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

This research aims to study the effect of gender, age and education of Arabic-Persian bilingual speakers on their frequency of use of code-switching types (Inter- sentential, Intra- sentential & Tag) in Nakhle-e-Taghi city. To this end, 80 male and female Arabic–Persian bilinguals were selected as research subjects through a non-random convenience sampling method. They consisted of two age groups, 20 to 40 and over 40, and belonged to two levels of education, one under diploma and the other diploma and higher than diploma. Then, their conversations were audio and video recorded, out of which the research data were extracted. The research data, containing 1022 cases of code-switching between Arabic- Persian languages, were analyzed in accordance with Poplack (1980). The frequency of use of code-switching types was enumerated and registered based on gender, age and education. Finally, the numerical data were analyzed in SPSS.27 software, using the test of chi- square 2. The results show that gender, age and education have effect on the frequency of usage of code-switching types.

Language, as a means of communication, is continually influenced by our society, which is why the reflection of social variables in our everyday speech is inevitable. Among different social factors, sociolinguistic researchers have extensively investigated the correlation between “gender” and linguistic categories to examine the language features of men and women. Lakoff & Bucholtz (2004) suggested that women’s speech is characterized by linguistic features such as precise color terms, polite forms (e.g., indirect requests), tag questions, and empathic stress. In this regard, Holmes (2013, p. 308) claimed that many of the features identified as the characteristics of women’s language are positive politeness devices expressing solidarity.Politeness and “taboo words”, on the other hand, have been the focus of many sociolinguistic researches, such as Jay (2009), Batisttella (2005) and Wardhaugh’s (2006). Jay (2009, p. 156) claims that both “gender” and “age” can affect word choice and frequency; men swear more frequently in public than women. As for age, the swearing rate peak in the teenage years and declines thereafter (Jay, 2009, p. 156). The present research aims to conduct a gender- and age-based study of “taboo words” in the everyday speech of Persian-speaking men and women and to answer the following questions:How does “gender” affect the frequency and use of “taboo words” in the everyday speech of Persian speakers?How the “age” of Persian speakers affect the use of “taboo words”?Which types of “taboo words” do Persian speakers use in their speech?

In this research, we investigated the effect of age and gender on the understanding of embodied metaphors in the concrete operational stage in Persian children.Based on two experimental tests (a visual test and an auditory test), we evaluated the development of children's understanding of embodied metaphors in the transition from8 to 12 years of age and examined the role of gender in each of these two ages.The results showed that children in this stage of cognitive development experience significant growth in the understanding of embodied metaphors. The results also showed that although there is no significant difference between girls and boys, 11 years old girls perform better than the corresponding boys in the tasks. The results suggest that during the concrete operational stage, children undergo separate cognitive development based on their genders, which reflects in their understandings of embodied metaphors. Keywords: embodied metaphors, concrete operational stage, cognitive development, gender, age, children development

The adressee’s social dominance as well as the age of the subjects are among the factors influencing the use of type and number of request strategies by the speakers of any language. The purpose of the present research is to study the effect of the adressee’s social dominance on the type and number of request strategies employed by adolescent and young female Balochi Sarhaddi speakers based on the components of Blum-Kalka, House and Kasper's (1989) Cross Cultural Speech Act Realization Project model. Research data were collected from 60 female subjects through discourse completion test and role play. In this regard, all request strategies employed were identified, coded, described and then analyzed by Chi-square test. The results showed there was not a significant relationship in the use of type and number of strategies in DCT and role play between the addressee´s social dominance and the age of the subjects (except when the interlocutors have equal status). Moreover, the most commonly used types of strategies were pronouns, hedged performatives, grounders, and politeness markers. Also, increasing the addressee's social dominance towards the speaker resulted in using more complicated strategies by the subjects. Furthermore, new strategies such as saying "Mashaalla", "swearing" and "complimenting" were used by the subjects. Therefore, the research findings contribute to the explanation of universal and specific cross cultural-linguistic strategies based on the research model.

