In this paper I will study the syntactic and semantic features of locative alternation in Persian. The central claim is that alternating verbs have a single lexical entity and these alternations arise when a single verb evokes more than one semantic frame. It is shown that locative alternation arises when a special part of the schematic scene described by the verb is focused and this leads to two different interpretations. Following Iwata (2008) I make use of lower level constructions to account for different variants of the locative alternation. Based on the usage-based theory of language (Tomasello, 2003), constructions sanction the whole expression, so the role of verbal arguments in argument alternation can be accounted for.

Onomastics is a branch of linguistics, or according to Crystal (2008), a branch of semantics; onomastics has been studied from different perspectives. This paper addressed onomastics from the perspective of the social-cognitive (sociocognitive) linguistic approach, which is the corollary of cognitive linguistics and social linguistics. Social-cognitive onomastics, which can be subsumed under social-cognitive linguistics, covers the core concepts of a usage-based understanding of language, intralanguage and inter-language diversities, categorization and prototypes, cultural patterns, social senses, and the counter-effect of language, culture, and ideology. It merits mention that most studies in the area of cognitive linguistics and the newer, less studied social-cognitive linguistics focus on concepts and semantics. Scholars believe it is necessary and inevitable to shift from concepts to (proper) names, i.e. onomastics, in cognitive and social linguistics. The aim of this paper, applying documentary research method, is in line with and a continuation of a research plan launched by Zandi and Ahmadi in 2016; the only difference is that the current paper paid special attention to common nouns that represent a category. This paper also gave another outlook: an emphasis on a usage-based approach in onomastics. Pragmatically speaking, onomastics touches upon actual lexical selections from among expressions and examines the factors affecting the selection of a particular expression. The results showed that numerous factors affect the selection of a proper word for a signified concept, with context having the greatest effect.

In this article، the causative alternation in Persian is discussed. First، it is shown that Persian anticausative verbs involve a CAUSE component and an implicit external argument. Second، we claim that causative alternation arises when a single change-of-state verb invokes more than one semantic frame (Fillmore، 1985): causative frame and anticausative frame. These semantic frames are the result of focusing a special part of the schematic scene described by the verb and together with the relevant syntactic frame، they are represented as lower level constructions (Iwata، 2008). Third، the role of arguments in participation in causative alternation can be accounted in a usage-based model of grammar. Based on this view، constructions sanction linguistic expressions as a whole.

The purpose of this paper is an introduction of a new approach into morphology as “construction and interpretation”. To achieve this goal, some parts of Role and Reference Theory has been extended to inflectional morphology; it has integrated with a new approach and constructed new perspective as “construction and interpretation”. This new approach has been provided to analyze how conceptualization in language is and how the function of correlate between polysemy and synonymy is and what causes this correlation. It has been performed in three steps: in the first step, different morphological approaches about polysemy have been reviewed, in the second step, the proposed approach has been presented and in the third step, problematic samples of previous approaches within the proposed approach have been analyzed. The results suggest that usage is different with meaning and it is the basis of language and axis of conceptualization. Usage simultaneously and continuously is in interaction with both meaning and form. This simultaneous and permanent interaction causes correlative and competitive formation of polysemy and synonymy. Pragmatic competence is in the mind of the speaker, so the speaker refers by creating interaction among usage, meaning and form inside cultural cognition and context, and the listener interprets and infers the reference unit or “construction”, in this way, conceptualization of form takes place.

Using a descriptive-analytical method, this research investigates adjectivalization and deadjectivalization in Persian within the framework of the Typological Prototype Theory. The research specifically aims at describing and explaining the two phenomena of adjectivalization and deadjectivalization in Persian, determining the prototypicality degree of the parts of speech resulting from these two processes, and evaluating the Typological Prototype Theory in determining the prototypical features of the adjectivalized nominals and nominalized adjectivals. The raw data were primarily selected by the researchers, analyzed based on the criteria and sub-criteria of the Typological Prototype Theory, and substantiated in the Persian Language Database and Bijankhan Corpus. This research shows that the category shift in the adjectivalization phenomenon is from the

Since a silver payzeh belonging to Iran’s National Museum was introduced in an article by Abdollah Quchani, no other example has been identified in Iran. Another example of payzeh from the Ilkhanid era, kept at the Museum of the Bonyad-e Mostaz’afan (The Foundation of the Oppressed), bears certain resemblances with and differences from that in the National Museum. Given the fact that in this kind of cases, comparative studies can be effective in the correct reading of inscriptions, manner of making and using the state documents of the Mughal times, in the present study attempts have been made to ascertain the date, make-up, and application of the payzeh in question by reading the inscription on it and making use of relevant texts. Based on the descriptions made by Rashid al-Din Fazlollah Hamadani about payzehs, this question is addressed that of what significance and value were these documents in the running of the state apparatus at the time. The most important questions in this research are as follows: to what period does the payzeh at the Bonyad-e Mostaz’afan Museum belong? What do the text and designs on it point out? What was its use and status in terms of its importance and value in the government set-up? Finally, can it be utilized in better understanding other payzehs?

