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

The grapheme “و” in the Persian written system signifies several graphs and linguistic signs. This grapheme signifies both “o” and “va” (=and) in the field of conjunction, and there is no noticeable difference between their grammatical categories, function and meaning in the Persian language system. Pointing to the lexical and conceptual changes of these two words from a diachronic study, this article has tried to prove from the perspective of the reduction process in perceptional semantics that the word “و” has only one linguistic meaning and does not belong to more than one grammatical category. Research corpus is the lyric poems of Saadi and Hafez. Studying this conjunction from the perspective of the process of reducing the signs in perceptional semantics showed that the types of meanings attributed to “و” in the tradition of Persian language and literature studies are related to the meanings of collocating units, or are related to the reduction of companion units in the intra-linguistic context. In this approach, the conjunction “و” does not have any other category, meaning, and function in Persian language; and it is necessary to observe this point in the pragmatic studies related to this conjunction in Persian language and literary texts.

The distinction between speech and writing as two types language skills is a controversial area in modern linguistic research. From this perspective, the Persian language, due to the considerable differences between the spoken and written forms, can be of particular complexity in education, especially in non-Persian languages. Therefore, in this research we intend to study the use of speech forms in Farsi productions of foreign learners and Besides we want to know to what extent language learners employ spoken words properly without provide them with direct Persian spoken instruction and relying solely on the native environment?. besides these products are subject to a particular pattern or not.
Samples of this research were collected from intermediate level Persian students at Dehkhoda Institute. The results of this study indicate that language learners could produce spoken Persian without direct instruction of spoken form, and by relying only on the native language environment. They were taught only academically and with a focus on reading skills and grammar at Dehkhoda institute, furthermore spoken forms are used more accurately in vocabulary rather than in grammer. It is worth noting that in explaining the data of this study, the Input processing theory in general and the principle of content word priority in particular have been used. Analysis of the data has shown that according to this theory, products follow a certain pattern.

One of the basic and necessary steps in teaching Persian language to non-Persian speakers (AZFA) is to collect and record raw linguistic data and prepare the corpus of non-Iranian Persian learners and describe the data using linguistic theories. The present study was done with the aim of taking a small step towards creating the production corpus of non-Iranian Persian learners and also getting to know more about the grammatical features of Farsi learners' writing. The main question is about the characteristics of the grammatical structure of Chinese Persian learners' writing at the intermediate level. The subsidiary question is about the effectiveness of the category grammar and the level in describing the grammatical structure of the intermediate language of Persian learners. This research employed a descriptive-analytical, and it was carried out by using linguistic corpus taken from the final writing test of 36 Chinese Persian learners of the Persian Language Education Center of Imam Khomeini International University based on the linguistic theory of category and measure. The findings showed that the sentence structure in the writings of intermediate level Chinese Farsi learners is mostly of the nuclear type, ordered and definite, but dependent and inverted clauses are also seen in the writings. Another finding is that, on average, the current group of each sentence has characteristics such as personal, definite and positive, and the current group of impersonal and unknown direction is almost invisible. The distinguishing characteristic of the nominal group is its non-dependent and single-dependent nature; but the adverbial group is almost equally marked and unmarked. The research has also confirmed the effectiveness of category and measure order in describing Chinese Persian learners' writing accurately.

Categorization as a form of organization and placing different things, including phenomena, objects, events and the like in different groups, is a kind of cognitive function in human beings that occurs based on the common "taxonomy" of categories or the thematic "relationships" that occur between them. Research shows that Western and East Asian cognitive performance, especially that of the Chinese, is quite different in terms of categorization; Accordingly, Westerners classify things on the basis of "category" (taxonomic categorization) and East Asians do so on the basis of "relationships" (thematic categorization). The present study evaluated and analyzed their cognitive performance by performing two tests in the form of visual and verbal questionnaires on 50 Persian male and female speakers. The visual questionnaire showed that out of 50 Persian participants, 70% carried out the categorization based on "relationships"; the verbal questionnaire also confirmed the result of the former and showed that 76% of Persian speakers, during the process of categorization, have considered the "relationship" criterion and, in fact, have acted on the syntagmatic axis. On this basis, it can be concluded that, firstly, the cognitive function is not the same in all human beings, and secondly, the cognition of Persian speakers in the field of categorization operates on the syntagmatic axis, unlike Westerners who in fact "classify" and act on the paradigmatic axis