The present research aims to examine and classify "hedges” through investigating the effect of “gender" and "age" on the use of this linguistic category in the everyday speech of Persian speakers. To this end, a researcher-made questionnaire was designed and randomly distributed among 523 Persian speakers in 4 different age groups (15-25, 26-35, 36-45, and 45 years and older). As far as it is concerned to the methodology, it is questionnaire-based survey benefiting from the qualitative components and quantitative analysis. The theoretical framework was based on Hyland’s (1996) and Varttala’s (2001) classifications of hedges. The statistical tests including T-test, ANOVA, and Tukey were used for data analysis. The findings showed that women used “evidential verbs” more than men to show their uncertainty, while the opposite was true for “judgmental verbs”. Furthermore, the statistical analysis revealed that there was a significant difference in the use of “judgmental, modal, and evidential verbs” among participants in different age groups. Finally, the results indicated that Persian speakers used only five groups of Hyland’s and Varttala’s hedging classifications in their everyday speech.

age and level of knowledge of learners. The aim of this study was to investigate the relationship between age and adult speech strategies in learning German (introductory level A1). In this article, the average use of language learning strategies for each strategy was calculated and compared based on the age of the participants. Also, the overall average score of language teaching strategies for all strategies was calculated and compared based on the age of the participants. Speech strategies according to the Oxford model include: emotional, social, cognitive, metacognitive and compensatory strategies. The results show that the effect of age on language learning and learning through interpretation and speech skills of participants at different ages is different so that the highest score belongs to the lower age group and the lowest score belongs to the upper age groups. Also, the difference in speech skills score between participants was statistically significant (P <0.05). This means that it can be said that the increase in the score obtained in the speech skills of the participants decreases with age and people at younger ages can be more successful in language learning. In this study, the test scores of the age group of 17 to 27 years showed a statistically significant difference with the age groups of 45 years and above and the age group of 27 to 35 years (P <0.05). Also, the score of the age group below 17 years with the age group above 45 years was statistically significant (P <0.05).

In two or multilingual societies, the contact of two languages in daily social interactions leads to code switching. Various definitions for code switching have been presented. But the most common is: using more than one language in an utterance or interaction. Code switching is investigated from different sociological, psychological and structural perspectives. Being formal and standard, as well as social, scientific and cultural validity of Persian language in comparison with local languages affect the speech of speakers of these languages. Laki speakers also code switch to Persian in different contexts for different reasons. The current study investigates code switching among Laki /Persian bilingual speakers based on three sociological factors: age, gender and context. The related code switching data collected from 120 people of bilingual Laki/Persian speakers’ interactions in Koohdasht during 10 sessions of 45-60 minutes were recorded. 3 age groups involved in data collecting process: 7-13, 18-35 and over 50. Data analysis is performed using SPSS software and Chi-square test was used in inferential statistics. The results suggested that age, gender and context influence code switching. So the rate of code switching to Persian occurs more among women and young people and in the formal context.

There has been a growing interest in class-related motivational research since 1975, and many studies have been conducted on a variety of motivational models. The present study, on the base of Dornyei Motivational self-systems (2005) and the history of research related to the motivation for learning a second language such as Gardner (1985), Clement (1980), and Clement and Kruidenier (1985), Taguchi (2010) , Papi (2010) Magid (2011), examines 16 motivational along with the effect of gender, age, and student’s degrees variables on Persian language learning motivation among non-Persian students For this purpose, 300 non-native Persian learners (women and men of different nationalities and educational levels) aged between 18 and 50 from the Persian language teaching centers of Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin , and Tehran University of Medical Sciences, responded to a questionnaire with 16 factors(92 items). Validity and reliability of the questionnaire were evaluated and verified using PPL software. The results of the study showed that all 16 proposed components had a significant effect on the learnerchr('39')s motivation. Also, the motivational factors, in terms of rank, do not have the same effect on the motivation of non-native Persian learners. In addition, the results showed that women and men differ in their motivational factors. It was also found that older age groups are more likely to be motivated than younger ones. There was a significant relationship between educational level and some motivational variables.

