مجله جستار های زبانی
سال سیزدهم شماره 6 (پیاپی 72، بهمن و اسفند 1401)

 The study of language development and metalinguistic awareness of children is one of the main topics in learning disorders. Some believe that linguistic ability and metalinguistic awareness play an important role in the ability of children with dyslexia to read; Therefore, the aim of this study was to investigate the linguistic and meta linguistic skills of children with dyslexia and normal children. For this study, 16 dyslexic students and 32 children of the same age were selected and after performing linguistic and metalinguistic development tests, the results were analyzed by SPSS software.According to the results of the present study, there is a significant difference between the normal and dyslexic groups in most subtests of language development and phonological awareness tests. Unlike grammatical judgment and lexical awareness subtests, the difference between the two groups is quite significant in the verb tense subtest. In both groups, there is a correlation between some subtests of meta linguistic with some subtests of language development.Therefore, these findings confirm the hypothesis of interaction between metalinguistic and linguistic development and show that dyslexic children, unlike lexical awareness tasks, have problems in most linguistic and metalinguistic, so it is necessary these skills will be Strengthen.

 The aim of this study was to examine the role of the visual arts in promoting language competence in adult learners of the German language. The first part of this article explains why the use of fine arts in foreign language teaching is recommended. The second part shows how language and artistic images can be combined as two interdisciplinary poles and effectively improves speaking skills. The practical part of this post included a preliminary study as well as a pretest-posttest design with a control group. The study takes place in four 90-minute sessions. In the first session, the pre-test is carried out with the help of oral questions from the test “German for Immigrants”. The data is analyzed and the results are included. Furthermore, based on a didactic concept with the help of a artwork by the Austrian artist Albert Paris Gutersloh will be shown how art can be used specifically in language teaching to improve the language skills. At the end of the two sessions there is a 90-minute post-test. The data analysis is carried out according to the test criteria "German for immigrants". The results indicated the effectiveness of arts in improving language learners' language skills, particularly in the effective use of vocabulary and grammar skills. It can therefore be concluded that the visual arts can be used well as an effective visual medium to promote educational goals, particularly language skills.

Semiotics is a current approach to study the mechanism of meaning formation and production.The nature of the tensive process that exists at the heart of any discourse is that it transforms meaning into an indefinite and complete entity, Since the discourse governing the two poems "The Lament of Hallaj" by Adunis and "The Death of Nasiri" by Ahmad Shamloo is based on extent and pressure relationship,and these two poems have various becomings and actions and are value-oriented, this article tries to use analytical-descriptive method to study the tensive-emotional system in these two poems through a comparative method. It makes the mechanisms of formation, production, continuity of emotional meaning and its interaction with other meanings clear and tries to explain the partnership of signs-meanings in the production of meaning. Findings of the study indicate that the elements involved in the mechanisms of production of emotional discourse, finally act to establish the desired meaning of the two debators, and debators use tools such as "discourse position", "conjunction and disconnection of discourse", "effect of verbs", "far-sightedness" and "rhythm and melody" in this direction. And also among tensional schema forms, the forms of emotional pressure peak and decrease of cognitive rang is applicable to the first section of Adunis's poetry, and the simultaneous decrease of pressures and extensions is applicable to the second section. As throughout Shamloo's poem, the tensional schema of simultaneous drop in pressures and expanses can be shown.

