مجله جستار های زبانی
سال یازدهم شماره 2 (پیاپی 56، خرداد و تیر 1399)

Currently, the major discussions in the field of Linguistics belong to Typology and Linguistic Universals. Typology is a linguistic study that analyzes the structural similarities among languages regardless of their history. This term was first applied to the categorical and comparative study of linguistic notions by a linguist named Gublentez. Typology is not merely a tool for categorizing and defining general patterns in languages. It is an approach for understanding the nature of language as well. In typological studies, attempts are made to group languages from different families in order to reach more precise studies and results. This article also consists of the same attempt. Persian is an Indo-European language, and Arabic is a Semitic one. Language Universals refer to the characteristics and features which are present in most languages worldwide. This notion is known due to the efforts of Greenberg. After analyzing 30 different languages, he proposed the notion of Language Universals. Typology and Language Universals show a strong relationship and complement each other due to the fact that typological categorization leads to the discovery of universal principles in the structure of languages. The relation between language universals and typology dates back to 1960s. From that point in history, the notion of typology is accompanied by Greenberg’s Language Universals. Studying the order of structural elements has been one of the most important discussions in the world of Typology. That is firstly due the fact that languages have more differences in this matter and these differences are the foundation of typological studies. Secondly, according to Greenberg, between the order of fundamental parts and other structural features of language exist a typological correlation.The most important and common approach for posing a question in languages is through interrogative words. By using interrogative words various notions such as place, time, people, and causes are subject to inquiry. The existence of such words is universal, that is, it seems highly unlikely to find a language that does not carry interrogative words. In typology numerous factors are analyzed, among which is understanding the movements of interrogative words in languages. Dabirmoghadam (1393) has proposed 24 factors, and factor 22 relates to interrogative words. Topologists have identified two main types: first is that interrogative words replace the element of the notion which is put under question, and second, interrogative words are placed at the beginning of a question sentence. In this study, an attempt is made to study the movement of interrogative words in both Persian and Arabic in order to illustrate their position in the lingual typological system. In addition, the influencing factors on this movement are discussed. The method of this study is analytical-descriptive and selected pieces are from published and online materials (books, newspapers and magazines) in both languages and these pieces are from various areas ranging from social to religious, scientific, literal and so on. In the theoretical framework of the study, there are some details related to interrogative words in both languages and a table is drawn consisting of these words in Arabic and Persian respectively. Meanwhile the movement of interrogative words were defined that in this research it refers to the place of such words in sentences in comparison to the same declarative sentence. In the analysis, firstly some of the important views related to these words are represented; in Persian, views by Bateni (1392), Khanlari (1391), Vafai (1392), Gholamhossein Zade (1391) and Meshkataldini (1374), and in Arabic views by Sibooye (2004), Ebn al Saraj (1999), Hassan (1975), Jorjani (1982) and etc., afterwards, selected pieces which consist the basis of this research are analyzed. According to the findings of this research, Persian and Arabic fall into different types of interrogative words movements. The tendency in Persian is to replace the element of question, while in Arabic interrogative words come at the beginning of a question sentence. Furthermore, these two languages are compatible to the language universals they represent. With well more than chance frequency, when question particles or affixes are specified in position by reference to the sentence as a whole, if initial, such elements are found in prepositional languages, and, if final, in postpositional. Plus, if a language has dominant order “VSO” in declarative sentences, it always puts interrogative words or phrases first in interrogative word questions; if it has dominant order “SOV” in declarative sentences, there is never such an invariant rule. This conclusion is based on the analysis of cases indictive of the fact that the movement of interrogative words to the beginning of the sentence is a strong tendency in Arabic language. As a result, Arabic language corresponds to Language Universal number 12 since this universe acknowledges the movement of interrogative words to the beginning of a sentence in “VSO” structures. Additionally, since interrogative words in Arabic are among those which question the nature of a sentence, they come at the beginning of a sentence. Language universal number 9 also acknowledges Arabic language since it carries more prepositions. Furthermore, it is recognized that interrogative words replace the element of question in a sentence. This fact shows the tendency of this language. Therefore, Persian language with the core structure of “SOV” is in harmony with the language universal of number 12. According to this universe, the movement of interrogative words does not tend to come at the beginning of a sentence in “SOV” structures. The above-mentioned findings are presented in a table. Another finding of this research is that structural, semantic and processing factors have an impact on the movement of interrogative words. For instance, in Persian the interrogative word of “why” usually comes at the beginning of a sentence since it put the nature of a sentence under question. However sometimes, a conflict occurs between the word “why” and other elements such as “interjection” on the first position of the sentence and the interrogative word gives the space to interjectory words and comes in second. To propose another example, interrogative words tend to occupy the first position in a sentence in Arabic, however sometimes it is observed that the element of question has occupied the first position, while the interrogative word is in the second position. In fact, this replacement is due to the significance of the element.

