جستجوی مقالات مرتبط با کلیدواژه « رویکرد » در نشریات گروه « ادبیات و زبان ها »

Persian language is developing among its enthusiasts, especially people who learn this language with special goals, including academic goals. These learners, whose first language is not Persian, turn to centers such as Jameh Al-Mustafa and other academic centers for research or study in their fields of interest and require skills in both language and specific knowledge. A proper and thoughtful response to this demand is an undeniable necessity. Therefore, a scientific approach with a research-based foundation should be adopted for curriculum development, syllabus design, and teaching to not only increase motivation in language learners and educators but also improve the quality of language learning while reducing financial resources consumption and preventing time waste. This article provides a descriptive method based on library studies that briefly reviews language teaching methods with an emphasis on teaching languages for specific academic purposes and two syllabus designs: "content-based" and "task-based". By collecting data on the task of Jameh Al-Mustafa Al-Alamiya, defining language for specific academic purposes, defining approach, method, syllabus design, types of languages for specific academic purposes, defining task-based and content-based syllabus designs, and measuring the correlation between languages for specific academic purposes and content-based approaches, it is suggested that a combination of task-based syllabus design at the elementary level with content-based syllabus design at higher levels be used.

Arab literary critique is called classic critique before Arabic renaissance because it is still based on traditional critique including Zoufi critique, moralcritique and psychological critique.  The critique of the pre-Islamic era lasted in such an atmosphere until the end of the third century, but it is changed to philosophical critique in the fourth century by introducing Greece philosophy. This critique becomes philosophical under Aristotle’s two works which are “The speech” and “the book of poetry”. It is after this stage that the Arab world is confronted with two poetry techniques that are Aristotle poetry technique and Arabic poetry technique. According to these two poetry techniques, literary critique becomes philosophical because of Aristotle philosophy, but it is based on traditional criticism. Based on the hypothesis that Arabic critique is influenced by Aristotle poetry technique, this article poses the question of whether this influence has been influential in the fundamentals of critics’ criticism or has given rise to a proven approach. The result of this study is that this influence has shaped Arab critics’ general approach for centuries until the advent of the Arab Renaissance. The result of this study is that this influence has shaped Arab critics’ general approach for centuries until the advent of the Arab Renaissance.

This paper examined the constraints on tri-syllabic loanwords in Persian, which contained three-consonant sequences in the underlying representation, within an optimality-theoretic account. Pulgram and Mich (1965:76) called a series of consonants as cluster occurring in the same syllable, and as sequence appearing in two consecutive syllables. Most of three-consonant sequences are the result of a complex onset placed word-medially in the second or third syllable and the consonants are put in the coda position of the preceding syllable. Having analyzed 9725 simple tri-syllabic words in Persian, a total of 36 words with three consonant sequences in the syllable boundaries were extracted. The results showed that they were all loanwords, except for three of them originating from Old Persian with no usage in contemporary Persian. In Persian, consonant clusters are avoided in onset position; consequently, three consonant sequences of a complex onset origin, when introduced into Persian, are adapted to fit the syllable structure of the target language and undergo re-syllabification. Re-syllabification occurs either with or without a vowel epenthesis and the processes all conspire to avoid a complex onset. Moreover, it is argued that in all these sequences, re-syllabification is subject to meeting the sonority at the syllable boundary and is explained by Gouskova’s (2001) proposal as the effect of the Syllable Contact Law (SCL), i.e., the preference for sonority to fall across a syllable boundary (Murray and Vennemann, 1983).

For understanding modernity issue and its consequences on different societies, not only sociology studies, but also the literature study, especially the novels, can have a significant role. Therefore, the main purpose of this research study is to investigate modernity in Iranian society and to explore the Iranian society’s response to its existence relying on three stories of ‘safineye talebi’, ‘ az rozegare rafte hekayat’ , and ‘samfooni mordegan’ based on citation method. These stories reflect on different modernity issues comprising of education, religion, entertainment, separation of powers, establishment of factories, and colonialism. Taalbot’s explained society was not modernized yet, and he believed that people should stick to the positive aspects of both modernity and tradition. According to Taalbot, the science and technology are the only beneficial aspects of western societies. He also criticized the people who turn to the consumerism. Ibrahim Golestan asserted that his explained society was on the way of becoming industrialized and the consequence of this industrialization was the people’s loss of identity. He has a pessimistic view towards the modernization of society. Maroufi indicated that unlike the old generation, the young generation accepted the underlying issues of modernity and this led to the opposition between these two generations. He believes that society should become modernized, like the society which he described in his story.