Training competent translators who can effectively and readily meet the needs of the translation market is currently a major challenge for translation instructors; however, L2 teaching methodologies have marked a more accelerated progress in general. The present study was an interdisciplinary effort to examine the possibility of transferring these achievements to translation instruction, with a particular focus on Task-Based Language Teaching. To this end, first, the components of Task-Based Translation Teaching (TBTT) were extracted by reviewing the related literature, administrating an open-ended questionnaire to 17 translation instructors, and using Delphi technique with a panel of six experts. The findings pointed at 6 main components for TBTT, namely Authenticity and Contextualization, Balanced Focus on Meaning and Form, Process-orientedness, Interactivity, Learner-centeredness, Reflectivity and Evaluation, comprising 22 subcomponents. Next, a three-hour workshop was designed based on the same components and subcomponents to put the proposed framework on trial. The merits and demerits of practically implementing this framework was elicited from the 10 participants via a semi-structured interview. Content analysis of the interview transcriptions revealed a general positive attitude on the side of the learners despite some criticisms leveled at the method. While the most frequently stated advantage was the collaborative and student-centered nature of the method, the primary drawback was stated as its being time-consuming and challenging for teachers to design and operationalize. These findings can help translation instructors to revise or revisit their curricula and lesson plans or serve as a model for future endeavors in updating teaching methodologies in translation.

Based upon diachronic-cognitive linguists, language structure is the product of our interaction with the world around us. The way we build discourse and develop linguistic categories can immediately be derived from the way we experience our environment and use that experience in specific communication. Thanks to recent works on the evolution of grammatical categories e.g auxiliaries, we now have a sizable knowledge of the main patterns of grammaticalization which allows for fairly reliable linguistic reconstructions and hypotheses on genetic evolution through main cognitive processes e.g semantic bleeching. Following the doctorines of cognitive semantics, the present proposal bears an attempt to discover and define which aspects of meaning of a lexical source are lost and which are preserved through grammaticalization. Analyzing a specific grammaticalized product, namely the auxiliary verb xâstan, the future marker, through the lexical xâstan ‘to want’ in Persian, we will suggest that the evolution of the target grammatical meaning, the future, through grammaticalization process occurs applying semantic bleaching by way of which the entire idiosyncratic semantic features are vanished but the image-schematic structure. This must mean that an image-schema is abstracted from the earlier lexical sense since it would be potentially much more immanent and pervasive than the fully fleshed-out lexical meaning.

A significant issue in L2 context is the role of class participation structure in the occurrence of incidental form-focused instruction (FFI) for teaching grammar (Lehrer & Palincsar, 2004; Nassaji, 2010 & 2013). This study aimed at investigating the occurrence of FFI in different teacher-student classroom participation structures and its efficacy in the students' learning of the past tense of regular/irregular verbs during dictogloss tasks. To this end, 32 pre-intermediate students from a total of 70 participants ranging in age from 15 to 20 were recruited and subdivided into three groups (i.e., whole class, small group, and individual). Dictogloss tasks were used as the classroom activity. The interactions between teachers and learners lasting for two and a half months were observed, audio-recorded, and coded. Finally, an individualized posttest was employed one week after each classroom observation. The focus on form episode (FFE) was utilized as the unit of analysis. The results indicated that EFE occurrences were not equal across classroom participation structures and that the majority of FFEs took place in individual interactions, which were predominantly teacher-initiated. The group-independence Chi-square showed a significant relationship between the type of participation structure and the occurrence of FFEs. Further analysis indicated that although the majority of FFEs took place in individual interactions, the small-group participation structure benefitted the most and the reactive FFEs and preemptive FFEs were found mostly effective in the small-group and whole class participation structures, respectively.

Stress is a linguistic property of a word that specifies which syllable in the word is stronger than any of the others. Early studies such as Fry (1955, 1958), Lieberman (1960), Beckman (1986), Harrington, Beckman, and Palethorpe (1998) (see also Laver, 1994 for an overview) have shown that there are clear acoustic differences between stressed and unstressed syllables: stressed syllables are realized with higher pitch, higher intensity, longer duration, and more peripheral vowel quality than unstressed syllables. Studies in many stress-accent languages show that the stressed realization of a syllable differs from the unstressed realization of the same syllable by having higher pitch. Also, results have showed that speakers consistently use duration to distinguish between open and central vowels that contrasted in stress at the word level. In contrast with F0 and duration, the relation of intensity variation in the speech signal to word stress is still controversial.In this paper, we investigated the role of acoustic factors involved in perceptually differentiating simple past from present perfect verbs in Persian, through manipulation of fundamental frequency (F0) and duration. Thus, tokens were resynthesized from the phonetic forms of Persian simple past and present perfect verbs in which F0 and duration were manipulated in several steps. The target tokens were presented to some native Persian participants to identify as simple past or present perfect. Results suggested that Persian listeners’ judgements of the tense of the target tokens depend, to a great extent, on the local F0 values of the verbs’ syllables as any amount of increase in the local F0 points of the respective syllables can categorically change the listeners’ judgements about the temporal reading of the verbs involved. On the other hand, results for duration showed that values of this parameter fail to produce a significant effect on listeners’ judgements.