The linguistic variety spoken by the prisoners and the words and expressions used by them in their conversations has attracted a lot of attention. This variety is sometimes so different from the one used outside the prison walls that it is almost unfathomable for those who have never been exposed to it. This variety is idiosyncratic in terms of phonology, morphology, and semantics. The study of prison language and its relevant words and expressions is of great significance from sociolinguistic, psycholinguistic, cognitive linguistic, and criminology points of views. Due to significance and the paucity of domestic linguistic studies on the prison language, this study, within the framework of sociolinguistics, made an attempt to bring the semantic features into considerations and delve into the semantic changes of related words and expressions in the prison language with respects to the four variables of gender, age, education, and social status and respond to the following two research questions: First, What are the main semantic changes of words and expressions in the language of prison? Second, what are the relationships between semantic changes and the four variables of gender, age, education, and social status? In order to collect the data, observation and interviews were utilized. The data included 615 and 496 idioms and expressions used by male and female prisoners respectively (total expressions amounted to 1111). The number of all interviewees was 70, consisting of 20 females from Rey Prison and 50 males from four prisons of Raja’ee Shahr, Ghezelhesar, Fashafooye, and Tehran. The results showed that four semantic processes of metaphor, Irony, metonymy, and semantic degradation accounted for the main sources of semantic changes of words and expressions in the language of prison. Regarding the effects of the four variables of gender, age, education, and social status on these semantic processes, it was concluded that gender did not bring about any significant change in the speech of male and female prisoners, though it was effective on the frequency of use of those semantic processes. Some expressions were specific only to men and some were female specific. Out of the other three variables (age, education, and social status), the two variables of education and social status had the most effects on the use of semantic changes among the prisoners. The effect of age is more than that of social status and education and is less than that of gender. In sum, it can be concluded that as education and social status increase, the use of words and expressions in the language of prison decreases. In contrast, as education and social status decrease, the prisoners are more influenced by the language of prison and they use more semantic processes in their speech.

The relation between human being and the world, has become the center of attention since the appearance of the Romanticism movement in 19th century. By the second half of the 20th century, the science of geography developed and the human aspect of the geographical space was studied more. Maurice Merleau-Ponty, the phenomenological philosopher of 20th century, believes that the relation between man and its environment is based on his sensitive experience which inspires poetical ideas. In his point of view the human body can be considered as the common point between the consciousness of the author and the world around him. He also thinks of the physical aspect of the language, as the exceptional style of the writer. In fact the language incarnates the idea of the author’s viewpoint and indicates his relation with the world. Michel Collot, inspired by Merleau-Ponty, propounds the concept of “landscape” in the literature. He claims that the description of a landscape depends on the spiritual attitude of the writer as well as on his physical situation. He declares that the language and the style of the writer are highly influenced by the emotions he receives from the world around him. The man who is situated in a landscape, is related to the world by all his senses with whole body. Here in, we study the confluence of human body and the world within the novels of Julien Gracq, the 20th century French writer. His descriptions of landscape represent the human aspect of the space. With the help of figures of speech such as personification and metaphor, he tries to find the relation between human being and the world. In this paper, the main problem is how the interaction between the human being and the world around him is manifested in the novels of Julien Gracq. Indeed by the help of literary devices he tries to connect the human roots to the earth; this relation is based on the sensitive experience of the artist in the world and represents the triangular unity of me (the artiste), the world and the words which is mentioned by Michel Collot inspired himself by the phenomenology of Merleau-Ponty.

