jinuss shirvan

This article is a descriptive-analytical research based on the theory of conceptual metaphor, which examines the conceptual metaphors of the field of fear in three literary works from different languages, Sang Sabbour (Persian), Sound and Fury (English) and Miramar (Arabic). The findings of the research show that all three authors jointly used the Specific metaphor "FEAR ARE OBJECTS" and this can be a confirmation of the universality of conceptual metaphors. But in relation to Generic- level metaphors in these stories, it was found that Sadegh Chubak and Najib Mahfouz in Persian and Arabic stories have benefited the most from the Generic- level metaphor "EMOTIONS ARE OBJECTS", while Faulkner has used the most in the English story, Sound and Fury. Equally, it uses the Generic- level metaphors "EMOTIONS ARE LOCATIONS" and "EMOTIONS ARE FORCES". The difference between Persian and Arabic stories with English story points to the culture-specificity of Generic - level metaphors.

Children's literature is a tool to gain knowledge about the abstract world, few studies have been conducted based on cognitive perspectives. This study analyses the messages of five age groups to not only compare them from the cognitive pragmatics perspective but also to find out how the messages are expressed. So, fifteen books were evaluated by deductive content analysis using theoretical saturation. The messages are classified in the categorization matrix based on cognitive pragmatics. The classification was based on two methods of message transmission, standard and non-standard, and related elements (non-verbal, exploitation, deception, and failure). The stories of the young saplings contained emotions excitement and cognitive reactions, and the minor group experienced excited reactions in interaction with their surroundings. In group A, the focus of the messages is emotional-cognitive under the influence of the environment, and the authors are trying to tie them to the realities to paint a more realistic picture for the child. In group B, we are faced with motivational messages that aim to help children strengthen their self-confidence and overcome disappointments and difficulties in life. In group C, the moral messages needed for collective life are the main core of the messages, the use of metaphor has helped to convey them more deeply. Based on the findings, the exchange of messages in the stories of young and minor children is based on non-verbal interaction, in groups A and B, mainly the use of exploitation, and in age group C, non-verbal is also used.

The present article has tried to study the conceptual metaphors of three stories from three languages which are written in the style of Stream-of-consciousness as a narrative device, to show how the mental functions establish relative similarities in the image schemas among these three languages, and also how these cultures create different image schemas. In this research, the extracting data from the corpus has been done by searching the keywords related to the domain of "happiness" and according to the relevant linguistic context. The description and analysis of metaphors have been done in a comparative way to examine the fields of source and existing mappings and at last the related image schemas. The data of this research shows that Sadegh Choobak (Sange Sabour in Persian) has used five image schemas, "Motion, Force, Existence, Volume and Space", William Faulkner (Sound and Fury in English) has used four image schemas, "Existence, Volume, Force and Movement", and Najib Mahfouz (Miramar in Arabic) has been used three image schemas, "Existence, Volume and Force" to express the feeling of " happiness ". The existing similarities show the universality of image schemas and differences indicate the culture-specific nature of image schemas.

Stories take a leading role in influencing children’s behavior and personality as well as nurturing growth and development of their talents. By means of stories, not only do they seek out and come to know the meaning of life, but they develop different cognitive and linguistic skills. However, so far little work has been done to investigate the school-aged children’s literature from the perspective of linguistics. To fill the gap, this study set to assess and analyze three types of intriguing and new stories for the mentioned age group via adopting a cognitive-pragmatic perspective, at the intersection of linguistics and cognitive science. Further elaboration of the results based on qualitative analysis indicate that contrary to expectations, in the communication process, the five sequence standard model hardly showed up, while a non-standard format was the dominant feature; taking note of the non-standard model, research findings indicate that children relate to different elements of communication, especially abstract ones. As a result, children acquire cognitive elements—such as anger, happiness, excessive force, fear, naughtiness and so on—in the form of non-standard, non-verbal communication; it is suggested, therefore, special care is needed with regard to the elements children acquire nonverbally through stories. Finally, research findings indicate that stories inculcate children with numerous cognitive elements, the likes of fear, anger, and so forth, in a nonverbal communication.

This article is a descriptive-analytical research based on conceptual metaphor theory (CMT), which studies the conceptual metaphors of the field of anger in three fictional works of Sange Sabour (Persian), Sound and Fury (English) and Miramar (Arabic). The findings of the research show that one of the most frequent source domains that all three authors have used to express the abstract concept of anger is the specific metaphor "ANGER IS AN OBJECT / TOOL". Of course, just by having one common source domain, it is not possible to strongly emphasize the universality of conceptual metaphors, and the existing differences indicate culture-specificity of these specific metaphors.But in relation to Generic- level metaphors in these stories, it was found that all three writers, Sadegh Chubak, William Faulkner, and Najib Mahfouz, have benefited the most from the Generic- level metaphor "EMOTIONS ARE OBJECT" in the field of anger, and it can be said that at the Generic- level of metaphors, The universality of metaphors can be confirmed.

The theory of "Enunciation" presented by Antoine Culioli takes the grammatical categories of natural languages into consideration and aims at presenting explanations for the questions put forward. The afore mentioned theory rests on experiential principles. In the philosophical and scientific framework adopted by culioli issues such as metalanguage, the asymmetry between production and recognition and the concept of lexis are important. In exploring this theory, certain issues such as formalization, the formulation of linguistic act, the problem of meaning and the theory of linguistic operation and Culiolَis philosophical approach are introduced.