جستجوی مقالات مرتبط با کلیدواژه "adolescent literature" در نشریات گروه "ادبیات و زبان ها"

 The theme or content is the main idea and essence of literary works that connects their constituent elements together. The upcoming research was written with this purpose to find out the ideas within the poems of children and adolescents in the nineties; For this purpose, two hundred volumes of books including one thousand nine hundred and thirteen poems of sixty poets were examined and it was determined that what themes and topics were used by poets within this period.

 In this research, based on library sources and analytical-descriptive method, the content of children"s and adolescent’s poetry in the nineties were investigated.

 After studying and examining, the intended poems were studied in categories with emotional, educational-moral, entertainment, religious, naturalism, political-social, and educational-scientific themes, and the theme and developments of each of the themes, were shown within a Ten years old path.

 The results of this research show that the emotional, entertaining and happy themes have the first and second ranks, respectively, and the educational-moral theme has the lowest frequency. This shows that the pure nature of children and teenagers needs pure feelings and comforting themes more than any other theme. The entertaining and happy topics that ranked second in this survey indicates that children’s age requires happiness and happy topics should play a role in their development. The placement of educational-moral themes in the last rank can be indicative of the fact that poets have realized that writing any kind of prescription for children and teenagers, treating them like adults and raising serious issues for them is less popular with children and adolescents. Also, the scale of frequency of these themes shows that poets of children and adolescent poems have tried to have a more accurate understanding about the psychological needs of their audience than before.

Novels derived from Islamic culture have appeared in Persian literature with the aim of processing aspects of educational teachings and types of skills of thinking types, which can be used in social research and with their help, more aspects of human existential philosophy and types of thinking can be achieved. Razavi's novel "Wake me up" by Fariba Kalhor based on the character of Imam Reza (AS) is based on moral dos and don'ts and cognitive teachings that include critical thinking skills such as self-correction, self-correction, correct judgment and the influence and interpretation of the context of the text. The present study was conducted with the aim of explaining the critical thinking skills in Razavi's novel "Wake me up" based on Lipman's critical thinking with a descriptive-analytical approach. The achievement of the research is the achievement of critical thinking skills that can lead the audience to a correct understanding of the text by expressing logical arguments, having flexibility in dealing with new methods and relying on unconventional conditions. The metacognition of the text is due to the questioning of the audience's thinking, which has brought him to a knowledge beyond ordinary knowledge. Angles of correct judgments can be seen in the text of the novel, which is

With the development of the language-based learning approach, language pedagogy takes more advantage of Child and Adolescent literature in teaching to non-native speakers. Besides, language plans were driven to adopt certain expected features; such as modern grammatical and morphological structures, expressing tangible meanings and events of everyday life, being pleasant, equipping learners with eloquence methods, and applying general and universal language pedagogy issues. Since literary texts have various levels and types, language education policymakers need to consider them in designating language plans. With survey methods, this paper illustrates the significance role of Child and Adolescent literature in teaching Persian to non-Persian learners. To achieve this goal, the authors created a questionnaire with eight literary genres in Child and Adolescent literature at three levels of language proficiency. The questionnaire was sent non-randomly to 94 Iranian teachers, experts in teaching Persian to non-Persian speakers and acquaintance with Persian literature. The collected data was analyzed using SPSS 22, calculating one-way Chi-square, applying Friedman and Mann-Whitney statistical test. Data analysis reveals that the relevant indices for beginner levels are either minor or insignificant. However, in the intermediate and advanced levels children’s tales and stories, along with adolescent poetry, are more emphasized.

Allegory has a special place in literature, especially in children's literature. But in the allegory, the characters of the story do not play a role in their place; Rather, each character represents a certain stratum in society or a certain individual. In allegorical stories, an instructive and instructive point is stated by using the language of an example, and in this way, the audience does not feel that they are being directly addressed and admonished from a higher or even equal position. and in addition, the concepts intended by the author are better understood by the audience. This method is very practical and effective, especially in the case of children's and adolescent literature. Children communicate better with allegorical stories, especially fables, and the concepts become understandable and enjoyable for them. In this research, using a descriptive-analytical method and using library tools, the function of allegory in a number of children's stories of the 80s has been explored to convey the concepts of wisdom and advice, and each work is considered to be allegorical or not from the point of view of how the story is processed. And the inclusion of legal, moral, spiritual or social instructions and points has been examined. The result of the research shows that the use of all kinds of allegory, especially the fable type, can lead to the creation of an educational work based on advice and wisdom, and the use of allegory creates an enjoyable and entertaining atmosphere in the story.

