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

The history of Persian literature owes the immortality and influence of its pure didactic and mystical topics in its various forms to the form of “masnavi” poetic genre. Masnavi structure stands as one of the most extensive forms of Persian poetry due to its distinctive feature in rhyming, witnessing the creation of some of the greatest literary masterpieces in the Persian language. The most effective approach to understand and fully comprehend these compositions and to articulate the points of divergence and commonality among them, is to delve into their form and structure. This research undertakes the examination of the external aspects of masnavis from the studied period and delves into the internal exploration of these collections, focusing on their form and structure. Accordingly, the text (the central core) and paratexts (preface and conclusion) of long didactic and mystical masnavis until the end of the seventh century AH are discussed and analyzed. The purpose of this article is to examine the form and shape prevailing in the text and paratext of long didactic and mystical poems in terms of their adherence to the literary traditions of the poets’ era. The authors, recognizing that literary works, as integrative discourses, presupposes the existence of a beginning, middle, and end, endeavor to examine the functions of paratextual elements in seven didactic and mystical masnavis (Hadigat al-Hadigat, Makhzan al-Asrar, Manteq-o-tteyr, Mosibat-Nameh, Ilāhī-Nāma, Bostan and Masnavi). Through the examination of these paratexts, the authors aim to highlight the functions envisioned for the use of these elements and articulate the unique features of Rumi’s Masnavi as the exemplar of masnavis.

The Holy Quran is the most eloquent text available to mankind. To examine and analyze this unique text, researchers have used various methods and models so far. One of the new methods of text analysis has been proposed in the form of Halliday and Hassan's textual cohesion theory. Examining the Qur'an text from the perspective of the role-oriented systematic theory of Halliday and Hassan, based on the semantic relations that lead to the creation of cohesion , can show how with the linguistic device of substitution, an element has been able to replace a lot of meaning with a little vocabulary and avoid unnecessary repetition. It avoids a verbal form, sentences or sentences and produces a coherent and integrated text while repeating the concept and continuity of the meaning and line of thought. Sometimes several verses are tied together and connected to such an extent that it is not possible to remove or move one of them without causing a disturbance in the meaning and creating ambiguity and confusion for the audience . Substitution device in Surah Al-Nahl by creating knots and links of the Co-Classification and creating a coherent chain, respectively: Clausal substitution, nominal substitution and Verbal substitution, have the highest to the lowest frequency. Continuity and continuation of the meaning and creating a connection between the verses without repeating many pronouns in accordance with the principle of linguistic economy is a matter that happened with the careful use of the Substitution device in this surah.

I have learned from life that creativity is a narrative in which all creators who engage with the text participate. The text serves as a realm in which the creator explores beauty, taste, and textual elegance. Building upon this idea, I have developed ideas for discourse analysis at the postgraduate level, centered around the concept of "the labyrinth. "My aim is to immerse students in a constant state of exploration, guiding them from one area of research to another whenever they uncover a truth. I have been successful in teaching researchers during this crucial stage of their scientific journey, helping them draw conclusions from their premises and navigate through complex texts when they feel lost. My focus has been on stimulating their minds and encouraging them to explore various fields of knowledge, fostering creativity and innovation to produce solid and distinctive scientific outcomes. I will attempt to establish a foundation for understanding the labyrinth concept and discourse within texts as keys to knowledge in research. Subsequently, I will document the ideas and texts that have been analyzed using the textual labyrinth method.The scientific and cognitive objective of this research is to define the concept of text. It aims to equip postgraduate students with the ability to differentiate between texts, comprehend their meanings, identify the parties involved in communication within them, and recognize any disruptions or deviations in the communication process between texts and recipients. The ultimate goal is to teach students communicative standards because without these standards, a text loses its communicative power.