The corpus of the research is taken from the final writing test of the General Persian language Course(GPLC) of Persian Language Teaching Center(PLC) at Imam Khomeini International University(IKIU), which was held in the winter of 2016. 90 Chinese Persian learners participated in the mentioned test; hence, a total of 90 test sheets were used as raw data. The test consists of two parts: In the first part, four pictures, marked with numbers one to four, show a short story and the students are asked to write story of the pictures with at least 10 lines of 10 words. In the second part, they are asked to choose one of the two given topics and write a text of at least 10 to 12 lines of 10 words. In one of the suggested topics, Persian students were asked to write a text about one of their travels so far. What did they do before the trip? What items did they take with them? What places did they visit? In the second issue, they were asked to write a letter to their Iranian teacher and explain their country in terms of climate, population, culture, civilization, etc .; Therefore, each writing test sheet contains two written texts: a text related to the narration of the given images and a text about a personal trip or a letter to an Iranian master. Given the minimum of 100 words for each text, it can be said that the body contains 90 texts about the visual story and 90 texts about one of the two proposed topics and a total of 180 texts. If we consider at least 100 words in each text, the body contains approxi. Persian Chinese learners "General level of Persian language" Persian Students who are in the general Persian language course of the Persian Language Training Center of Imam Khomeini International University for 16 weeks and 20 hours per week for four skills of listening, reading, speaking and writing skills They have participated in a total of 320 training hours in face-to-face classes. Considering the quality and quantity of the educational program and the individual characteristics of Persian Chinese students, the general level can be considered equivalent to the intermediate or pre-intermediate level (A2) in the framework of the common European reference. To prepare the body, the Persian writing sheets of Chinese students were first implemented in the word processing software. Attempts were made to type as much as possible what the Persian learners had written in their worksheets. Then, the grammatical labeling of the typed content was done within the framework of the category and amount grammar. At this stage, 26 grammatical labels such as number and types of sentences (kernels and clusters), number and types of clauses (kernel, dependent, ordered, inverted, orderly, Mahin, ancient, self-standing and non-standing), number and types of groups (current, noun and adverb ), The number and types of information related to the current group (time management, direction and negation and proof), the number and types of information related to the nominal group (complement, position and nominal dependencies) and the number and types of information related to the adverbial group (unmarked and By marking) in the Persian text, the students were identified and counted and the data of each sheet were recorded in a table that was prepared for this purpose. n conducting the research, as much as possible, the criterion for analyzing the components of the text is Persian students's writing and the written text should be analyzed without applying language corrections. Since the dot is intended as the boundary of the end of one sentence and the beginning of another sentence, the authors punctuate the posts. And amended or supplemented as required; Next, the work of identifying and separating the sentences has been done. In body analysis, the inverted clause components are identified and calculated as the constituent elements of the clause (current group, nominal group and constraint group). To count the current groups, in addition to the current group, in the documented paragraphs (Mahin paragraph), the undocumented paragraphs (Kahin paragraph), the "inverted" self-static and non-static inverted clauses are also calculated as the clauses with the current group. In the analysis of dependent nominal groups, only one nominal group is considered. In other words, the nominal groups within the constraint groups are not analyzed separately. Findings indicate the core, ranked and major sentence frequency. The verbal group has characteristics such as finite personal and active voice on average and there is almost no trace of finite impersonal and passive voice. The nominal group has no or one dependent.The adverbial group is approximately the same proportion of marked and unmarked. Research has also proven the effectiveness of CSG in accurately describing writing of CLP's writing.

For motion with various respects, some divisions have been mentioned. The most important one is as categories into which the motion occurs. The division of motion to motion in accidents and motion in substance is the one that the motion takes place relying on it. The division of motion in respect of category was developed by Avicenna in the book of healing as well as Fakhr al-Din al-Razi in Almabaheth almashraghiyeh ( the discussion of the east) and most of discussions described by Mulla Sedra in his book ,Four Journeys, are based on these two books. Shahid Motahaari, as a neo-Sadarian philosopher, had brought the discussions of motion to attention in the seventies. This paper, relying on Mulla Sdra's accounts and writings of Shahid Motahaari,aims to deal with the motion in accidents issue.

In this paper we investigated the semantic change of the word “dowlat” in the history of Persian prose from the 4th century (Hijri) until now. Though seemingly the meaning of this word has not changed dramatically, but it has been used with 21 different meanings in the Persian texts we investigated. We made an attempt to explain the semantic change of Dowlat using the prototype theory, Geeraerts’ (1997) approach. The prototype theory explains the meaning changes of the word well, in terms of three of four prototype hypotheses. We found that some senses play central role in the process of meaning change and meaning changes take place in the margins of clusters, in relation to central senses; some senses are peripheral and more impermanent; and some senses root simultaneously from more than one conceptual cluster (hypothesis 2). We found some evidence which show that modulation in the boundaries could cause one sense to occur twice in the history of the word in question, and each time independent from the other one; that is to say semantic polygenesis (hypothesis 3). Finally we learnt that encyclopedic information has a significant role in conceptual development of the words (hypothesis 4).