In contrast to originalist theories such as "circle of Polish rhetoricians", the theory of Skopos is based on the principle that purposefulness is the main indicator of a translator's success in translation process and that the function of translation is completely dependent upon the level of knowledge, expectations and norms of target readers. Because writers of children’s literature do not belong to their intended audience, they sometimes incorporate their adult experience into the writing process. When such books go beyond their borders and are supposed to be translated into another language, the translator acts in two ways when faced with such works, sometimes considering the author according to originalist theory, and sometimes focusing attention on audience in original language based on Skopos theory. The present paper seeks to examine the attention of translators of "Ghesas-ol Hayavan fil Quran-alkarim" by Egyptian writer Ahmad Behjat to purposeful translation for children and adolescents and to answer the following important question: to what degree have Mojtaba Rahmandoust and Seyed Mohammad Hossein Hosseini as translators of this work adhered to the components of Skopos theory in their translation process? Rahmandoust has translated and published the translation of this collection under the title "Guardian of the Cave", and Hosseini has translated in Persian and published the same collection under the title "Animal Stories in the Quran".

The present study is conducted based on descriptive-analytical method and content analysis. In this way, in the first step, the existing translations of the collection of stories by the name of "Ghesas-ol Hayavan fil Quran-alkarim" were gathered and studied, from which two translations were selected. Complete and perfect translation of the Arabic text was the basis of this choice. Other translations were discarded due to quantitative and qualitative deficiencies. After juxtaposing the two translations by Hosseini and Rahmandoust, comparative textual analysis of the texts as the research material was started, and the content and structure of the sentence as the translation unit was studied according to Hans Vermeer's theory. Relying on the basics of children and adolescent literature as well as criteria of writing for children, the information was collected by library and indexing method, and the data was analyzed by "content analysis" and formation of a network of contents. Finally, three key lines were extracted as writing criteria for children and adolescents, namely “decoding of contents and interpretation", "fluency and fluctuation of text", "speech-like text and attention to tone". After extracting the research lines, the two translations were completely compared to the original text according to the mentioned lines, and numerous textual evidences were derived.Among the previous researches related with the present study is the paper by Hassanvandi et al. (2015) entitled "Translation of children's literature from the perspective of Skopos paradigm and balance theory: case study of The Little Prince", which examines three Persian translations of The Little Prince novella in the light of Skopos and balance theories. The noteworthy point in this paper is that the mentioned query in comparison section has only studied lexical translations and the use of verbal or eloquent language. However, in translating children's literature, purposefulness is not limited to the use of words, and includes topics such as decoding, demystification, localization of character names, content censorship, translation of literary proverbs and stylistic devices, tone, style as well as other technical and cultural issues.

In comparative analysis of the collection of stories titled "Ghesas-ol Hayavan fil Quran-alkarim" and its Persian translations, based on Skopos theory, we found that as the translator gets closer to the purposefulness principle, his translation becomes more fluent and understandable for the child. With respect to decoding and interpretation, the success rate of the translators of this collection is different. In some cases, both translators have failed to translate the text appropriate to the child's understanding due to their adherence to the content of source text. Obviously, in this regard, the translation by Rahmandoust is more consistent with purposefulness theory due to omissions and additions, the use of punctuation marks and patterns to which the child's mind is accustomed. Fluency and proper fluctuation in text are other criteria of purposeful translation for children and adolescents. In this regard, the translation by Rahmandoust is more successful due to the correct use of brevity and excerpts, and Hosseini's translation has lost its fluency due to the transfer of the source text’s structure; and translation of proverbs in Rahmandoust's translation has made his text more comprehensible and fluent. In line with fluent writing for children and by interpreting stylistic devices such as similes, trope and metaphors, Rahmandoust has been compelled to expand the target text, which is in agreement with the theory of purposefulness, while in Hosseini's translation, the translation has been sacrificed by word-for-word interpretation of these similes and tropes. As for the "tone", it is noteworthy that because all the stories were narrated by animals, the translators adhered to the same language of Arabic narration. The language of all stories is serious and formal, and changes in the tone of different animals have not been considered by translators. However, according to purposefulness theory, this analogous and formal tone could have been different, at least in some cases, to express the differences between the mood and temperament of animals for children and adolescents.

Since the translation of children's literature in Iran is done strategically and purposefully, Skopos theory can meet the needs of this approach. The first principle of this theory indicates purposefulness and pre-determined plan of the translator and other principles of this theory can be interpreted in the light of this purposefulness. Research findings show that adherence to the source text in translation-especially translation of children's literature- causes more ambiguity in the text for children and adolescents rather than raising their cultural level and introducing them to other cultures. Whereas in Skopos theory, the source text is somewhat set aside, and Hans Vermeer interprets this idea as dethronement, so that the source text is no longer the sole criterion for translator's translation method and strategy but a source and piece of information similar to other sources for the translator (like any other audience) who selects what he finds important, useful and sufficient for achieving goals.

