مجله جستار های زبانی
سال پانزدهم شماره 2 (پیاپی 80، خرداد و تیر 1403)

This study deals with fortition processes in Sistani dialect as spoken in Sistan region located in the north of Sistan and Baluchestan province based on Autosegmental phonology by Goldsmith (1976). This is a descriptive-analytic study. So, 20 females and males more than 50 years old, low educated and Sistani dialect speakers have been selected by random. The data has been gathered by interviewing and recording their free speech for twenty minutes per person . The relevant data has been extracted from the recorded sentences and then transcribed by IPA alphabet. Eventually, the phonological rules of the data have been described and analyzed based on the concepts and principles of Autosegmental phonology.  The research results showed that the fortition process in Sistani dialect, is represented as glottal [ʔ] insertion in initial position of word, front high glide [j] insertion and nasal consonant [n] insertion between two vowels at the end of the word in the coda position, the conversion of voiced obstruent /ʁ/ to voiceless obstruent [χ], the conversion of obstruent labio-dental /f/ and /v/ to labial [p] and [b], gemination between two morphemes and at the end of some words and also, aspiration process in the voiceless obstruent consonants in the onset position of the first syllable, the stressed syllables in the middle of words as well as the coda position of the last syllable.

Flipped classroom is one of the relatively new teaching methods in which teaching takes place outside the classroom and class time is devoted to practice, and learning is established under the supervision of the teacher. Various studies in the world and in Iran have examined the effectiveness of flipped learning in teaching English, but these studies have been done either in the context of schools and institutes or with English language college students. This study examines students’ attitudes towards the flipped classroom, and the effectiveness of flipped learning in General English courses at Farhangian University. Findings show that students are satisfied with the flipped classroom and prefer it to traditional classes. Based on the results of paired and independent t-tests, flipped learning improves students' learning in General English courses. In addition, gender can affect the effectiveness of flipped learning, but students' field of study does not have such a role. Based on the findings of this study, flipped learning can used to increase the effectiveness of General English courses in face-to-face and virtual classes.

Qaboosnameh is one of the valuable works of Persian prose in the fifth century and is the result of the experiences of Amir Rantul-Maali to his son Gilan Shah, in which the narrator taught his son about various issues of life, arts and professions in forty-four chapters. This work, which is also known as "Advice" and "Pandnameh", is a moral narrative with unique narrative structures, the most important of which is the existence of counter-discourses in the form of anecdotes. These anti-discourses are in support of the narrator's speech and aligned and in interaction with his moral-educational discourse, so that the optimistic narrator with deep insights and wise observations and embellishing and armed his words with supporting anti-dots such as: appropriate anecdotes, verses of the Quran, the speech of scholars and poems of poets, the wall It has created a strong defense and a strong support umbrella in the discourse system of the book, which has led to more persuasion of the narrative heard. The results of the present research show that anti-discourses in Qaboosnameh have been involved in persuasiveness of Shenu's narrative with roles such as instructiveness, influence, incitement, threat, experienceability and easy understanding and highlighting.

The “epistemic climate” of a classroom can be thought of as a major determinant of classroom procedures and the learning outcome. The present ethnographic case study involved the investigation of the epistemic orientation of the instructional materials, teacher, and students of an online tenth-grade high school English language classroom in Iran, regarding the core dimensions of their L2 learning-specific epistemologies: beliefs about the nature of L2 knowledge’s simplicity, certainty, source, and justification. The researcher’s observation and reflective notes paired with semi-structured interview data were qualitatively analyzed. Nine epistemology-related themes were extracted from the interview data. The results showed the predominantly absolutist orientation of the materials and students; the teacher, on the other hand, subscribed herself to a view of L2 knowledge as context-contingent and integrated, obtainable from multiple sources and subject to contextual evaluatism; however, there was a conspicuous incongruence between her beliefs and the epistemological orientation of her teaching practice, materials, and students. She attributed this observation to the mandatory instructional materials and stakeholders’ conceptions of L2 achievement. The findings reveal the significance of investigating the epistemic orientation of L2 teaching and learning in order to better facilitate students’ epistemological development and enhance their recognition of the context-contingency of L2 knowledge and knowing.

