مجله جستار های زبانی
سال هفتم شماره 5 (پیاپی 33، آذر و دی 1395)

Some orientalists has considered neither subject nor predicate accusatives in Arabic as complementary and some Arabic syntax researchers called them special builder and some named them supplementary. But Azarnoosh has named them adverb.
This naming, adverb, because of the correspondence of most of these accusatives with adverb in Persian and English, is correct, exact and also more shortened, illustrative and exclusive than other names. Also finding equivalent and teaching it to others is simpler too.
This syntactic category has two forms: 1. Singular 2. Compound. Most of the singular adverbs can be changed into compound ones while reserving the meaning, usage and grammatical role. Regarding the characteristics of adverb, the definition is as follows: adverb is a meaningful and neither subject nor predicate part of sentence in Arabic syntax which determines the aspect and direction of the sentence in case of being singular or compound and it plays one the eight grammatical roles such as: adverb of time and place, adverb of reason, companionship adverb, intensifier adverb, state adverb, explicating adverb, exception adverb and specialized adverb.

This research tries to study the migration Persian literature novels and analyzes the challenge of identity-makers elements in the motherland and host country in inter-discourse migration spaces. The aim of this study is to answer this main question: What challenges would build the motherland identity-makers elements relocate human subject from native Semiosphere to the host Semiosphere?
The article uses the theoretical foundations of cultural studies and the theory of Semiosphere of Juri Lotman to answer this question. This article assumes that identity-makers elements lose an important part of their power and influence after withdrawal from the sphere of their Semiosphere.
These identical signs in the host territory, since they lose the supporting powers and because of the differences and conflicts they have with identical signs of host, may be sent to margin. Or they are inflicted with change in their value. And as the result, the human subject gets many identity-makers challenges. These challenges vary from liminal identity to identity crisis and identity less.

Claude Levi-Strauss (1908-2009) French ethnologist and anthropologist and theorist of Anthropology, is known in the world as the "father of modern anthropology". He has gained a reputation in the field of anthropology among anthropologists and scholars, because of his structuralist theory as well as their own method of proving this theory. He is considered as the greatest theoretician of structuralism. His studies include a review of the "basic structure of kinship" and "the structure of myths". In this article, we will see how Claude Levi-Strauss split the constituent units of "myths" and "kinship ties" to show a new aspect of them. This article intends to give his definition of structuralism, mythic structure, elementary structures of family, work and pay their relationship with linguistics and point her separation with other theorists, linguiststs and anthropologist like Saussure, Jakobson, Freud, etc. In this article we see how his studies in the field of "structure" help us understand new insights on human being.

Importing the pragmatic theories of ‘politeness’ (Brown and Levinson, 1987) and ‘impoliteness’ (Culpeper, 1996) into the domain of literary studies, this article intends to investigate politeness and impoliteness strategies used in ten highly acknowledged Persian youngsters’ novels published from 2002 to 2012. For a novel to be included in the samples it should not be translation; most of its events should be narrated through dialogues; and that it should have won the majority of prizes for youngsters’ literature. This article addresses two central research questions: (1) How is the characters’ uses of politeness and impoliteness strategies in peer-group and non-peer-group vary? (2) In general, which strategies (politeness strategies or impoliteness strategies) are more frequently used by characters in Persian-speaking Youngsters’ Novels? The results, came by Chi-Square test, demonstrate that the characters in Persian youngsters’ novels are more inclined to using impolite strategies in peer-group interactions compared to non-peer-group interactions and that characters, in general, make more use of politeness strategies than impoliteness strategies.

The present study, using some morphological Persian constructions, explores Morphological Doubling Theory (Inkelas and Zoll 2005, henceforth MDT) and its essential claim as regards resulting reduplication when the morphology calls twice for a constituent of a given semantic description. In contrast to the previous theories and approaches categorizing reduplication as phonological duplication, MDT categorizes it generally as reduplication of given morpho- semantic features. To answer the research question and know whether the formation of Persian reduplicated constructions are explainable and justifiable in MDT framework or not, using two categories of semantic and morphotactic evidence, some Persian data are analyzed in MDT framework. Semantic evidence such as root allomorphoy, synonym constructions, echo reduplication, medial full reduplication and antonym constructions together with morphotactic evidence such as ezafe vowel, indifference-ke construction, interfix, linker or enclitic and melodic overwriting are some pieces of used evidence for exploring MDT framework in the studied constructions in Persian. The present study, with a descriptive-analytic method, has been carried out by studying some Persian data gathered through people’s daily natural conversations, written works on Persian morphology and authors’ intuition. Analyzing the gathered data reveals that adopting MDT, in addition to presenting a comprehensive description and analysis of Persian reduplication, makes it possible to describe and study the structure and semantic of the reduplicated constructions that were not appropriately analyzable previously.