If we consider language not as a mirror reflecting struggles, but as the subject and tool of struggles, then we should use the signifier of discourse, which makes the concepts of power and language understandable in a continuous and inseparable conceptual entanglement. This article aims to analyze the text of Tarikh-e Beyhaqi as one of the most influential classical texts of Persian literature with a discursive method. In other words, by placing this text in its discursive context and its dialectical relationship with power, and understanding this text as the field of conflict between powers and conflicting discourses of society, a new understanding of it can be achieved. In order to achieve this goal, Fairclough's critical discourse analysis method is used to perform micro-textual analysis, and Laclau and Mouffe's discourse theory is used to perform macro-discourse analysis of Bayhaghi era. The text of Tarikh-e Beyhaqi, as shown, does not reflect the true struggle, but itself, is part of the struggle process. This text is influenced by the chain of ruling discourses and is used against peripheral discourses. Tarikh-e Beyhaqi, under the influence of the discourse that pulls the bipolar mind of the text to a directional representation of the flow of affairs, highlights the ruling discourses and marginalizes the peripheral discourses.

“Kalila and Demna” was originally written in Sanskrit. This book, after being translated into Pahlavi by “Borzoye Tabib” during the Sassanid period, faced a great fate and was translated into most languages of the world. Kalila and Demna is actually a policy under the cover of allegorical and moral stories. Apparently, its author intended to use this cover and allegory; Especially “Fable” prevents the audience from a clear understanding of the main subject of the book, i.e. political teachings. The subject of this study is to examine one of the main stories of this book; That is, “the lion and cow” is using the theory of “Aesthetics of Perception”. The story in question is one of the most prominent secret stories of this book and the scene of the power struggle between the lion (ruler) and a jackal named Demna (revolutionary person). The official narration of this story, which is related to the territory of a young lion and his followers and the accidental presence of a cow (Shanzabeh) among them and the events that followed, has tried to rely on the originality of the authors' opinion and implicit bias towards the ruler. It is to make Demna appear guilty in the process of Shanzabeh's death and consider the reason for his trial and death to be only a conspiracy to kill Shenzabeh. While the fight of Demna with power and crossing the red lines and openly criticizing the lion has put him in such a situation. By using the theory of "Aesthetics of Perception", we can find signs in the story that show that the main reason for designing this story was the opposition of Demna to the rulership. The aforementioned theory, which has a deep connection with literary studies, was founded at the University of Konstanz- Germany- by Eiser and Yaos, and became known as the Konstanz School. Considering the fixed meaning of literary texts to be baseless, Eiser and Yaos believed that it is possible to discover the meaning by reading and lead the readers to play a role in the production of meaning. This research was done to answer these questions:1. Is the existing text and reading of the story of the lion and the cow the most acceptable reading of the story? 2. How can the story of the lion and the cow be interpreted based on the theory of reception and provide another reading of it? As a result of this research, by using the descriptive-analytical method and using library resources, he has tried to analyze the story of the lion and the cow, based on the originality of the reader's understanding, and search for Demna 's work, and get a new understanding of the story and it shows that has not been presented so far. The results of this method which is based on different readings is to create pluralism and open new horizons. Thus, the result of this study, if successful, can be a model for interpreting similar texts.

For many years, philosophers have studied methods of epistemology through different approaches. The challenges in this area mainly focus on the question of the nature of the subject and object as well as their relation. These issues have led to two general but diverse movements: Idealism and Realism. Deconstruction, like its predecessor, Structuralism, is essentially epistemological. Structuralists conceptualised ‘structure’ in such a ways as to go beyond the subject and object duality. Deconstruction, positively and negatively, established deep bonds with structuralism. This study interprets this relation and argues that structure in structuralism is transformed into textuality in deconstruction. The difference is that the text is not as rigid as a "structure" and continues to exist as a flux. The constant evolution of the text as a whole eliminates the subject and object duality.  In this way, the concept of text acts as a bridge between linguistics and ontology. When Derrida discusses the text, he means any kind of being. This kind of being includes both concepts and objects. Derrida’s interpretation of language can be linked to the epistemological and ontological functions of language.

