographic conditions, Kurds lifestyle, and their general profession that is farming. According to Great Chain Metaphor model, when animals play the main role in proverbs, the conceptual metaphor “PEOPLE ARE ANIMAL” is applied to conceive human behaviors by animal traits. As to the findings, although there are cultural differences between language speakers in creating proverbs, the same cognitive mechanisms are used in proverb perceptions and this confirms the linguistic universalities among all languages.

Applying pictorial illustrations aids the lexicographer in defining lemmas and clarifying the meaning of entries. The present study, based on Steinchr('39')s (1991) categories, looks at the inclusion of pictorial illustrations in three Persian monolingual dictionaries, including Amid Persian Dictionary, Moein Persian dictionary, and Sokhan Comprehensive Dictionary, intending to define a syntactic-semantic typology of pictorial illustrations in Persian monolingual dictionaries. This corpus based analytic survey is done to answer which items are mostly illustrated, considering the semantic field and the part of speech of illustrated lemmas, as well as study visual characteristics of pictures and their place of insertion. The other purpose of this paper is to investigate which methods can improve the efficiency of pictorial illustrations in dictionaries. The results of this survey indicate that domestic and contextualized pictures along with a proper reference to their headwords can enhance the communicative function of Persian monolingual dictionaries. It is also revealed that the co-reference of illustrations and headwords are fulfilled via the juxtaposition of pictures to the dictionary entries or through some verbal support that relates illustrations to the respective lemma. In all three mentioned Persian dictionaries, concrete nouns are the most illustrated headwords. This research shows that the typological analysis of pictorial illustrations in dictionaries can provide a better understanding of illustrative structures in monolingual lexicography so that planning for the visual aspects of the new generation of Persian monolingual dictionaries would be more feasible..

In some new morphological theories, by adapting a unified paradigmatic approach to the analysis of derivation and inflection, their traditional distinction has been diminished and paradigm functions apply to inflection and word formation based on a single lexeme. In the inferential-realizational theories, such as the theory of Paradigm Function Morphology by Stump (2001), taking a lexeme-based approach, the traditional notion of inflectional paradigm is the dominant theoretical idea, but the existence of derivational paradigm has been confirmed in parallel with it. The main question of this research is how to account for inflection and derivation in Farsi in terms of the criteria of the Paradigm Function Morphology. To this end, 40 verbal lexemes, their derivatives, and inflected forms and relations between them were analyzed concerning these criteria. It is noticeable that Beecher's model (2004) for derivational paradigm has been used here in line with Stump's theory (2001) to represent the relationships among Persian derived words more explicitly. The findings suggest that the paradigmatic approach and its mechanisms for derivation and inflection are roughly the same and differ only in some features that arise from distinct roles of inflection and derivation. In a paradigmatic approach, the direct and indirect relations between cells in inflectional and derivational paradigm as well as their relations with related lexeme are depicted more explicitly and clearly than a morpheme-based approach to inflection and derivation. Also, the asymmetry between form and meaning is much better accounted for because one whole-cell represents one meaning.

The present research is a comparative study of the comprehension and production of passive verbs in Persian monolingual children with Turkish-Persian bilingual children. Given the fact that the usage of passive structures in Persian is more often in writing than in speaking and also having in mind that Turkish passive structures are completely different from the ones in Persian, we want to see if Turkish-Persian bilingual children who have grown up with their native language are able to comprehend and produce Persian passive structures.
Many researchers working abroad have tested the production and comprehension of passive sentences in children using pictures, puppet shows and films. In Iran, although some researches have been done on passive structures and bilingualism, the production and comprehension of passive sentences by bilingual and monolingual children has not been compared yet. Due to the large number of bilingual people in Iran and the importance of bilingualism in language programming, assessing the effect of bilingualism on using Persian passive structures is important. Theoretical framework of this research is Role and Reference Grammar (RRG) according to which, two kinds of passive structures including main passives and non-personal passives are recognized.
In this research, eighteen 5- to-7- year old Persian monolingual children (9 girls and 9 boys) and eighteen 5- to-7- year old Turkish-Persian bilingual children were monitored to see if they produce and comprehend Persian passive structures. These children were selected randomly from the schools of Tehran and Sarab. In order to assess children’s comprehension and production of passive sentences, pictorial tests were used. Independent variables in the experiment are multilingualism and age and dependent variables are the comprehension and production of passive sentences. To do the experiment, sentences were made using 16 Persian verbs including: eat, milk, cut, plant, break, wash, kill, cook, write, sew, draw, weave, build, dig, pick, and steal. Afterwards, pictorial cards were drawn showing the action represented by the verb. Tests were organized in 4 parts. The first three tests, analyzing the comprehension and production of main and non-personal passive sentences, are the ones introduced by Demuth (2013). The forth test, a production test, is Manetti's (2013).Analyzing the data using SPSS, version 19, we found out that both bilingual and monolingual children have the ability of comprehending and producing passive structures of Persian language. So, multilingualism and age do not have a significant effect on the comprehension and production of main and non-personal passive verbs. Also the results showed that children most often tend to generalize the voice structure they hear to newly given situations i.e. when they are questioned about a patient (3rd test), they may or may not produce a passive sentence but when they are presented with a model passive structure in one case, the children copy the structure they hear to new situations.