In the present study, we are going to examine two variables of age and gender in “complaint speech act” in Persian. The purpose of this study is to investigate the effect of gender and age on the use of complaint speech act and ultimately its analysis in Persian language society. To this end, 21 Persian films, from family genres, were selected. Discourses containing complaint speech act were transcribed in Persian films and the age and gender variables were reviewed. Trosborg model was used for data analysis. He divided complaint speech act into 5 categories(hint, disapproval, accusation, blame and treat) and 7 sub categories (annoyance, ill consequence, direct accusation, indirect accusation, modified blame, blame (person), blame(behavior)). Statistical analysis was used to analyze gender and age effects, and the results were plotted at the tables and charts for a closer look. Statistical analysis showed that men use more complaint speech acts than women. Also, Men use direct complaints and women use indirect complaints more. In the Persian-speaking community, the young age group is the biggest user of the complaint. It seems as the age goes higher, the less willingness to use complaint acts occurs. It should be noted that the elderly and middle age groups use more direct complaints than child and young age groups. People use the most direct complaints and the least indirect complaints in conversations with younger people.

The present paper aimed at investigating the polysemy of the Persian word Topol from the perspective of cognitive sociolinguistics. The study begins with introducing the tenets of cognitive sociolinguistics, and then goes on to investigate the polysemy of the Persian adjective topol within this framework. In cognitive sociolinguistics, it is believed that polysemy cannot be reduced to a static state, one and the same for all speakers of a language. Rather, social variables like age and gender of speakers affect the way they perceive different senses of the polysemous words. This paper, in line with cognitive sociolinguistic studies on polysemy employed advanced statistical methods of Logistic Regression and Cross Tab to study the polysemy of Persian adjective Topol. The data were gathered through library research (including Persian dictionaries), interviews, and questionnaires. The research method employed is mixed, that is, qualitative and quantitative. The data were gathered from 200 participants, 100 male and 100 females, in four different age groups. The main hypothesis was that the “mere” cognitive approach is not adequate enough to explain lexical polysemy. The results indicate that cognitive sociolinguistics is indeed more adequate in giving more exact explanations concerning meaning variation in polysemous words and the effect of social variables of age and gender on the number and salience of each sense. In other words, the results show that different senses of the polysemous words do not suggest the same distribution among different speakers, both male and female, belonging to different age groups, and is not accidental but explainable in terms of age and gender of the speakers.

Abstract Language is a social phenomenon and coincided with the first human communities. Sociolinguistics analyzes the issues which are related to the relationship between the language and the community. The literature of sociolinguistics consists of plenty of studies about linguistic varieties which are correlated with social variables. In comparison to written form of language the variations in speech are more perceivable and some social variables such as gender, age, education and social class and situation cause these variations. In the present study, the authors examine the phonological changes in the Turkish dialect of Qazvin, according to the effects of social variables, such as age,and gender. The authors have used interview method and sample of population to evaluate the correlation between phonological changes and social variables. The findings of this study suggest that the age has the maximum impact and gender has the minimum impact on phonological changes in this dialect.

Gathering and preserving dialects is essential; however, unfortunately, with carelessness and negligence, we are witnessing the destruction of dialects in many parts of Iran. The present sociolinguistic research examined the degree of “familiarity” and “usage” of Kermani dialect words in two different age groups of native speakers including students of 18 and adults of 40-50 years old. The study was a descriptive-analytical and self-assessment questionnaire-based research.  The questionnaire data were 50 words in the Kermani dialect. The effect of variables such as age, gender and parents' level of education on the degree of “familiarity”and “usage” of Kermani words were measured. The results showed that there was a significant difference between the two groups in the familiarity and usage of native words. On the other hand, gender did not have a significant effect on the familiarity of words by 18 years old students, whereas its effect was significant on the usage of words. In the other group, the effect of gender was not statistically significant on the familiarity and usage of words. Parents' level of education had significant effect on the familiarity of words; however, only mothers’ level of education had significant effect on the usage of words by the youth.