For many years, philosophers have studied methods of epistemology through different approaches. The challenges in this area mainly focus on the question of the nature of the subject and object as well as their relation. These issues have led to two general but diverse movements: Idealism and Realism. Deconstruction, like its predecessor, Structuralism, is essentially epistemological. Structuralists conceptualised ‘structure’ in such a ways as to go beyond the subject and object duality. Deconstruction, positively and negatively, established deep bonds with structuralism. This study interprets this relation and argues that structure in structuralism is transformed into textuality in deconstruction. The difference is that the text is not as rigid as a "structure" and continues to exist as a flux. The constant evolution of the text as a whole eliminates the subject and object duality. 

Derrida is a key figure in Poststructuralism – a movement proposed by philosophers such as Foucault, Lacan, Deleuze, Derrida, and others in the second half of the twentieth century. An essential component of poststructuralism is its critical approach to diverse fields and concepts such as ontology, aesthetics, linguistics, ethics, politics, and especially epistemology. Philosophers’ epistemology views fall within an expansive spectrum of divergent and convergent ideas. The question here is what is the role of poststructuralism, in general, and Derrida, in particular, in epistemology? Some poststructuralists regard Derrida as anti-epistemological; this seems to be a hastily conclusion in describing the relation between poststructuralism and epistemology. Poststructuralism studies epistemology at a deeper level and poses a number of fundamental questions.

The present article is a phenomenological-deconstructive study. It is phenomenological because of its debates on the essence of the phenomena. It refers to the origins of concepts and describes natural phenomena. This is a retrospective process which describes the formation of the phenomena rather than discussing their nature. On the other hand, deconstruction does not follow a predetermined structure. It expands itself and the text in accordance with the host text. It moves beyond Husserlian phenomenology to restate the untold narratives of the text.

Poststructuralism, before anything else, is an answer to its preceding epistemological approaches. Through a complicated dialogical relation, it borrows from its preceding approaches and simultaneously negates them. We can categorise all of the epistemological approaches before Derrida into two general categories of idealism and realism. Not only did idealist and realist approaches fail to solve the problems in epistemology, but they also added new ones, among which is their inability to explain the relation as well as the differences between the subject and object. This article claims that Derrida’s concept of the text and his notion of deconstruction answer to a number of complicated epistemological questions. The present research argues that the origin of the text is epistemological in essence. Deconstruction drives the text into a flexible context and undermines structures. The text is an all-encompassing integrated identity. Of note here is the fact that even this totality has its own limitations. Towering on the binaries, the text questions the structuralist signification and interpretation of language. It reveals itself as a being at lingo-cognitive horizons. The deconstructive approach to the text shakes the foundations of structuralist linguistics, ontologies, and epistemologies as it tries to interpret texts in endless processes. The text, therefore, is a context which perpetually deconstructs and constructs itself. Deconstruction challenges the fundamental premises of epistemology while acknowledging the complexity of the process of interpretation. It seeks to modify the traditional epistemological relations among the subject, object, and language and de-centralise texts in an attempt to make way for new and infinite semantic possibilities.

The present research has tried to interpret deconstruction as a means through which epistemology can redefine itself and look at the subject and the object in new ways. The primary aim of this article is to give an inclusive re-reading of the concept of the text and explore notions that are not explicitly treated in Derrida’s works. This can lead to a new understanding of epistemology in linguistics and semiotics. Also, this article discussed the issue of an epistemological reading of structuralism and the philosophical reasons behind its emergence. Generally, structuralism is a familiar term in epistemology and linguistic theories. Discussing the development of structuralism to deconstruction and poststructuralism and an epistemological reading of the development of structure to text have been among the main objectives of this article. These subtle but significant discussions can pave the way for a deeper understanding of literature and philosophy. Literature, in general, and literary theory, in particular, must always re-interpret themselves in fresh philosophical and epistemological paradigms to avoid reduction to simply verbal and rhetorical issues.