The nature of metaphor, metaphoric understanding, and its functions have been recognized as three main issues in research and theoretical formulations on metaphor and metaphor processing. In general, metaphor is defined as understanding and experiencing one thing based on another. Metaphor can also be considered as an expression that has two conceptual domains in which one of the domains is experienced and understood according to the other. These two conceptual domains are known as target domain and source domain. In this study, we examine the relationship between conceptual metaphor and formation of a schema in short texts regarding target and source domains. The main tools of the study were the texts written in fluent Persian and divided into two categories of metaphorical texts and their equivalent non-metaphorical versions. Both texts have had a shared schema. Furthermore, the number of words were equal in both texts. For this purpose, 3 metaphorical and 3 equivalent non-metaphorical short texts were designed in Psychopy software in 2 visual and auditory versions and 47 people were exposed to the short-term recognition after reading/listening to it. There were eight texts including 3 metaphorical and 3 non-metaphorical ones plus 2 texts that were used as filler texts which were excluded from the final analyses. The texts were organized in such a manner that the metaphorical text played before its corresponding non-metaphorical text with an interval. At the next round, the non-metaphorical text was played before its metaphorical version. The sample was selected through convenience sampling which included 80 twenty to twenty-five-year-old students of Foreign Languages School and Management School of Allameh Tabatabai University in Tehran. Since variations in memory capacity can affect the test results, they were given a Persian word recognition test to ensure relative consistency among all participants' memory capacity. The test processes in the visual and auditory tests were the same except in the method of presenting the texts on the screen or playing through the headphone. In this study, descriptive and inferential statistical methods were used for analyzing the data and providing tentative answers to the research questions. All the analyses were implemented SPSS V.23 software. To analyse the data in each of the visual and auditory tasks separately, Friedman non-parameter test was used. For comparing the data of the visual and auditory tasks, Mann-Whitney test was used. Results indicated that in metaphorical texts, there are traces of the non-metaphorical text`s main schema. This finding brings us closer to the assumption that it is source domain`s schema that projects on target domain in metaphors and makes it more understandable.

In the teaching of foreign languages, the choice of educational content has always been important. Throughout history, different teaching methods have chosen their educational content according to their approach to language use. Nowadays, in addition to the usability of the foreign language, it is important to know the different cultural and social layers of the target language community. Concerning the teaching of literature in foreign language classes at the university as well as in institutions, there has always been some hesitation from method designers and textbooks as well as foreign language teachers. It can be said that the use of literature in the language teaching class has undergone many changes throughout history. Considering that literature education has always had its supporters and opponents with regard to the discussion of culture transfer in foreign language classes, in this research we seek to answer the question of the role and place of literature as an educational content throughout the history of foreign language teaching. What has it been and how and at what level can literature be used as educational content in language classes? The purpose of this paper, while studying the link between literature and language teaching, is to propose a work-based teaching approach based on the functional approach to language teaching. In this way we place poetry as a body of work. We hypothesize that this method can enhance students' literary and analytical ability in the face of literary texts. . After performing context-based class exercises, the students, as representatives of the French group, participated in a student-cultural conference at the Foreign Languages ​​Association of the unit, sharing their experience and understanding of comparing the two Persian and French poems with audiences interested in the field. They left. The results obtained from the responses of the students in the experimental group who were trained with this proposed method and comparing it with the control group students through covariance analysis test indicated that the proposed method had a positive effect on the use of literature in the foreign language classroom. While working on the linguistic elements, this method provided students with the opportunity to reach important results and understandings in the field of bilingual culture by working on the concepts of a French poem and comparing it with a Persian poem. Concepts such as death and life, work and war in different cultures have different meanings. They also shared their findings with others and discussed and exchanged views on Persian and French poetry. Using this approach, which relies on multiple ethical, aesthetic, scientific, social and cultural axes and enhances linguistic, cultural and sociological competence of language, is suggested in literature-based language classes. Curriculum planners, writers and designers of educational books can also take advantage of this suggested approach. Finally, we note that repeating this assignment and pursuing its impact on students' writing, speaking, and intercultural skills in foreign language learning can be a good subject for future research.