The structure and use of languages reflect the society and culture in which they are used. The present study sought to delve into the pragmatic characteristics of Persian kinship terms on the basis of McGregor (2012) model, in order to discern the sociocultural elements that has influenced their formation and usage. The data were collected from Great Sokhan Dictionary (2004) and the usage was checked via selected contemporary Persian films, plays, and novels. It was found that the figurative use of Persian kinship terms to refer to closeness is dominated by ideology. For instance, “paternal guardianship” and “privity” has overtly shaped distinctions in the choice of terms referring to mother’s family versus father’s family. The commonality of the use of the term “amu” (referring to one’s uncle; father’s brother) versus “dâyee” (uncle; mother’s brother) while referring to male friends for the purpose of conveying a sense of closeness is a function of “privity”. In other words, a male friend should be associated with the same gender parent (father) and not with the opposite gender parent (mother). Furthermore, there are sets of Arabic kinship terms sometimes parallel to the Persian ones which could be selected and used to convey a sense of religiosity. It can be concluded that closeness and informality versus distance and formality together with age and social status are variables that have expanded the number of Persian kinship terms.

Routine verbal communication almost never occurs in quiet. Speech perception disorder in noise is one of the most common complaints of people of all ages. In our living environment, there are different types of background noise that have different masking effects. In general, verbal noises have more signal target masking. Babble noise as an interfering factor can lead to speech perception disorders. Speech phonemes are alienated into consonants and vowels across languages. These phonemes are different in terms of production and perceptual mechanism. Persian has 6 vowels /i/, /e/, /a/, /â/, /o/, and /u/. Vowels are the nucleus of the syllables and words, vowel errors can lead to disorders in speech perception process. Now the question arises as to whether the ability of vowel recognition in the presence of babble noise is influenced by age, signal to noise ratio, gender, and educational level? Also, if the above factors affect the recognition of the Persian vowel, which vowels are more vulnerable to these effects?Therefore, due to the absence of similar studies on the effect of the aforementioned factors on the recognition of Persian vowels, the present study examined the effect of age, signal to noise ratio, sex, and educational level on the recognition of Persian vowel in the fourth and fifth decades of life. This observational and cross sectional study was performed on 60 adults with normal hearing in the age range of 30-49 years with mean and standard deviation (SD) of 38.88±6.23 years old (thirty people aged 30 to 39 years old with average age and standard deviation (SD) of 33.40±2.35 years and thirty aged 40 to 49 years with average age and standard deviation (SD) of 44.73±2.33 years) from available samples. After the auditory and speech evaluation, the recognition of Persian vowels were examined in consonant-vowel-consonant syllable in the presence of babble noise in signal-to-noise ratios of 0, -5 and -10, along with  the randomized presentation of stimuli to the right ear. The purpose of the random presentation of syllables in the present study was to avoid memorizing words.Comparison the recognition score of six Persian vowels showed significant differences in three signal-to-noise ratios (p = 0.001). Also, comparison the vowels recognition scores were significant in two age ranges of 30-39 and 40-49 years old in three signal-to-noise ratios (p = 0.001). However, not found significant differences between the sexes (P= 0.991) and different educational levels (P= 0.282). Also, in three signal to noise ratios of 0, -5 and -10, the recognition scores of the front vowels were better than the back vowels. In signal-to-noise ratios of 0 and -5, the highest mean of recognition score was associated with / a / vowel and in the signal-to-noise ratio of -10 with / i / was present. Also, there was the lowest mean of recognition score in signal-to-noise ratios 0, -5 and -10 with / u / vowel. The present study showed that the average recognition of Persian vowels is affected by age, signal-to-noise ratio, and type of vowel. As the age increases and the signal-to-noise ratio decreases, the average recognition score of the vowels decreases significantly in the presence of babble noise