Fantasy is the most imaginative genre of story. In the imaginative stories, the writers create a secondary world with new rules by passing beyond real world and breaching the cumbersome rules and frameworks. These worlds include amazing events and fantastic creatures. Samad Behrangi is one of the writers of child and adolescent literature that he connects the adulthood world to childhood world by using fantasy. By emphasis on this style, he expresses the social, cultural and ideological issues for novice readers in tangible way. In this regard, cognitive metaphors play an important role in better perception of some complicated and abstract concepts by children. This article has tried to examine fantasy and cognitive metaphors used in fantastic stories of Samad Behranghi in order to depict how this author, thoughtful and interested in the children and adolescent training, has analyzed the bio-social experiences for less experienced child and adolescent readers using cognitive metaphors. This descriptive and deductive content analytical research showed that the conceptual metaphors in Behranghi's stories imply collectivism and appropriation with socialism beliefs and conditions. Concerning the contextual metaphors, three volumetric, motor and power schemas were mentioned and power schema is related to thinking and eliminating obstacles by Behranghi in the considered goals in the story. The structural metaphors are in the first rank in his stories. The frequency of directional metaphors is the same in the fantasy and real stories

One of the approach that paves the way for critics to scrutinize deeper layers in literature is jungian archetypal critique. Jung analyzes the literary creations by explaining the words used in the work as human collective unconscious symbols. In this respect, some poets and writers unknowingly apply the archetypes that exist in their unconscious. Such schools of thought manifest the bulk of their unconscious ego though myths. Ahmad reza ahmadi, communicates with the unconscious through imagination and illustration. In his work, the surreal school (surrealism) has a special place and makes his childish and imaginative word gets a fantasy and mythical color. Ahmad reza ahmadi, the author of the child and adolescent has used many of the symbols in his work and has examined the use of symbolic vocabulary. Accordingly, in this study, we strive to examine the symbol and myth of the collective and archetypal unconscious from jung’s point of view and then explain and interpret archetypal words taking in to account jungain analytic psychology.

Romances and stories, and in particular children’s literature, have the significant potential to be utilized toward both education and treating some of the behavioral and personality disorders of children as well as to enhance some of their abilities. Children’s literature, especially the selected stories of this article, has a significant role in providing the basic needs of the child. This article examines fictional books, based on the idea of aroused need for recreation in William Glaser’s choice theory, to study how the characters of the stories act at the time of the arousal of this need. It also studies the type of effect their actions have on their fates. In fact, children’s stories, in addition to being a vehicle for their recreation and a reward for learning, can employ child psychology and an appropriate characterization to enhance their ability to make life choices.

The present article is the outcome of a library research made in order to promote the quality of the rewritten texts drawn from epic works with emphasis on the cognitive, emotional, and social development parameters for the child and adolescent. The first step towards achieving this aim is to present the theoretical basis of rewriting the epic works in child and adolescent literature and then the brief history of the rewritten works as far as national interests is concerned with particular emphasis on Shahnameh is investigated. Next the characteristics of the child’s development in different ages are classified and based on that information the general and specialized regulations for rewriting the ancient epic works are evaluated. Based on this analysis, the ideal parameters for choosing a story and rewriting epic works compatible with mental capacities and different cognitive abilities addressed at child and young adult in different ages are suggested and summed up. Finally, to show the matter in practice examples of these ideal parameters in comparison with their inefficient adaptations of Shahnameh stories are provided. The present research is a scientific method for presenting ideal parameters for story selection in other literary genres too.

Persian language learners can be classified by several aspects such as their nationalities, their mother-tongue, being mono or multilingual, and their age that is itself divided to three groups of children, adolescents and adults. There are similarities, and also differences in language learning program of each of above mentioned groups. Non-native Persian language learners are divided, in present study, into two groups: 1. Adults, and 2. kids and adolescents. The kids and adolescents literature is originally produced for the audiences in the same age category, but the first part of the study is to answer whether the kids and adolescents literature is an approprate program for teaching non-native Persian language adult learners or Not? And after finding the answer, is to explain what types of Persian kids and adolescents literature seem being suitable as a program. Since the authors found no theory or hypothesis to benefit as a theoretical framework, this study has been accomplished through an inductive reasoning method to answer the research questions, because according to the research background, answering the research questions has also an innovative aspect. The results show that, based on educational and literary principles, a for-kids story is an appropriate base upon which one can teach Persian Language to non-native adult learners.

Farhad Hasan Zade (Born in 1341/1962) is one of the satirists whose works are mostly within the domain of Children and Adolescent Literature. His satire stories are mainly taken from social realities enriched with social themes and a moderate criticism and represent social affairs and problems. He uses satire techniques in these stories which show his mastery on common methods and patterns of satire writing. The article reviews three story collections by Farhad Hasan Zade and investigates his methods in satire writing. First section of the article introduces satire techniques in these stories and second section reviews the representation and frequency of these techniques in different parts of stories’ themes. Based on findings of this article, although Hasan Zade’s satire techniques impact on story elements like space, characterization, tone, style, language and so on, the representations of these techniques are obvious in structure of stories’ themes. These techniques are located in narration flow of stories by being present in different parts of theme (start, inconstancy, expansion, climax point, problem solving and end); they are parts of story body in climax and end points. Reviewing the frequency of representation of these techniques in different parts of theme, we may come to these “start” and “expansion” in different parts of stories’ theme have more variety and frequency than satire techniques and in “end” point of story “raid” and “satire turn” techniques have more frequencies. The article reviews these findings and explains the relation between these techniques and structure of themes in Hasan Zade stories with descriptive-analytic method in which statistical data, tables and charts were used too.