Present- and past perfect paradigms are commonly thought of as having the perfect aspect. Examining the concept of tense and aspect along with their definitions, the present study argues that what is often referred to as the perfect aspect in Persian is essentially a temporal concept. Taking into consideration the reference-, event-, and speech points, the study shows that the reference point comes necessarily after the event point in the case of the present- and the past perfect as well as their variants. In other words, this indicates the continuing relevance of a previous situation. Since this concept does not entail the completeness of the event, referring to it as “perfect” would be inaccurate. For this reason, the present study proposes the term the anterior tense as a substitute for the perfect aspect. The authors emphasize the significance of the reference situation in determination of grammatical tenses by referring to the function of temporal adverbs and participles. Participles, as independent words, are present in the structures of deverbal adjectives, perfect verbs, passive verbs, complex predicates, and attributive expressions. In all these functions, the morpheme of “-te/-de” represents the anterior tense. Reexamining the previous approaches, the present study reveals that tense, in addition to representing the reference and speech situations in the form of the trichotomy of present/past/future, represents the reference and event situations as well. In other words, tense of a verb encompasses both the trichotomy of past/present/future and the dichotomy of anterior/non-anterior.

Javaheri, as one of the famous contemporary Arab poets, has spoken using the Quranic signs of novel productions in the world. Analyzing the poems of this poet based on the tension system and the elements of disconnection and disconnection can reveal the context of discovering the way of saying and the act of persuading the audience by this poet. In a system of tension, layers of pressure and scope create a pattern in communication and interaction with each other and form the structure of discourse. The present study, with a descriptive-analytical approach and the application of a stress model, tries to analyze the process of narration in poems adapted from Quranic symbols of the jewel. Based on this, four topics of Quranic concepts used in the poems were selected and while explaining the relationship between the poems and the verses of the narration process based on patterns of tension, connection and disconnection of discourse were examined. The results show that in some jewelry subjects, by using the elements of discourse connection from the said domain to the center of energy density, the movement and the process of producing meaning is directed from the range to the pressure to create an emotional flow for the audience. Some of the topics in this trend are completely reversed.

This article studies semantic development of pronominal clitics in adnominal possessive constructions of New Persian (NP), i.e. 10th to 20th centuries. Although the structure of Persian possessive constructions has received attention in the previous literature, their semantic development is poorly noted. Since clitical possessors in adnominal constructions are not observed before NP, the investigation of their development will be beneficiary to understand semantic development of possession. A historical corpus of 500,000 words from prose texts of this period is investigated from which 1952 examples including clitical possessors are extracted. According to Heine (1977), Nikiforidou (1991), Koptjevskaja Tamm (2002), and Lehmann (2002), 21 meaning relations for possessive constructions with clitical possessors are introduced and the frequencies of each relation in the corpus and per century are represented. The diachronic investigation shows that the meaning relations are not distributed equally in various centuries but demonstrate a transfer from more concrete to more abstract relations. The body part and kinship relations are the most frequent which together with ownership are introduced as basic meanings of possessive constructions. Based on the semantic extension map of genitive structures introduced by Nikiforidou (1991), a map of semantic development of the above mentioned constructions is depicted with modifications. Moreover, the study shows that the third person singular and then first singular pronominal clitics have the most frequent usage in the corpus. In addition to contributing to understanding of semantic development of possession, the findings also represent linguistic criteria for stylistic analysis and dating of NP manuscripts.