This article examines the reproduction of gender identity in Dowlatabadi’s short story “The Man” in the light of Judith Butler’s theory of Gender Performativity. It investigates the cultural function of identity and the way language discursively reflects the role of the unestablished identity in the story. It also presents new outlooks towards language performativity of the male/female dichotomy. What this article focuses on is an individual's identity, and language, exploring the concept of gender performativity. Butler asserts that performativity is a ritualized production and a constrained reiteration of cultural intelligibility under the compulsory prohibition pressed by the power regimes. The culturally-acquired gender is crafted based on the socially recognizable standards, which form the directionality of the self-representation. A Gender is an act that requires a repeated performance in ritual and social dramas. She declares that one is not born but rather becomes a subject whose gender is a discursive construction that defines his/her body. Moreover, the gendered subjects were subordinated to the language that interpellated them, so that each individual became a linguistically stylized occasion. Dowlatabadi’s main character in this story undergoes transfiguration from childhood to adulthood affected by the social upheavals leading him towards his crafted and gendered identity formation. His father’s roles are resignified through the reiteration and imitation of the gendered and naturalized regulations. Surveying “The Man” elucidates that gender identity is an imitation, which leads the character to resignify and recontextualize the parodic gender reproductions. Therefore, the established discourses gave the agent the feasibility to establish his intelligible social existence. Springing from the discussion about gender performativity of Dowlatabadi’s character, the article concluded that identity is a phantasmatic construction. What an individual performes is a non-intrinsic parody of the culturally constructed regulations. It can be concluded that identity is established by the power of language that interpellates the subjects.

The present article mainly aims to explain how the "visual discourse" is shaped via a phenomenological or presence dimension in the story of Abraham using the semiotic analysis of discourse and is shaped via an aesthetic-emotional dimension by creating a momentum in the main character of story. Finally, the state leads to meaning production and action. At the beginning of the story, there is a stative system, followed by the discursive and prescriptive systems in th whole axiologicsl regime of the story. The present research seeks to investigate the following questions: Based on what kinds of semiotic systems the story of Abraham is narrated? Can newer angles of meanings be achieved by illustrating the visual discourse system in the story of Abraham? The research hypothesis is that the discourses that govern the story of Abraham are capable of being examined from a semiotic perspective because of enjoying the action, state, and the value actions dimensions. In The story of Abraham, state is prior to action which creates a redefinition of the discourse patterns and semiotic fluctuations in the relationship between actors. In the discursive paradigm of this story, the subject shows a phenomenological presence with a transcendental dimension Accordingly, the story of Abraham becomes visually transcendent and transforms itself into a new meta-value in the process of aesthetic activity in the form of state. In this phenomenal presence of state, God's will come to pass as a factor beyond human will. It can be seen that many discursive systems such as the stative system, sensory-perceptual, and action-prescriptive ones are present in this discourse by the semiotic analysis of the story of Abraham. The state system is a sensory-perceptual system that establishes the celestial objects as the first object of contact and then the visual sense of the transient conditions of self and communication with the outside world in this story. Accordingly, meaning is not always formed by actional factors, but what results in this story is action and then the formation of the story by phenomenological and aesthetic states. The place of this story in emotional - affective discursive systems discursive system indicates that the meaning is not an absolute and closed system, but it changes according to the type of discursive system in which the meaning is a living and fluid element and is formed on the basis of particular discursive conditions. By analyzing the state system at the beginning of the story, it can be observed that in a trans-temporal and trans-spatial process, Abraham becomes an aesthetic state. Faced with the aesthetic scene of the visual discourse and ultimately the intuition of the heavenly kingdom, he attains a certain degree of certainty and phenomenal experience and then interprets this experience as action. Accordingly, an axiological system is formed. It can be concluded that in Abraham’s story, he becomes an active stative subject in the fluid and dynamic meaning construction, and creates meanings and values out of the beloved’s truth in the actional discursive system.