Structural analysis of classic narrative works preapare the way to investigate the components of a story within the language. Mehr and Mah has a complete plot and another capabilities in order to analyze. In lyrical system of so called collection poetic and emotional function of language is dominated on other roles. The relationship between language and narrative and decelerating species can be so interpreted. When the narrator of the story focuses on himself, the () emotive function of language is more salient , and when he or she describes the actions, actors and other phenomena () the literary function of language shows itself, because in this extent generally more figures _due to an style of old story_ are used. Descriptions of natural phenomena, the appearance of characters and even the details of some lyric acts like hunting, night wedding, banquet and… reduce narrative acceleration. In this part, the poetic function is apparent. Mental complaints, whispering to himself, speaking with the language inspired by the elements of nature and … because of specific texture that mainly associated with vocative particles has a direct relationship with emotive function of lyric language. Emotional discourse is central to narration and decreases the mechanism of narrative actions. Another achievements of this research using emotional pattern of discourse is to show the hopes of event the hope, and confidence for Joined beloved.

PhD Student of TEFL, English Department, Faculty of Foreign Languages and The available empirical evidence on the long-term efficacy of written corrections is limited to the studies that have investigated the effect of focused feedback on improving grammatical accuracy of two specific aspects of English articles. It is clear that focused corrections, which target only one or two grammatical error types at a time, lack ecological validity in writing courses. The aim of the present study is to investigate the reaction of different structures to corrections which enjoy more validity in writing classes. Using a pretest-posttest design, the long-term reaction of three features of English grammar (articles, the infinitive, and the present unreal conditional) to mid-focused and unfocused written feedback and revision were investigated. The results showed that on the delayed posttest, which was administered one month after the feedback treatment, the performance of the students in the experimental groups was not significantly different from the control group and that there were no significant absolute gains in any of the groups compared with pretest scores.

Subh al-Asha, written by Ahmad al-Qalqashandi 9 century (H.), elaborating official letter writing styles in Mamluk period is a valuable source for historical politeness studies. Based on Leech's politeness maxims and Beeman's approach to politeness, this paper tries to unravel the politeness strategies in official letters of the Mamluks, which depend heavily on power relations. The results show that strategies adopted in these letters are in line with Beeman's "self-lowering" and "other-raising" elements. They also confirm Leech's maxim 3 and 4, out of his six maxims, whereby individuals do their best to praise the other party during the communication. Thus, strategies applied in these letters include "exclusion," "raising the addressee," and "praising the addressee." Using a religious discourse, whose lack would be offensive, is another feature of Mamluk official letters. Finally, social discourse was also adopted in these letters through which the writer acquired his dependent / independent identity.

The present research surveys orientational metaphors in Quran in a cognitive approach. Space and orientation in the space are basic cognitive domains employed as source domain for conceptual metaphors. The research aims to explore the target domain concepts formed based on the orientational concepts. Thus the “Noor software” was searched with seven orientation marking keywords. All the verses including these keywords were identified in Quran and 60 instances of metaphorical application of these items were recognized. Some of the most prominent abstract concepts formed through orientational metaphors in Quran are “degree and dignity; bliss; superiority and advantage” among others. Findings of the research show that the special application of orientational metaphors in Quran is a stylistic and semantic feature.

The present study aimed at investigating the initial and final attitudes of Iranian EFL learners in two different age groups (8 and 11 year olds) during one year of inquiry and seek to witness whether the language learners’ age of starting foreign language learning can influence their attitudes or not. The participants’ attitudes were measured via questionnaires and interviews. The modified AMTB (Attitude Motivation Testing Battery) used in this study was designed in such a way as to measure the learners’ attitude in eight different domains (Learners’ interests in foreign language, Attitudes toward English speaking people, Attitudes toward learning English, National identity, Integrative orientation, Instrumental orientation, English class anxiety and parental encouragement). Our focus in the present study was on the participants’ performance on the first four attitudinal domains and also their performance on the whole questionnaire so the participants’ answer to these relevant items on the questionnaire (items related to the first four domains) and also the whole questionnaire was subject to statistical analysis .For the first four domains, results of the study showed that our participants hold positive attitudes towards foreign language learning and learning English both at the beginning and also at the end of inspection. For their attitudes towards English culture and its speakers and also their national identities, our learners in different age groups revealed different patterns. Taking the total attitude picture into consideration (the questionnaire as whole with all its 8 domains) however, there was not any significant difference between the attitudinal behaviors of participants of two different age groups of this study.