According to the theory of Roland Barthes, a twentieth-century French theorist and philosopher, about the difference between a work and a text. The main question of this article is whether Hafiz's sonnet is a text or a work?To get the answer, the seven chapters that Roland Barthes has stated in his theory of “From work to text”, has been studied on the basis of one of Hafez's sonnets. That's how it starts “If my hand reaches your hair again/ I will sacrifice many heads in your way like a ball”The lecture of this article goes beyond this example and uses the more general evidence of Hafez's sonnets. With the help of this method and Implementation of Roland Barthes theory on the mentioned sonnet, we could get this result that Hafez's sonnet is both, pluralistic and contradictory. It has both infinite meanings and is experienced in relation to the signifier. It isn’t a consumer goods and it has an element of pleasure. It has anti-classification riot power and symbolization. As a result, Hafez’s sonnets deserve to be known “text” not “work”.

The aim of this paper was to find out what kind of possible linguistic changes may occur during translating a certain English text into Persian. For this reason, two passages, each one composed of approximately fourteen lines, were translated. Passage Num.1 was chosen from the book MAN AND HIS WORLD, and passage Num.2 from act one, scene one of the play ROMEO AND JULIET by Shakespeare. The motivation behind this was to study the linguistic/grammatical behavior of the two languages toward developing the same literary and half-scientific ideas. In addition, we tried to meet the goal from a contrastive analysis point of view. After careful comparison of the original texts with their translations, considerable differences were observed. These differences were grouped into three major levels: morphology, syntax, and semantics. In the end, based on the limitation of the passages, it was concluded that various linguistic behaviors can be observed in the levels already mentioned, while translating a text from English into Persian. Finally, based on and within the limitation of the passages selected, it was concluded that various linguistic behaviors can be observed in the levels already mentioned, during translating a text from English into Persian.On the other hand, this article is based on the contrastive analysis hypothesis. According to this hypothesis, the researcher, with the tools at his disposal, finds the possibility to correctly describe the two languages ​​in question and use the resulting descriptions to determine the existing contrasts or differences between two languages. Learning a second language basically requires overcoming the differences between the two linguistic systems of the first language and the target language.

Textuality takes into account the global system that makes up a text, paying attention to both formal and semantic levels. Text linguistics recurs to both levels as a means for analysis that reveals text structure. The study of grammar interrelation is an essential step that aids in uncovering text structure and its cohesion, syntactically, semantically and in the diction choice as well. Grammar coherence is a pivotal component that contributed in making Al-lbrahimi's texts feel coherent, unique and homogeneous. Keywords Text linguistics. Grammar Coherence. Text. Text Cohesion. Structure. . El Bachir Al-lbrahimi

For many years, philosophers have studied methods of epistemology through different approaches. The challenges in this area mainly focus on the question of the nature of the subject and object as well as their relation. These issues have led to two general but diverse movements: Idealism and Realism. Deconstruction, like its predecessor, Structuralism, is essentially epistemological. Structuralists conceptualised ‘structure’ in such a ways as to go beyond the subject and object duality. Deconstruction, positively and negatively, established deep bonds with structuralism. This study interprets this relation and argues that structure in structuralism is transformed into textuality in deconstruction. The difference is that the text is not as rigid as a "structure" and continues to exist as a flux. The constant evolution of the text as a whole eliminates the subject and object duality.  In this way, the concept of text acts as a bridge between linguistics and ontology. When Derrida discusses the text, he means any kind of being. This kind of being includes both concepts and objects. Derrida’s interpretation of language can be linked to the epistemological and ontological functions of language.

As an essential element of discourse, cohesion plays vital role in creating a text. Cohesion in a text brought forth by lexical linking within a text or sentences that hold a text together and gives it meaning. It is also important in reconstructing a text carrying different meanings. The nature of text translation has always been a controversial topic among scholars. The main issue in translation is to make a good translation from the source language to the target language that conveys the meaning and concept well. Therefore, our purpose in analyzing the text translation process is that the translator has paid attention to understanding the meaning of the text and then transmitting it through the translation process and has not focused on the closed linguistic system of the text; So that not only the meaning of words and structures is focused on the translation of the sentence, but also other semantic aspects of the text are not far from his view. To this end, the present study seeks to analyze the text linguistics as a translation process in the field of literary texts, within the framework of Halliday and Hassan's (1976) theory of text cohesion. It examines how the elements of cohesion are transferred during the translation process into two English texts and it’s translated one. The researcher selected ‘Snows of Kilimanjaro’ story (Hemingway, 2004) with translation (Hosseini, 1396; Daryabandari, 1999) and based on the theoretical framework of the research, it was studied by descriptive-analytical and statistical methods. The results indicated that cohesive elements have an important role in the process of translation, with the highest frequency occurring in the original text related to demonstrative reference and personal reference respectively. Text translation of personal reference elements was high occurrence in the text. The author of the text and translator set to link the words and meaning through cohesive elements.

