جستجوی مقالات مرتبط با کلیدواژه "دستور نقشگرا" در نشریات گروه "ادبیات و زبان ها"

This research aims at analyzing and comparing the development of lexical cohesive devices (repetition, collocation, synonymy, hyponymy, meronymy) in Persian-Speaking students’ written discourse at primary level (9 to 12 years old) according to logical meta-function introduced in Halliday and Mathiessen’s systemic functional grammar (2004). Descriptive analytical method is used in this study. 45 students (boys) studying at primary school (4th, 5th and 6th grades) in 1393-94 have been selected through random-sampling. Two written tests in the form of picture stories were administered for gathering the written data. Frequency, percentage and pattern of development of using lexical cohesive devices were compared and analyzed. The frequency of lexical cohesive devices in 4th, 5th and 6th grades were, 862, 967, and 1119. Repetition and collocation in all grades are the most frequent and hyponymy and meronymy are the least frequent devices. The percentage of repetition decreases from 4th grade to 6th grade while in hyponymy and meronymy it is increased. According to Kruskal–Wallis test the differences of using synonymy and repetition are not significant although differences of using collocation, hyponymy and meronymy are significant (p≤ 0/05). It seems that not only the frequency of different lexical cohesive devices in students’ written discourse increases as the grades increase, but also more sophisticated lexical cohesive devices are found in writings of the students in higher grades.

In functional grammar, it is assumed that patterns of experience are represented in language in the form of processes and via ideational metafunction. Accordingly, we can gain knowledge about the experiences, ideas and internal world of the writer by exploring various kinds of processes in the verbs and determining their frequency in literary text. The grammatical potential for representing experience in language is provided by transitivity system which is the mechanism for expressing the ideational and experiential metafunction in language. This paper investigates the mystical experiences of Ruzbahan in Abhar al-Asheghin according to functional approach to the verbs. The experiences are analyzed based on transitivity system in terms of Halliday's functional grammar. Considering the results of this study, the experiencer is active and doer in most of the cases. Most non-relational verbs are transitive and denote past tense. More than 70% of relational verbs occur at present time and more than 90% of these experiences which are expressed via indicative mood are absolutive. Thus, regarding the method of narration, it can be argued that the love experiences expressed in Abhar al-Asheghin have just occurred before writing. Reading the narrative, the mind is separated from natural time and place and, with narrator, connects to the moment of encounter and seeing.

Experts have different methods for grouping or, determining the style of the works proposed. So it sounds inevitable to have disagreement on style of works. The authors do not seek to confirm or reject common stylistics methods, but they are going to propose a noble criterion as an indicator of style. In this paper transitivity grammatical metaphor has been introduces as a stylistic device. In order to do this two Persian stories, “Asrar-e Darre Jenni” written by Ebrahim Golestan and “Modir-e Madrese” by Jalale Ale Ahmad, have been selected as sample and they have been analyzed in descriptive-analytical method. Transitivity grammatical metaphors from these works have been extracted and then have been compared. The number of transitivity grammatical metaphor in “Asrar-e dare Jenny” compared with the “Modir-eMadrese”, is much less and in this story, conversion of mental process to existential and then mental to relational process, are more than the others. In “Modir-e Madrese”, unlike the “Asrar-eDarre Jenny”, transitivity grammatical metaphor is impressive and the most metaphors that has been used in this story, are conversion of relational processes to material ones and then verbal processes to material ones. Results confirm our hypothesis based on the application of grammatical metaphor as a stylistic device because according to the results of study, the difference is obvious both in terms of amount and type of transitivity grammatical metaphor.