فهرست مطالب mahnaz karbalaei sadegh

In Persian, which adheres to an SOV word order, complement clauses or prepositional objects typically follow the direct object in their conventional position. However, there is the potential to move this phrase to different positions within the sentence. However, this phrase can be moved to other positions in a sentence. Multiple explanations exist for this phenomenon. One such explanation is within Lexical-Functional Grammar, suggesting that the relocated constituent finds its place within lexical entries. More specifically, event-related potential (ERP) was used to investigate this processing in the centro-parietal part of the brain (for the for N400 and P600 components) following the Friedrici model of language comprehension (1995). This research aims to investigate how wh-complement displacement in Persian is processed within the verb's lexical entry using event-related potentials, rooted in the syntactic-semantic role structure. Specifically, this study focuses on the N400 central-anterior component, as introduced by Friedrich in the field of language processing in 1995. Given Persian's rich inflection, which permits various word orders, we examined four distinct positions for complement clauses in the sentences under study, constructing 50 sentences for each condition. These sentence conditions were thoughtfully designed based on consistent word length and syntactic category. To delve deeper into the verb's lexical entry, we presented sentences in a structured format on a display screen and provided comprehensive explanations to participants before the experiment. Participants were instructed to articulate words without any lip or facial movement. Brain responses were recorded as event-related potentials during reading and subsequently analyzed using MATLAB software with EEGlaB. The results reveal that complement clause displacement triggers distinct brain responses within the lexical entry of verbs, marked by an increased N400 amplitude in the central-anterior region when the complement clause is in its canonical position. These findings lead to the conclusion that the movement of the complementizer in Persian follows a Lexical-Functional grammar within the neurophysiological model put forth by by Friedrich's model of syntactic processing .The main conclusions to be drawn from these bits of evidence are the displacement of the Wh-complement in lexical entries of verb in Persian has a neurophysiological basis.

Many Speech and language pathologists (SLPs) are employed by Iran’s Ministry of Education, with services traditionally delivered through a pull-out model. However, alternative service delivery models (SDMs), such as classroom-based and consultant approaches, are also available for SLPs working in schools. While the advantages of these approaches have been established in other countries, their effectiveness in the Iranian context remains unexplored. This study sought to determine which SDM is more effective in enhancing language skills among Persian-speaking children with intellectual disability (ID) in Iran. This study employed a single-blind, randomized, controlled trial design. Twenty-one preschoolers, with a mental age of approximately 4:6, were randomly assigned to one of three groups (pull-out, classroom-based, and consultant) to receive speech therapy services. Language skills of all students were assessed by an experienced speech therapist using the Persian version of Test of Language Development-Persian:3 (TOLD-P:3), which has demonstrated favorable content validity and acceptable reliability. The language age of students on core subtests and their compositions were compared using the Kruskal-Wallis test.Analyzing language areas and compositions revealed that speech therapy was effective across all delivery service models. However, notable changes were observed in students under the consultant model, particularly in their "Grammatical completion" score (p = 0.011). Additionally, significant improvements were noted in four other composition scores: 'spoken language' (p = 0.05), 'organizing' (p = 0.009), 'speaking' (p = 0.017), and 'syntax' (p = 0.055). The findings of this study demonstrate that speech therapy, irrespective of the service delivery models (SDMs), effectively improves language skills in children with ID. However, the consultant model emerged as the most effective among the three models (pull-out, classroom-based, and consultant) for children with ID.

This article is a case study that aimed at investigating the role of pictorial metaphors in conveying the message of citizenship cartoons. For this purpose, four cartoons related to the contrast between book and cyberspace published in Persian-language websites were selected by purposive sampling method. These cartoons then were analyzed in the framework of conceptual metaphor theory (Lakoff & Johnson, 1980, 1999; Lakoff, 1993) and multimodal metaphor theory (Forceville, 1996, 2008, 2009). the main question of the research is: what pictorial metaphors have been used to express the contrast between books and cyberspace in citizenship cartoons, and what are the source domains in these metaphors? The results showed that pictorial metaphors based on the concepts of train, sea and physical conflict between humans have been used to express the contrast between books and cyberspace. Moreover, the source or target domains of these metaphors involved conceptual metonymy. Thus, metaphor and metonymy interact to create the cartoonist's intended meaning and convey it to their audience based on a kind of analogical reasoning. The results also showed that the pictorial metaphors used in these cartoons were either hybrid or contextual.

since transitivity is among the most important concepts in grammar and discourse, focusing on how it is acquired can respond to many problems in the field of language acquisition. According to studies, children are able to use transitive verbs and produce new transitive structures in their speech from the age of three years old. This study aims to investigate the cognition level, to which the children reach that enables them to produce and understand transitive sentences in their speech. For this purpose, a collection of 100 declarative clauses used by four Persian-speaking children was examined. Descriptive-analytical method was used to analyze the data. The cognitive analysis of this finding revealed that a child, around the age of one, has seen and memorized scenes of daily life for many times. Gradually, they decompose the scenes they have seen into their constituent components and relate each component to a linguistic elements. Finally, they use syntactic tools such as word order (linear order of linguistic elements) to identify the role of each component. Also, child as spectator with objectifation and highlighting of subjects in the sentences, encodes the sentences in the realm of energy production and always use subject before object.

