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

Antonymy is a kind of lexical-semantic relationship between two words that are similar in many aspects out imply opposite meanings. The few previous studies as well as the authors’ initial study on the oral and written corpus reveal that antonyms’ sequence is subject to a hidden regularity. In the study of antonyms’ distribution, their sequence, i.e. A-B or B-A  is considered.  Earlier studies and observations of writers regarding oral and written corpus indicates a hidden order in the sequence of antonymous pairs. Jones (2002) attempts to reveal this order in light of seven rules, i.e., morphological derivation, positivity, magnitude, chronology, gender, phonology and idiomaticity. In this study, we investigated the sequence of antonymous pairs in a researcher made Persian corpus. The detected and extracted samples include 4000 sentences taken from written and oral genres produced since 1970s to 2010s in Iranian mass media. The texts include journalistic, narrative and scientific texts as well as oral files extracted from movies, TV, and radio programs. To consider radical changes in Persian language, texts exchanged in virtual space such as facebook messages are also taken into account.  The diversity of subject and historical order of the texts would help up to work on a natural, well-balanced corpus, and would provide us a platform for a diachronic approach. The samples are collected randomly. As far as the part of speech is concerned, in forming antonymous pairs, the category of nouns tops followed respectively by verbs, adjectives, adverbs and pronouns. The findings indicate that the framework introduced in Jones (2002) could explain almost half of the sequences attested in the corpus. Rules of idiomaticity, phonology, positivity, morphological derivation are more effective and in some cases the cultural and contextual differences may explain the sequence. It was also revealed that the unmarked member mostly precedes the marked one. This finding is consistent with previous studies conducted on markedness.

This research aims at analyzing and comparing the development of lexical cohesive devices (repetition, collocation, synonymy, hyponymy, meronymy) in Persian-Speaking students’ written discourse at primary level (9 to 12 years old) according to logical meta-function introduced in Halliday and Mathiessen’s systemic functional grammar (2004). Descriptive analytical method is used in this study. 45 students (boys) studying at primary school (4th, 5th and 6th grades) in 1393-94 have been selected through random-sampling. Two written tests in the form of picture stories were administered for gathering the written data. Frequency, percentage and pattern of development of using lexical cohesive devices were compared and analyzed. The frequency of lexical cohesive devices in 4th, 5th and 6th grades were, 862, 967, and 1119. Repetition and collocation in all grades are the most frequent and hyponymy and meronymy are the least frequent devices. The percentage of repetition decreases from 4th grade to 6th grade while in hyponymy and meronymy it is increased. According to Kruskal–Wallis test the differences of using synonymy and repetition are not significant although differences of using collocation, hyponymy and meronymy are significant (p≤ 0/05). It seems that not only the frequency of different lexical cohesive devices in students’ written discourse increases as the grades increase, but also more sophisticated lexical cohesive devices are found in writings of the students in higher grades.

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

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

Goal: This study aims at analyzing and categorizing different grammatical errors including morpho-syntactic and syntactic errors in written narratives of mentally retarded students in Tehran. The frequencies of errors are compared among students in different grades. Descriptive-Analytic method has been used. A test consisted of four picture stories have been administered to 125 students in elementary (3rd, 4th,5th grades) and pre-vocational (1st,2nd,3rd grades) levels studying at four schools for mentally retarded students according to systematic random sampling. Findings and Number of clauses in the students’ naratives in different grades are as follows: third: 68, fourth: 424, fifth: 289, and in prevocational level: first:338, second: 413, third: 479. morpho-syntactic errors can be classified into wrong tense, mood, and aspect inflections, lack of verb-object agreement , and lack of noun-pronoun agreement while the first is the most frequent one. Syntactic errors are classified into inversion, deletion, insertion, substitution, and ungrammatical scrambling while deletion is the most frequent one. The frequency of grammatical errors decreases in secondary level comparing to elementary. Syntactic errors consists 51 percent and morho-syntactic 49 percent of the grammatical errors.

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