One of the central issues in second language acquisition research has been whether grammar should be learned consciously or it can be acquired in meaningful language use. On the one hand, researchers question the possibility of learning without awareness and on the other hand some raise the concern that implicit learning may not lead to spontaneous automatic retrieval of language knowledge. The present study aims to investigate the effect of implicit and explicit instruction on L2 syntactic processing of Persian natives who learn French as a novel language. Thirty-two graduate students with no previous background in French participated in the study. A Timed grammaticality judgement task consisting of 60 syntactically correct and 60 syntactically violated stimuli were presented through Pychtoolbox. The participants pressed the right or left button to judge each sentence. Independent T-test and mixed ANOVA were run to analyze the data. The results showed that the syntactic processing speed is not affected by the training condition as there was no statistically significant difference between the performance of two groups in terms of accuracy of the responses. Separate analyses on the reaction times showed that learners in both groups responded more quickly when judging the grammaticality of correct sentences and the ungrammaticality of syntactically violated sentences which implies that all learners had gained implicit knowledge.

The later Wittgenstein believes that there are unlimited forms of language that can lead to language-games. In one of these forms of language-game, from the viewpoint of the later Wittgenstein, the verbal language in the recognition of communication not only represents thought, but in broader and social definitions, can serve as a sign for expressing power relations. This thought is reflected in the discourse between dominant forces in society. In this discourse, the power that takes advantage of verbal language is recognized as the center, who tries to impose its way of thinking on the margins. In the course of this language-game, however, the center is not fixed, and the margins periodically become the center and recreate itThe reflections of this theory can be explored in the performing arts form of Takht Houzi (also Siah-Bazi) as an Iranian traditional-ritual play. In this form, the master represents and acts as the center (power) that molds its superiority in a discourse with Black (Siah) Meanwhile, Black, as a marginal type from the traditional community, resists the center/master through verbal measures (known as the Kaka'i language). The paper aims to study the play that name Soltan and Siyah by Ali Nasirian, with the analytical-descriptive approach, first delineate the language-game theory of the later Wittgenstein, and then examine the verbal actions embedded in Takht Houzi to shows how social criticism is shaped by this notion and is represented by the margin-center game within the verbal language.

Being a descriptive-analytic research in Persian language, the present study deals with morphophonological processes to examine the performance of Stratal Optimality Theory for the first time.  Stratal OT is a hybrid model of OT in which the insights of Lexical Phonology and Morphology are broadly combined with parallel OT. Stratal OT posits constraint evaluation at three distinct levels or strata: stem, word and phrase level and as such it can show the intermediate levels showing the formation of the optimal option. This multi-level variation of the original OT model may provide more economical and elegant explanations of problems involving opacity, derived environment effects than other Parallel OT theories that have been developed to address these issues.The data in this research have been collected through databases and written phonological resources. This paper studies deletion, insertion and compensatory lengthening processes within Stratal OT. The relevant constraints and their interactions in each level have been represented through different tablues. The results showed that Stratal OT has more explanatory power than Parallel OT to explain the mentioned  processes. Interestingly, Constraints at each level follow a consistent ranking pattern.