The present study seeks to investigate noun phrase structures and the ordering of their constituents in German. In German, noun phrase dependents can be placed on both sides of the head. This feature adds to the complexity of the order of the noun phrase structure. One of the aims of this study, which is descriptive, is to find out whether the ordering of the constituents on both sides of a noun phrase follows any rules or that such ordering is arbitrary. The results indicate that the constituents which are placed on the left side of the head agree with it, while such agreement does not exist in the constituents on the right side of the head.  The paper also gives some examples of noun phrase structures that are in contrast with the existing categories and determines why these contrasts exist. Finally, we will argue that the reason for some inconsistencies in adjective inflection in a noun phrase is the syntactic order of constituents in the noun phrase.

In the present research word order has been used to determine the type of Eastern Armenian Language in comparison to the groups of “Eurasian” and “world” languages based on Dryer's (1992) “Branching Direction Theory”. Dryer (1992), has introduced 23 correlation pairs as verb-patterned and object-patterned, to determine the word order in languages. He has argued against Greenberg's (1963) “Head-Dependent Theory” and by presenting “Branching Direction Theory” has concluded that the word order correlations reflect a tendency for languages to be consistently right-branching or consistently left-branching. The main question here is to investigate the belonging of Eastern Armenian language to the OV or VO language types, in comparison to “Eurasian” as well as “world languages”. In achieving the research goals, 19 valid correlation pairs have been analyzed within the collected data. The results show that Eastern Armenian language in comparison to group of “Eurasian” languages has 14 characteristics of strong OV languages and 15 characteristics of strong VO languages, hence, it has a tendency to VO languages; In case of its comparison to the group of “world languages” it has 14 characteristics of strong OV languages and 14 characteristics of strong VO languages, hence, it has a tendency to both OV and VO languages. Furthermore, it illustrates that despite Dryer's (1992) claim, the Eastern Armenian language does not have tendency to be classified consistently in a left-branching or right-branching type. Based on these, the median type could be considered as an independent type for Eastern Armenian language.

Although the hearing skills of children with hearing loss are improved with the help of hearing aids, cochlear implants, and speech therapy, they have difficulties understanding and producing language because of their delayed hearing onset. Considering that these children go to school with their hearing peers, it is needed that their oral language performance be compared with the hearing students. Hence, the present study analyzed and compared the oral language skills of children with hearing loss having hearing aids and cochlea implants, with their hearing counterparts. For this purpose, 39 children aged 6-8 years were examined by the Told-p:3 test. The participants included 16 hearing children, 13 children with cochlear implants, and 10 children with hearing aids. The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests. The results showed no significant difference in syntactic and semantic skills of children having hearing aids and cochlear implants. However, the findings indicated a significant difference between hearing children and children with hearing loss ones having hearing aids and cochlear implants in their semantic and syntactic skills. Therefore, it is needed that children with hearing loss go through verbal-auditory rehabilitation training until they reach the hearing level of hearing children. Neglecting this issue can have detrimental effects on their educational achievements and future job performance.

The psychological factors, relationships with colleagues and the culture of the target language, play an active role in academic achievement. The main issue of this study is to determine the psychometric properties of the scale of these factors in learning Arabic for Iranian students at the undergraduate level. This study used the mixed exploratory sequential design. The initial items were designed in the form of a qualitative research and semi-structured interviews with specialists in teaching the Arabic language and literature and experts in educational psychology. The final form which contains (83) of items was determined. To ensure its validity and reliability, a sample of (100) students at undergraduate level was conducted through the official virtual educational spaces and the sampling method. Results (83) essential items were selected based on the Lawshe criterion with (CVR) above (0.6), and the total (CVI), by using software (SPSS), was equal to (0.83) which is acceptable. The internal reliability of the scale was calculated through Cronbach's alpha, and all values were higher than (0.8), which indicates the internal reliability of the scale factors. The (CR) and the (AVE) of the scale factors were higher than (0.8) and (0.5) which Shows the scale’s convergent validity. (CCV) indicates a significant relationship between scale factors and averages of the research sample. In total, the final scale has (32) items with (64.22) of the variance of the total scale. Accordingly, the scale has the appropriate psychometric properties to determine the essential factors that affecting the academic achievement.