The present research studies the derivational suffixes ordering constraints in Persian in Complexity-based Ordering Approach. The corpus based on which this research is conducted is the data of the Institute for Humanities and Cultural Studies. To conduct this study, 8 Persian suffixes were selected and ranked in a hierarchy-based ordering in Complexity-based Ordering Approach, then the correlation between their ranks in the hierarchy and their productivity, parsing ratios and boundary strengths were evaluated. Also, the correlation between the suffixes positions in graphical hierarchy, with their productivity, parsing ratios and boundary strengths were evaluated. The results show that there is no meaningful correlation between the suffixes ranks in the hierarchy-based ordering in Complexity-based Ordering Approach and their position in the graphical hierarchy, their productivity, parsing ratios and boundary strengths.

Teaching L2 vocabulary through different techniques, plays an important role in the enhancement of vocabulary knowledge. This study investigated teaching derivatives through explicit and incidental approaches. Explicit approach, has specifically focused on word part strategy and the roles and meanings of suffixes. In incidental approach, some texts included derivatives, were taught to L2 learners. Two hypothesis were considered: 1. teaching affixes explicitly would help guess the meaning and part of speech of words and this kind of instruction affects learners’ comprehension positively. 2. More exposure to derivatives would influence on understanding unfamiliar words and vocabulary knowledge effectively. After a pilot experiment, 40 Persian learners of Dehkhoda institute in intermediate 1 level were selected and examined for this investigation. They were divided into two groups, the controls and the experimentals . During the instruction, those suffixes were selected that were more frequent in core vocabulary. Suffixes such as /-gar/ which makes job names (in /bɑzigar/ that means actor) or suffixes which make a new grammatical category such as noun making /-eʃ/ (in /dɑneʃ/ that means knowledge), were selected for teaching and testing. 4 texts, included unfamiliar derivatives, were taught to control group. There were two reading comprehension questions after each text. In contrast, the meaning and usage of affixes were instructed to experimental group and then some exercises were given to them. The subjects participated in one test which was administered twice as pretest and posttest before and after the treatment. The result of data analysis showed that the experimental group who received explicit teaching of suffixes and word formation, improved significantly in comparison with the control group who received some texts. Therefore, the first hypothesis was confirmed. Furthermore, it was proved in another analysis that the posttest result of two groups outperformed the pretest significantly. Hence, the second hypothesis was proved out. However, incidental teaching of derivatives can affect vocabulary knowledge, the result of explicit teaching is still more meaningful.

This article presents an introduction to an onomasiological theory of word-formation. Onomasiological theory presented by Pavol Štekauer is a cognitive theory which responds to naming demands of a speech community. The goal of this research is to describe the word-formation components of the onomasiological theory; meanwhile, we attempt to illustrate the fundamental principles of the theory via Farsi lexical units. The results stated that with respect to the seven levels assumed in the model of word-formation of this theory (i.e. speech community, extra- linguistic reality, conceptual level, semantic level, onomasiological level, onomatological level and phonological level) and five onomasiological types referred to as cluster types, the illustration of the word-formation systems is possible.

In the conjugation of root morpheme, zero morpheme is a morpheme which has semantic load but no visual representation, not in written nor spoken form. As an example, the word رفت in Persian is a third-person, simple past, singular but there are no visual representations in this word to indicate person and number. A group of linguistics analyze this verb as [رفت-Ø] verb and relate the person and number indicators to the zero morpheme. But the zero morpheme, from the viewpoint of many researchers such as Aronov (1976, 1983), Lieber (1981), Bauer (1983, 1988), Schtechaur (1992) and Melchuk (1996), has been criticized for many reasons including multiplicity of grammatical categories and meanings. In the present paper, the nature of the zero morpheme will undergo detailed analysis, and the examples of this morpheme as well as the conditions for its existence determined by linguists will be explained. Then, after providing the reasons for accepting or rejecting the zero morpheme, it will be determined, by proposing linguistic evidence, that what is referred to as the zero morpheme in different references is actually a contextual vacuum in the syntagmatic axis which is filled by the speaker by using the available linguistic and non-linguistic context.