In this research, it has been attempted to investigate how the point of view in story and drama is perceived. For this purpose, two case studies are considered: the short story Snail Cracker (by Shahryar Mandanipour) and the play “Hovel of Trauma& Agony"(by Mahmoud OstadMohammad). The similarity between two case studies is the fact that in both, the audience finds out viewpoint of absent characters, through the statements of present figures in the story and drama worlds. To understand how it works, a combination of the linguistic approaches of McIntyre, based on “Deictic Shift” and Ryan's notion of “Possible Worlds” are adopted as the theoretical framework of the study. The main problem of the article is to discover narratological capabilities of the point of view in creating dramatic or narrative hidden spaces. The main goal of this article is to investigate the construction process of the absent character's viewpoint in the main scene of the events. The research findings are being analyzed based on the narratological indices of McIntyre and Ryan. Research methodology is descriptive –analytic. The results reveal that despite discrepancies between the story and drama worlds, they have some features in common: their figures can develop narratological perspectives and absent person's viewpoint through linguistic markers which effect on the dialogues, they are also able to influence on assumed audience’s (reader’s) perception.

This current and interdisciplinary research in the fields of cognitive science, clinical linguistics, neurobiology of language, and language pathology tries to solve language-related problems and disorders. The present research aims to provide a comparison of the effect of stimulating mirror neuron system through music induction and intentional movement imitation on the increase in the average number of verbs in a sentence in free speech of autistic children. For this purpose, first, two pilot studies were performed in 12 sessions on 2 autistic girls aged 6 and 7 for four weeks in Iran University of Medical Sciences, Faculty of Rehabilitation Sciences. After observing the positive and effective results of these two methods, other samples, i.e. 6 autistic monolingual Farsi speaking girls aged 5-8 were selected by convenience sampling, and underwent 42 sessions (i.e. three 20-30 minute session) of training over 14 weeks. The samples divided to two groups; during training intentional movement imitation in the first group including 3 subjects, no music was played in the class, while instrumental music (wordless music) was played in the class for the second group including 3 subjects during training intentional movement imitation. To evaluate the index of average number of verbs in a sentence, speech of the subjects, after and before intervention, was recorded during the play and everyday conversation. Then, the average number of verbs in their sentence was measured. The research findings were examined using SPSS software (version 20) by Paired-samples t-test and ANCOVA test. The obtained results indicate that the average number of verbs in the sentence significantly increased after the training course in both groups. In addition to the significant changes in all the subjects, the average number of verbs in the sentence in the subjects of the second group showed a significant difference compared to the first group. Based on the research findings, it can be said that stimulation of mirror neuron systems through music induction and intentional movement imitation positively affects the increase in the average number of verbs in the sentence in autistic children. However, it should be mentioned that audio-visual-motor stimulation of the neuron system has a greater impact on verbal skill development of autistic children.

Our conceptual system is metaphor based. Children also face this cognitive interaction from the beginning of language acquisition. Accordingly, based on their little knowledge of the environment and vocabularies, they benefit from adult`s metaphorical system.Nowadays children`s knowledge is different from that of Piaget`s time and even after this era. Mass communication, modern toys like X-boxes and tablets all have developed children`s cognitive world. In this field study, sixty 2- to 5- years-old Persian-speaking boys and girls were examined in order to understand the time of comprehension and use of embodied metaphors regarding the variable of age in them. A self-mode test was prepared on the basis of Persian metaphoric phrases and Bialka-pkul`s study (2003). The research method was descriptive-survey and the population consisted of 2-5-year-old children of kindergartens in zones 1, 4, and 20 of Tehran. Sixty monolingual normal girls and boys made the sample. The research results are zeitgeist of complete understanding and relative understanding of embodiment metaphorical expressions and perception content due to the age variant in addition. The result of this study with the results of the Bialka- Pikul (2003) was in line. There is a difference that Bialka-pkul research, study on children from age of 3 years, three month but current research says children from the age of two years have a relative understanding of embodiment metaphorical expressions, this study denotes that perception content increasing due to the age variant and cognitive interest. Response of children to tests questions shows children speech in three distinct cultural groups. Persian -language children's speech in no.1 urban area of Tehran city whom they interaction with nature and their metaphorical expressions derived from natural and pristine words, while (the four) children use the environment words frequently, while (the twenty) use metaphorical expressions derived from adult speech and common phrases and words of Persian language. Different use of metaphoric phrases by children indicate different confederacy of receiving physical realm and the realm of subjective perception and cognitive in three different under study cultural groups. Such knowledge is not unique and represents a significant number of children's cognitive differences in the three under study areas . 2-2.5-year-olds gained the least points (0.4 out of 4) in metaphor understanding and had the most and the least difficulties in color and sound metaphors, respectively, but the other groups got higher points (1.5, 1.3, 2.2, 2.1, 3, orderly). The boys had better understanding than girls although the difference wasnt significant (P>0.05).