integrative and instrumental motivation as well as Ideal self and Ought-to self on the motivation and success of language learners, the present study has investigated these issues among the learners in Persian language. For this purpose, 20 Korean and Chinese students (10 Chinese and 10 Korean students) were selected from the Persian language teaching center of Ferdowsi University of Mashhad. Thus, the statistical sample of the study consisted of 20 Persian-Chinese students and Korean men and women (8 men and 12 women) who were in the age group of 18 to 30 years and in the academic year 2016-2017. It is also worth mentioning that these Persian students have reached an advanced stage in this center, from the introductory course of Persian language. The Farsi students responded to a 36-item questionnaire based on the Dornyei Motivational Questionnaire (2010). Finally, the data were analyzed using SPSS software. six hypotheses were proposed and we used statistical tests to examine the hypotheses. First, the normality of the research variables was examined and the results showed that these variables have a normal distribution. Therefore, as mentioned, in the next step, we examined the research hypotheses. The results of the study showed that there is a significant difference between Ought-to selves of Korean learners and Chinese or Japanese tutors. However, there is no meaningful difference between Ought-to selves of Japanese and Chinese learners. There was a significant difference between Korean, Chinese and Japanese Ideal selves. In addition, there was no significant difference between the Chinese, Korean, and Japanese learners’ promotional instrumental motivations. While there was a significant difference between preventive instrumental motivation of Japanese learners and Chinese or Korean ones. And there was no significant difference between Chinese and Korean. The results of the research suggest that there is a significant difference between integrative motivation of the Chinese, Korean and Japanese learners. There was no meaningful relationship between integrative motivation of Chinese, Korean and Japanese students and their Ideal selves. There was a significant negative correlation between ought-to self and preventive instrumental motivating of Korean students, while there was no significant relationship between these two variables in Japanese and Chinese students. In addition, a comparison of the meanings of all four motivational factors in these two groups of Persian-learners showed that, in general, in these two groups of Persian-learners, the Preventing Instrumental motivation was with the highest average, and the Ought-to self motivation has the lowest average. Also, the comparison between the motivational factors of Ideal self and Ought-to self indicates that in these two groups of Persian-learners, the Ideal self factor is stronger than Ought-to self. Comparison between the motivational factors of integration and instrumentation also showed that the Preventing motivational factor is stronger than the integrative factor and the integrative factor is stronger than the promotional instrumental factor. Finally, it should be noted that the present study focuses only on Chinese and Korean Persian learners; for this reason, it is suggested that in future studies, Persian learners of other languages be examined. In addition, it is suggested that other motivational factors related to second language learning regarding non-Iranian learners of Persian, be examined separately and compared with each other. In this case, how to teach and use educational resources can be planned according to the type of related motivation.

Conditional sentence is a compound sentence consisting of two clauses: protasis and apodosis. The purpose of this paper is investigating the conditional sentences in contemporary Persian language based on the Declerck and Reed typology (2001). According to this semantic typology, possible world of protasis is divided in to two factual and theoretical classes. Theoretical possible world can be neutral or nonneutral and the nonneutral is divided in to four types: closed, open, tentative and counterfactual. In the present study, we try to examine these types with respect to the corpus of 286 conditional sentences extracted from ten contemporary story books and the frequency of occurrence of each one to be determined separately. The analysis of Persian conditional sentences shows that the Persian conditional construction is compatible with mentioned typology and open possible world has the highest occurrence frequency, and the neutral, closed, factual, tentative and counterfactual possible worlds respectively dedicated the highest frequency of the open possible world. The higher frequency of occurrence of the open possible world arises from the fact that in this possible world a probabilistic situation is considered and there is no certainty about its occurrence and this interpretation is most consistent with the operation of the conditional construction. This study also shows that in addition to the common conditional conjunctions such as “ agar, be shartike, vaella, vagarna, ...” other conjunctions are also used as conditional conjunctions like : “ valo, farzan, hamin ke, be mojarade inke, vaghti, cheo…che, hala ke, ta, ke ….” .

