جستجوی مقالات مرتبط با کلیدواژه "گفتمان نوشتاری" 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.

This research aims at analyzing and comparing the development of grammatical cohesive devices (reference, conjunction, ellipsis and substitution) in Persian-speaking students’ written discourse at primary level (9 to 12 years old) according to logical meta-function introduced in Halliday and Matthiessen’s systemic functional grammar (2004), by using a descriptive analytical method. 45 students (boys) studying at primary school (4th, 5th and 6th grades) in 2014-15 were selected through random-sampling. Two written tests in the form of picture stories were administered for gathering data from their writings. Frequency, percentage and pattern of development of using grammatical cohesive devices were compared in seeking the answer to the question of how age affects the frequency and the variety of grammatical cohesive devices. The frequency of grammatical cohesive devices among the 4th, 5th and 6th grade students was 1285, 1866, 2198 respectively. So the use of grammatical cohesive devices proved to increase in higher grades. Based on the Kruskal–Wallis test, the differences were significant (p≤ 0/05). The distribution of different cohesive devices showed some changes as the grades moved higher. In addition, more sophisticated devices were noticed . Personal references were the most and comparative references were the least frequent devices in the category of reference. In conjunction, additive, adversative, spatio- temporal and causal- conditional conjunction were the most and the least frequent ones. In ellipsis and substitution, nominal phrase deletion was the most, and verb phrase deletion was the least frequent one. The percentage of different devices were as follows: reference (62%), conjunction (22%), ellipsis and substitution (16%).

This study aims at investigating the structure of the written discourse of mentally retarded students at prevocational level, according to MLU, different types of processes, and themes. The theoretical framework of the study is the experiential and textual meta-functions introduced in Systematic Functional Grammar. The informants are 120 mentally retarded students in Tehran, who have been chosen through a stratified random sampling. A test including 4 picture stories was administered, and as a result 120 writing samples including 1110 clauses were collected. The number of clauses increases as the grades increase. MLU in first, second and third grades of prevocational level, is reported to be 4.33, 4.79 and 4.66. The distribution of different processes and different themes are as follows: material (56%), behavioral (13%), relational (10%), verbal and mental (9%), and existential (less than 1%). Subject theme (43%), Null Subject theme(30%), textual theme(23%), circumstantial theme(2%) , and other types less than 2%. The frequency of material, relational and verbal decreases as the grade increases while for mental and behavioral, increase in frequency is observed. In the second grade, the highest MLU and textual theme frequency is reported. Complex theme is observed in about 30 percent of clauses.