Until about half a century ago, preserving the lending in translation meant that the original language was more in Persian. But half a century ago, and especially after the year, when the translation became more prosperous, they measured the value of the translation by adapting it to the original text, calling it style.The present study aims to qualitatively and quantitatively analyze the style and language varieties used within the original and Persian renderings of The Adventures of Huckleberry Finn (1884) by Mark Twain, and observe whether they match. The reason this subject was chosen was the complete disregard of language varieties in the Persian renderings, and the reason this book was chosen, as the author himself has said, was the wide variety of accents, dialects and tones which are used in the narrative. The researcher has worked to identify these language varieties in the original text, and then check their counterparts within the Persian renderings. Then tried to see if they match and if the translation is faithful, and ultimately attempted to establish a connection between the translator’s performance and the book’s reception. First the English text and then the Persian renderings were checked for these stylistic and linguistic patterns. Ultimately, it was concluded that Golestan (1328) has performed better in comparison to Daryabandari (1366), but contrary to that, Daryabandari’s rendering has been better received by the market.Key words: translation, language varieties, text, characterization, tone

The increasing knowledge and the changes in the lifestyle of today’s complicated world have made the optimal efficiency of the educational system to rely on understanding the basic principles of learning and proper design of textbooks. As the first educational language of human is pictorial and the importance of pictures in transferring the concepts is emphasized, this study investigates the relationship between text and picture of Arabic textbooks in the junior high school based on the theory of Maria Nikolajeva and Carole Scott by explaining the status of books from this perspective is the main issue of the present study. The research method is descriptive and of the content analysis type. The population and sample match and are all of the content of this grade’s Arabic book (text and pictures of this section) in 1399-1400(2021-2022). A review based on Nikolajeva and Carol Scott theory about different relations between text and pictures (symmetry, completion, expanding/incremental, confrontational, multi-narrative)is used as an analysis tool; and descriptive statistics (frequency and frequency percentage)and inferential statistics(Chi-square test) are used for data analysis.The study shows that there are the symmetry, completion, expanding/incremental relations in the Arabic books and the symmetry relation has the highest frequency. So different dynamic relationships between text and pictures are not considered in the content of mentioned text book and these new books need to be revised in the field of text-image relationship.

Structuralism is one of the most influential intellectual movements in the twentieth century, which has its roots in Ferdinand de Saussure’s linguistic and semilogical theory. The primary objective of Structuralism is to focus on the structures underlying various cultural phenomena and identify the general rules governing them. Although decades have passed since the advent of Structuralism and serious criticisms have been addressed at its basic assumptions and methodology, it still remains significant, especially within literary and cultural theory, such that in all guidebooks and textbooks of literary theory one chapter is always devoted to Structuralism. One of these books is the second edition of The Routledge Companion to Critical and Cultural Theory (2013). The present essay reviews the chapter entitled “Structuralism and Semiotics” in this guidebook, first briefly pointing out its advantages (its readability and pedagogic quality) and then highlighting its theoretical and structural disadvantages, which should have been minimized in the second edition (which is no different from the first).