Halliday’s systemic functional grammar is one of the most important theories in text analysis and language cognition. Although all literary genres use language, the function of language in dramatic texts is different from the other genres. As drama and dramatic text are indispensable to literature, a more accurate understanding of dramatic language can be achieved by studying the language of dramatic texts within the framework of Halliday’s systemic functional grammar (SFG). The distinguishing features of dramatic language from non-dramatic one can be found by employing Halliday’s quantitative method, notably through interpersonal meta-function. In this study, the authors analyze the mood and tense in five famous contemporary Persian plays within the framework of SFG. We consider the frequency and percentage of the occurrence of mood types and finite forms in each play as a parameter for recognizing dramatic language and comparing it with non-dramatic language. According to the findings of this article, the use of interrogative mood in dramatic texts is more than non-dramatic texts, and the dominant tense in dramatic texts is present tense with a frequency much higher than narrative texts.

This article investigates the relationship between media and language. This relationship can be considered linguistic and epistemological. On the one hand, adopting a Nietzschean approach to language, I have shown how language is made up of metaphors and how in an epistemological realm, metaphors form the basis of language understanding. Linguistically speaking, metaphor is the conveyance of one subject (or message) to another apparently unrelated subject or message. But this transmission provides a new meaning and experience out of the source subject. On the other hand, adopting a Mcluhanian approach to media, the author has pointed to three fundamental elements of medium: transmission, message (both visual language and verbal language), and meaning. These three elements in a linguistic communication, illustrate the linguistic and epistemological relationship between medium and language." linguistic communication" includes a message transmitted form a sender to a receiver in order to constitute the final meaning. Ilustrating this relationship, the author concludes that the basis of medium like that of language is metaphor. In other words, medium is the same as metaphor.

This study investigates the why of Information Technology in the field of education according to the ontological inquiry. The methodology applied involves hermeneutic phenomenology. This study concerns the ontological changes that IT brings about in experiencing the universe and, following that, the field of education including changing the role of body in the process of education, fading the temporal and spatial borders away and expanding the virtual connection, and providing wide access to technological information. This ontological investigation in fact probes the horizons and barriers created by the application of IT in the field of education. As the results of the study indicate, and by admitting that inquiring the nature and reasons (what and why) behind using Informational Technology precedes questioning the manner of application in the field of education. The scope and borders of applying IT are defined in terms of humans’ life goals throughout the history, such as nurturing and worship. Finally, some of the entailments are mentioned such as the facilitative role of Information Technology in the process of education instead of a productive role, limiting the effects and application of Information to educational instrument and using IT along with other types of information in terms of human’s ultimate life goals.

The development of sociological approach to the study of translation makes it possible for the researchers to adopt different methodology to develop new theoretical formulations and concepts. These formulations are arrived at through the interaction with those being studied through the interpretation of real social world and meanings of the participants involved in the translation/social event. Grounded Theory Methodology (GTM) is ideally suited to areas of research where there should be an understanding of the social processes at work. However, the adoption of Grounded Theory (GT) approach in translation studies and translation education is rare if not inapplicable. The debates and suspicions for using GT in terms of its rigor are continuously confusing those who are relatively new to qualitative inductive research. The data collection and sampling anddata analysis in this methodology require high levels of rigor and reflection on the part of the researchers whose previous experience, assumptions, and the manner of transcription and data elicitation are very important, but   are often neglected by some researchers.That is why the present paper tends to discuss some key arguable issues of undertaking and applying GT research for qualitative researchers in the area of translation. The paper provides a comprehensive review of GTM and its feasibility by demonstrating examples from a research project on constructing a model for developing translator competence. The project is part of the author’s doctoral study into conceptualizing the experience of the university students’ learning translation and their developing the translator competence. The present paper, however, intends to focus on the application and documentation of GTM in translation education.  A review of literature on GT and the author’s practical experience of undertaking an empirical study into discipline form the approach to addressing the issue.