Discourse markers are language elements that linguists do not have a consensus about their nature as well as their role and function. The present study aimed to investigate the function of Persian discourse markers as reference elements, based on Fraser's (1999, 2006) approach. For this purpose, a corpus of two types of political and economic texts was selected. Taking print run and history into consideration, 16 editorials of Kayhan newspaper for political texts and 15 editorials of Donya-e-Eqtesad newspaper for economic texts were analyzed, and the discourse markers were classified into four categories: contrastive, elaborative, inferential and temporal. Data analysis showed that the formula presented by Fraser (1999, 2006), for the sequence of sentences connected by discourse markers, is slightly different in Persian and should be rewritten as S2+DM.S1 /S1.S2 + DM. Furthermore, based on the importance of the information contained in the sentences preceding and succeeding the markers, they can be divided into cataphoric marking (markers placed after the main message), anaphoric marking (markers placed before the main message), and joint marking (markers placed between two main messages). Data analysis indicated that contrastive and elaborative markers are considered as joint marking, and inferential and temporal markers are anaphoric marking in Persian. Based on the research findings, it can be concluded that discourse markers can have a referencing function in information structure.

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

Non-specific intellectual disability (ID) with a prevalence of approximately 1% is relativelycommonand has profound negative effects on language development. However, it has received little research attention, especially regarding conversational skills. Developing methods to detect, assess, and categorize conversational skills has created major challenges for speech-language pathologists due to their importance as part of adaptive behaviors in children with ID.

The present study aimed to examine pragmatic skills through a socio-conversational model, as well as to define the parenting styles of their mothers accordingly.

A total of 21 children with ID enrolled in preschool-grade 2 were included in this study. A comprehensive set of language assessment tools, including the Test of Language Development-Persian: 3 (TOLD-P):3, Conversational Rating Scale, Vineland Social Growth Scale, and Socio-Conversational Analysis of interaction between child-mother was administered. The descriptive indices, including mean, standard deviation (SD), and percentiles were computed using SPSS-24. The Spearman-rho was applied to search for possible correlation between conversational skills and general language indices.

The Means for non-verbal age (based on Leiter test) and chronological age were 4.43 and 7.98 years, respectively. According to the composite scores of the TOLD-P:3, children with ID scored below 69, except for semantics. Their language age for eight subscales of the TOLD-P:3 was 3:04, but it was 5:38 for word articulation. The mean ± SD for different variables were: MLU = 1.95 ± 0.88, TTR = 0.64 ± 0.16, the number of total sentences = 14.52 ± 13.35, and the percentage of complex sentences = 19.71 ± 39.94. Over 60 percentages of the participants scored below average in social growth scale. All children scored as “no or infrequent pragmatic skills” or “pragmatic skills are emerging” in the Conversational Rating Scale. Two-thirds of the mothers had “authoritarian” parenting style.

A remarkable delay in language skills, especially in conversational skills of children with non-specific ID, was found and highlighted. The most common parenting style was detected to be controlling style; due to the limitations of our study, however, no definite conclusion was drawn concerning the causal relationship between parenting style and children’s language delays. Children with ID played different roles during interaction, but most of them were inclined to be “passive conversationalist”.

Down syndrome (DS) as a chromosomal abnormality has different symptoms including cognitive problems and language delay. Studies showed a heterogeneous profile of language skills in this group of children. This study aimed to provide further information about the most vulnerable area of language -grammatical skills- regarding the unanalyzable utterances, clauses, phrases, grammatical morphemes, and mean length of utterances (MLU) in children with DS and compare them with those of non-verbal age-matched controls.

The grammatical structures of 12 children with DS (non-verbal age=39 months) were compared to those of 50 non-verbal mental age-matched controls (non-verbal age=41 months). Clause, phrase, and grammatical morphemes were investigated through spontaneous language sample analysis according to Persian-language assessment remediation and screening procedure (P-LARSP).

Children with DS had higher percentages of unanalysable text units compared with typically matched peers (P≤0.001). The MLU, number of phrases and clauses structures, and inflectional morphemes were significantly lower in children with DS compared with typical children (P<0.001).

Children with DS showed a noticeable gap in grammatical structures compared with typical children. The possibility of specific language problems in children with DS should be considered by future studies.