“Ferīdōn” is an Indo-Iranian myth whose story is narrated in the Avesta and Hindu Rigveda with little difference, and the meaning of his name is "third". From two hundred years ago up to now, researchers have been looking for the cause of this naming and have not yet responded. In this article, after the introduction and Research background, in which the linguists' opinions about the etymology of Ferīdōn's name are criticized, the mythical Theoretical framework is analyzed.

In this part Ferīdōn Function is explained in three steps:3 1. Transfer « Farreh-e Kiāni »  and Function of the Priest-King from  Jamshid to Ferīdōn:In this step, we showed that the important role of the Priest-King has been transferred from  Jamshid to Ferīdōn. The force to which this transfer depended is the « Farreh-e Kiāni ».3- 2. Possession of twin pairs that are a symbol of fertility (Jamshid Sisters: arənavak. and  saŋhavak):These two sisters, like the goddesses of fertility, never grow old and ugly, and are symbols of fertility that, like the throne and Farreh-e Kiāni , are transferred from one kingdom to another.3- 3. Transfer of the function of the totemic position to (in the body of the totem cow):The cow is a sacred animal in Indian and Iranian culture and mythology which is the symbolic ancestor of and the common surname in her family who were generally farmers.The next part was Data Analysis. In this section, the mythological function of the myth is analyzed on the basis of Diachronic semantics. In the naming of mythology, the "name" makes abstract of the first function of a myth. When no written documentation exists, historical linguistics can extract this function of the myth from the name of that myth. This essay attempts to reveal the secret of the naming of Ferīdōn, by adopting diachronic etymology of the name of the myth with its function. In Vedas, the meaning of the name of his two older brothers is "first" and "second". This research proves that, at the earliest time, the cause of the name of Ferīdōn was the third and best producer of Haoma (= Vedic Soma), or that he was the son of the third producer. Diachronic Etymology has also proven that he was the son of the god of waters and inherited the throne of the father.

 In Iranian mythology, the Dissociation of characters has complicated the problem. Therefore, the results of this paper have shown that in the analysis of Ferīdōn 's mythical function, three dissociations have occurred. The first is the dissociation from āθwya to Trita. In this step, the synthesis of mythology has included the state of Transforming "Trita āθwya" into the second and third producer of HaomaThe second dissociation, was dissociation from Ferīdōn to Garshasp. In this step, the synthesis of mythology has included the state of Transforming third producer of Haoma two heroes with Farr-e Kiani and Farr-e Mehi And finally the third dissociation, was dissociation from Ferīdōn to Iraj. In this step, the synthesis of mythology has included the state of Transforming the function of the third brother to his third son to belong to Farr-e Kiani to Iran. This function recently has become the model of the victory of the third son and the myth of the three brothers, due to the sublimation and holiness of the Myth number of "three" in all religions.

Teaching Arabic through play is one of the best ways to increase students' motivation and learning. The main purpose of this article is to investigate the impact of Arabic educational games on learning and inner and outer motivation of female students in Saveh city. This study was a quasi-experimental study with pre-test and post-test with control group. The statistical population consisted of 210 seventh grade students in two schools in Saveh city, 30 were randomly assigned to the experimental group and 30 to the control group. Data collection tools included the modified Harter Academic Motivation Questionnaire (1981) and a standard researcher-made questionnaire. The game-based training was conducted in four 30-minute sessions. The games were designed electronically and researcher-made to achieve the translational educational goals of some seventh grade Arabic lessons. The scientific evaluation was done by two quantitative tests. Motivation variables were calculated using the modified Harter questionnaire by Likert method. The data were analyzed by SPSS software using independent t-test. The results showed that teaching Arabic through play did not have a significant effect on students' learning and motivation.