Cohesion is one of the fundamental components of every text. It is created through the juxtaposition of words and the establishment of semantic, grammatical and pragmatic relationships between sentences within the text. Within a functional linguistics framework, Halliday & Hassan (1976) suggested the category of cohesion and its subcategories including grammatical & lexical cohesion. The present paper uses Halliday & Hassan’s theory to study the elements of grammatical cohesion in the short story, Modire Mdreseh (The School Principal). To this end, different samples from the text were analyzed to explore the application of the elements of grammatical coherence including reference, ellipsis, substitution and conjunctions. The results indicated that reference (69.9%) and conjunctions (25.1%) have the biggest roles and ellipsis (4.01%) and substitution (0.91%) have had the smallest roles in the cohesion of the text. The findings are in line with the stylistic characteristics of Jalal-e Al-e Ahmad in colloquial writing. Moreover, the result showed that the story Modire Madreseh is cohesive as far as grammatical cohesion is concerned and the writer has made proper use of reference and conjunctions to maintain the relatedness of words and sentences. Using the elements of grammatical cohesion, Al-e Ahamad has been successful in attracting readers and making them keep reading.

Story code analysis means to have a focus on signs which contribute to revealing the secondary meanings with a structured methodology. The main problem is to understand how signs with synergic cooperation in the context of short stories avoid text from unilaterality and lead to a plurality of meaning by engaging audiences through referential codes. This essay studies the short story Merry Go Round from the book “Red Gloves” by Sepideh Shamloo. The paper is using a descriptive-analytical approach based on various codes from theorists’ points of view like Schindler or Barthes. Another aspect of the paper is analyzing structural elements that result in positive impacts on the code analysis of the work. Codes reflected in stories demonstrate predominant conventional systems such as social, behavioral, physical, commentary, mythical, spiritual, temporal, and local and they will result in the reproduction of cultural or social patterns in the view of audiences.

There are two main traditions in German Orientalism: The Romantic tradition and the Philological one. The Romantic tradition considers the East as a distinct, irrational, and intuitive “other” that is based on the introduction of works and their translations rather than in-depth investigations. This tradition has proved effective in disseminating Oriental texts’ translation into German. The philological tradition makes German Orientalism distinct and focuses on cataloging, correcting manuscripts, and researching the texts. In German-speaking Orientalism, the philological tradition has been prevalent since the eighteenth century. The last circle of German orientalists, including Helmut Ritter, Fritz Meier, and Schimmel is a manifestation of the fusion of the two traditions and its evolution regarding the concept of "context". In their works, the external elements and the context of culture are also considered as much as the internal context and the linguistic and rhetorical components. The key component of this trend is the concept of "text". Here, the Ritter and Meier's special method in dealing with mystical texts is shown. The main features of their works are: categorization of texts and finding mother texts, finding a network of texts (based on the evolution of manuscripts), correcting original texts based on the most authoritative versions, translating texts into German, and giving priority to prose, bibliography, and historiography. The Golden Ring method of German-speaking Orientalism can be effective in understanding the text, networking and genre of Persian-language mysticism. These orientalists consider mysticism and Sufism as a movement derived from Islam and as a historical, cultural, and textual phenomenon, rather than a romantic or enlightening movement.

Images are an important educational tool in textbooks because they play a significant role in enhancing student learning in the content of the book and also have a direct role in facilitating the teaching of the course content. Many researchers in the field of education pay close attention to the coherence between the images and the texts of the book because the more the relationship and coherence between images and text increase, the better the level of teaching and learning process will be. Therefore, the aim of the present study is to investigate the relationship between images and text of first grade Arabic textbooks based on three levels of "Warsh and Mite" classification. The present study population is all images of Arabic textbooks in the first year of high school, and the research sample consists of 470 images with text that have been purposefully selected; the research method is content analysis. Findings indicate that most of the images of Arabic books of the junior high school are related and coherent with the texts of the book with 85.74% of the cases. This is due to the authors' great attention to the importance of the relationship between image and text, given the significant effect of the coherence between images text in enhancing the process of interaction between teacher and students as well as improving their cognitive aspect; of these, 14.25% (equivalent to 67 images) cover incomplete text content. These images have a decorative function and do not have a positive effect on the understanding of educational texts. The reason can be found in the fact that these images are sometimes unclear or incomplete, so that only a small or simple part of the content of the text such as the characters of the text, the process of action and communication between the characters, places, icons, or signs are covered by these images.