The aim of this study is to investigate the role of pictorial metaphors in creating and conveying the message of citizen cartoons. For this purpose, in the form of a case study, seven cartoons on the topic of "booksand book-reading" related to 2019 were extracted from several Persian-language websites and have been analyzed based onConceptual Metaphor Theory (Lakoff & Johnson, 1980, 1999; Lakoff, 1993) and Multimodal Metaphor Theory (Forceville, 1996, 2008, 2009). The main objectives of researchare what conceptual metaphors and pictorial metaphors have been used to express the concept of book-reading (or studying) and what their source domainsare. The results show that metaphors of ‘study is journey’, ‘study is agriculture’, ‘study is finding treasure’, ‘study is health (or life)’, ‘study is purification of mind’, ‘study is raining’ and ‘study is Light’are the underlying conceptual metaphors in the studied cartoons. In all these conceptual metaphors, the target domain (i.e. the study) is represented visually by the image of the book. The interaction between metaphor and metonymy plays a key role in the formation of pictorial metaphors and transmission of cartoon messages.

Understanding the way that abstract information has been expressed in the different languages is one of the attractive subjects in cognitive linguistics. In this regard, Idioms as a part of cultural and national identity of speakers can play an important role in understanding concepts and linguistic materials. So in the present study we have tried to examine the representations of image schemas in two languages; Persian and English, within the framework of cognitive semantics and based on Johnson's Schematic Model (1987). Therefore, we selected the data from the “Common Persian Idioms and Phrases: Persian-English” which was provided by Bateni (2013) and have studied them in a descriptive-analytical way. This paper explores the conceptual image schemas of idioms in Persian and then compares them with their English equivalent. The results show that the mental coding process of idioms in these two languages can be divided in 6 ways and in most cases this process was similar between these languages. Moreover, English has the most schematic similarity between their information and messages. The pass and force schema are the most common in English and Persian, respectively. Due to the conceptual schemas are dynamic patterns in cognitive semantics which are not studied thoroughly the idioms of these Languages in past; so the importance and the objective of this study was the analysis of this phenomenon in the context of conceptual schema and also explain the relationship between the speakers language and mind.

Advertisement is a thinkable subject to various fields of study such as anthropology, sociology, linguistics and criticism. In the visual advertising texts, at least two systems work together, the language system and visual one, to form the layers of text. The purpose of this research is to increase the knowledge of people and change their attitudes to communications and advertisements and finally to change the style of social life of them through the change in the content of text and image in the advertisement of billboards in Tehran. In addition, this research attempts to present the linguistic and non-linguistic factors in the advertisement and to use the theoretical achievements of discourse and pragmatic factors for making advertisement that is more useful for commercial institutes. It is worth mentioning here that the authors fulfill this research by collecting data through field research, interviews and questionnaires, and the authors used descriptive-analytic method to analyze the results. In addition, a body of two hundred participants, including one hundred for each sex, who responded to qualitative questionnaire, implemented this research. Moreover, the authors attempt to indicate that billboards in Tehran aim to affect and change the addresses' attitude in the direction of persuasion of them to buy the commercial products. This goal is achieved by using linguistic factors such as: text, the structure of text in terms of different types of its' chosen sentences, pragmatic factors like language roles and presuppositions, semiotic factors like linguistic signs, advertising signs and linguistic conventions.

The purpose of the present research is to investigate the formation of locative nouns in Persian which are not semantically similar in spite of their resemblance in functions. The suffix "-zâr" in Persian, for instance, indicates both the concept of location and multiplicity of something: "golzâr and lâlehzâr". The other suffixes of location, however, do not bear this semantic property. It's worth mentioning that along with the above mentioned process, two other processes of "compounding" and "derivation-compounding" are also investigated here. Thus, the authors in the present research have attempted to investigate these semantic constraints which are dominant on such suffixes, using the achievements of cognitive morphology such as categorization theory, conceptualization and configuration. Eventually, the authors attempt to introduce the cognitive potentials contributing to the formation and usage of these locative forms.

In the present research the authors attempt to study the complex predicates derived from the Arabic infinitives and their derivatives by taking into consideration: the closeness of Persian to Arabic, their joint cultural and historical backgrounds in different eras and the borrowing of many words from Arabic in modern Persian to such an extent that today an outstanding part of many Persian words specially non-verbal particles in complex predicates are dedicated to the Arabic loanwords.
Regarding the development and productivity of compounding as an active word formation process in Persian, which is considered as a salient typological property, this process has constantly been regarded from different approaches by Iranian and foreign linguists. Therefore, the purpose of this research is initially to investigate and delineate the formation process of the complex predicates which are derived from the Arabic infinitives and their derivatives, using the achievements of cognitive linguistics. Moreover, it examines the dominant constraints on such compounds. It's worth mentioning here that the analysis of chosen investigated verbs is based on the three theories of categorization, configuration and conceptualization which are theoretical fundamentals of cognitive morphology proffered by Hamawand (2011).