Considering one of the earliest calls for applying pragmatics in second language, Kasper and Rose’s (2002) study “Is Pragmatic Teachable?”, pragmatic features have been analyzed during the last 20 years in EFL/ESL contexts. The amalgamation of studies has been conducted on many speech acts around the world within the last two decades, among which request, apology, and refusal are considered as the most-appreciated speech acts in Iran. The purpose of the present paper is to unravel the overall effectiveness of the intervention on the speech acts of request, apology, and refusal in an Iranian EFL context. To this aim, out of a total number of 80 studies, 57 papers were chosen based on the inclusion and exclusion criteria, which were coded for the analysis. The results of the study revealed that the instruction of request, apology, and refusal is effective and generated a mean of (g = 1.43) which is significant, reflecting a quite large gain of instruction. The paper concludes with pedagogical implications and suggestions for future studies.

cognitive critical discourse analysis leads us to figure out economic damages on people can have verbal origin. The main goal of this paper is to investigate the recent economic crisis which led to inflation with Fairclough model (2014) by analysing a text concentrated on making the exchange rate fixed for dollar by central bank of iran manager of 10th government on 01/25/2012. In this paper data are selected from the five initial sentences of a text from "sayte tahlili khabari asre iran" by news ID:195709. we analysed the text in 3 dimensions of description, interpretation & explanation then looked through inflation caused in society verbally. The result indicates the economy activists in charge of power through economic discourse can target the mind of people and make them excited so that to change their capitals into dollars bringing inflation & inflation expectations to happen.

Lexical bundle research has recently come to the forefront of corpus-driven studies. Previous corpus studies have documented conflicting results regarding the frequency and function of lexical bundles (LBs) in academic prose. To date, however, no study has exclusively investigated LBs in the "discussion" sections of research articles generated by professional native English authors. The current study addressed this gap by examining the frequency, structure, and function of the most frequent four-word LBs. The corpus was composed of the discussions of published research papers authored by native (L1) writers. The data were extracted from five reputable international journals in the field of applied linguistics, consisting of over 300,000 words. Using AntConc, all the lexical sequences were retrieved with a frequency of 10 and a range of 5. The results revealed that LBs were predominantly used by English writers. Structurally, it was found that phrasal bundles were the most frequent in our corpus. Findings also demonstrated that functionally, referential bundles were extensively employed. In addition, stance bundles and discourse organizing bundles were the most prevalent after referential bundles. Finally, the findings are discussed in terms of the implications for non-native writers regarding the use of LBs in academic prose.

One of the important abilities to understand emotions of others and oneself is emotional intelligence (EI). In addition, studies in the realm of psycholinguistics have indicated that EI is a highly relevant variable for managing negative emotions such as foreign language classroom anxiety (FLCA). In this study, we investigated the longitudinal association between adult English as a foreign language (EFL) learners’ trait emotional intelligence (TEI) and foreign language anxiety (FLCA). To this end, we conducted Latent Growth Curve Modeling (LGCM) to analyze data collected from 309 Iranian L2 learners in three measurement occasions during a year of learning English in private institutes. The results showed that while L2 learners' TEI increased, their level of FLCA decreased during the year. Also, at the beginning of the study, the significant negative correlation between L2 learners' TEI and FLCA was low but, during the semester, the negative correlation between the two variables turned out to be high