This study aims to investigate the polysemy of the Persian word /jigar/ from the perspective of cognitive sociolinguistics. The main objective is to show that cognitive sociolinguistic approach is more adequate to explain lexical polysemy in comparison to cognitive linguistics. In cognitive sociolinguistics, it is believed that polysemy cannot be reduced to a static state, one and the same for all speakers of a language. Rather, social variables like age and gender of speakers affect the way they perceive different meanings of the polysemous words. This paper, in line with Robinson (2010, 2012a, 2012b, 2014), investigates the effects of two social variables of age and gender on the number and salience of each meaning of the polysemous word /jigar/. The data are gathered through library research (e.g., using Persian dictionaries), interviews, and questionnaires. The research method employed is hybrid, i.e. qualitative and quantitative. The data are gathered from 200 subjects, 100 male and 100 females, in four different age groups in Tehran. The results indicated that cognitive sociolinguistics is indeed more adequate in giving more exact explanations concerning meaning variation in polysemous words and the effect of social variables of age and gender on the number and salience of each sense. In other words, the results show that different senses of the polysemous words do not suggest the same distribution among different speakers, both male and female, belonging to different age groups, and are not accidental but explainable in terms of age and gender of the speakers.

This descriptive-analytic writing reports the effects of some extra-linguistics factors like age and education on mutual intelligibility between two Kurdish (central and southern) dialects in two varieties of these dialects called Badrei from Ilam province and Mahabadi from West Azarbayjan. We present our conclusions based on the research data gathered by Karimi-doostan and Mirmokri (1398). However, we investigate the effects of mentioned variables on intelligibility. To this purpose, we concentrated on the responses to the questionnaire presented in the previous research by adopting a different approach. We discuss the role of social variables determining the level of mutual intelligibility in questioned varieties. The findings of the previous study had showed that the intelligibility between Badrei and Mahabadi speakers was asymmetric and Mahabadi speakers’ performance was better in function tests. The findings had also showed that language attitudes had no effect on intelligibility of studied varieties and lack of language contact between them, and presence of phonological and lexical distances were recognized as the most important factors in that research. In the present paper, by dealing with the same data in more details, the findings suggested that social factors such as age and the level of education also influence intelligibility. Accordingly, it was found that the speakers with higher level of education obtained higher scores in function tests consisted word translation task (WTT), sentence translation task (STT), proverbs understanding, and retelling text tasks (RTT).

Different speakers of Persian varieties have sociolects developed due to various social variables. The present descriptive-analytic study aims at descrbing vowel variations of Nebandani dialect of Persian and investigating the effect of social variables including gender, age and education on the use of the given variations. Having interviewed the informants, the relevant vowel variations were extracted from the recorded speech of 24 qualified adolescents, young and old speakers. Due to the high rate of immigration to this area, the samples were selected purposefully. After transcibing their speech, the frequency of the recurrent vowel variations was determined and the remaining variations were just described. The results showed that education played an important role in distinguishing the speech of different speakers. Females’ speech in both literate and non-literate groups, with the exception of non-literate old women, was closer to the standard Persian. In young and old speaker groups, aging had different results with regard to different vowel variations. The results also revealed that adolescents rarely used some variations having historical roots. However, concerning variations with no historical origin, they used more non-standard forms. It was also found that gender played an important role in differentiating the speech of male and female speakers. The speech of adolescent girls having literate and non-literate parents was closer to standard Persian than the boys of the same group. Therefore, it can be concluded that sociolects occur even in small language communities speaking their own speech variety and having high language solidarity.

Learners vary in understanding, organizing, and retaining information or experience, called preferred learning style. We administered Reid’s (1984) Perceptual Learning Style Preference Questionnaire to 235 Iranian EFL learners to determine their styles and the role of some variables in their preference. Kinesthetic, auditory, visual, and tactile learning styles came out as major category while individual and group learning styles appeared as minor type. Furthermore, females, not males, prefer auditory learning. Also, age makes a significant difference in preferring only tactile learning style. However, graduate students differed significantly in tactile and visual learning styles from undergraduate students, due possibly to the low number of graduate participants. Yet, participants differed across disciplines of English literature, translation, and TEFL in only tactile learning style. Post-hoc comparisons indicated more preference of tactile style for TEFL students. Other variables investigated showed no significant difference. Thus, Iranian language teachers should be considerate and provide various teaching methods and materials selectively to respond to the diverse learning styles of the learners with different age, gender, and discipline.