Bilingualism affects many cognitive and emotional processes, and studies have shown emotional arousal statements influence language, specifically language selection. The present quasi-experimental research was accomplished with the aim of surveying the language selection of Turkish-Persian bilinguals at the time of processing happiness. For this purpose, using targeted sampling, we selected 20 Turkish-Persian sequential bilinguals (with an average age of 26) among university students of Tehran. Participants were first asked to fill language history, General Health, Handedness, and Positive and Negative Affect Schedule questionnaires; then they responded to a computerized task designed to induce happiness and determined the meaningfulness of Turkish and Persian words and non-words. By examining the performance of the participants in the test through repeated measures analysis of variance, it was revealed that individuals significantly spent more time on determining the meaningfulness of words in happiness inducing condition comparing to the normal one. Also, regarding the comparison of two languages in both conditions separately, paired comparison results demonstrated that participants’ reaction time to Turkish words in happiness inducing condition was significantly longer (Ps<0/05). As a result, it can be proposed that Turkish-Persian bilinguals are more involved with their first language in emotional states, especially happy state, and that Turkish has more and deeper emotional associations for them, and their emotional involvement is stronger for their native language than for their second language.

Cognitive linguists do not negate the metaphorical creativity inherent in the works of poets and writers. According to the ‘Cognitive Poetics’ theory proposed by Lakoff and Turner (1989), poets and writers frequently employ the same conventional conceptual metaphors in their compositions that are prevalent in everyday language. The creative aspect of poetry emerges from the adept manipulation and modification of these commonplace conceptual metaphors, achieved through the application of four conceptual tools: expansion, complication, questioning, and combination. The primary objective of this research is to introduce these strategies and assess their applicability in conducting a cognitive analysis of certain novel metaphors found in two collections of short stories authored by Zakaria Tamer (1931), a distinguished contemporary Syrian writer. The analysis of the data indicates that Tamer has utilized the same everyday conceptual metaphors in his narratives. Consequently, the creativity exhibited by this author could potentially be attributed to the proficient application of the aforementioned tools in the usage of ordinary metaphors. Based on the data analysis, it is observed that Tamer, in the creation of the metaphors examined, has predominantly employed the tool of combination, sparingly used the tool of questioning, and has made moderate use of the tools of expansion and complication. The findings also suggest that Tamer, through his judicious use of metaphor, not only imparts elegance and beauty to his prose but also effectively communicates the underlying concepts and messages of his stories to the reader.

The present study aimed to assess and compare semantic processing of spoken words in adolescents with cerebral palsy and healthy adolescents. For this purpose, 30 adolescents with cerebral palsy aged 10 to 15 years were selected by convenience sampling method, all of whom were spastic. Surveillance of Cerebral Palsy in Europe (SCPE) network was used to classify adolescents with cerebral palsy. For the control group, 30 healthy adolescents were selected according to gender, age and education of adolescents with cerebral palsy. To assess the subjects, spoken word-picture matching test (47) was used. The results showed that adolescents with cerebral palsy had significantly weaker spoken word skill than healthy adolescents. Furthermore, the developing spoken words pattern in adolescents with cerebral palsy is delayed compared to healthy adolescents. In addition, data analysis revealed that adolescents with cerebral palsy have vocabulary network and perceptual impairment in spoken word processing. However, their perceptual impairment is far greater.

Qur'anic intervals (Fawāsil) are considered one of the most prominent verbal features of the Qur'an. Given that there are phonetic explanations for many phonological subjects, this study aims to determine and describe the Qur'anic intervals and present a phonetic explanation for the selection and presence of different phonemes in this position in a descriptive-analytical way. To conduct this research, initially, all the intervals (6236 items), which are the final phonemes of the last words of the verses, were extracted, and their frequency was determined. Next, the presence of each phoneme was examined based on the topics discussed in the science of Tajwid, checking them against the topics and theories of modern phonetics. The findings reveal that factors such as the quantity and quality of auditory and perceptual clues, the degree of phonetic difficulty, and the relative degree of markedness of a phoneme play a decisive role in the presence or absence of that phoneme and its frequency in this position. In simpler terms, sounds with a higher level of hearing and perception, which the listener receives more accurately, and with less phonetic difficulty and markedness, such as vowels and sonorant consonants, have a more significant presence in this position. In contrast, sounds that do not have such characteristics, such as consonants or consonants with a second articulation, play a lesser role.

One rich educational trait in Iranian culture is to respect the aged ones and keep their dignity, enjoying their lived experiences. Here, the concept of age is defined as an identity representation with a positive connotation which signifies enriching experience / knowledge. In keeping with, the main objective of the present study was to disclose how ageism as a social-ideological construct not a biological concept has been represented in English language schooling textbooks. Theoretically framed in Laclau and Muffe Critical Discourse Analysis based on Foucauldian reading, the current study was to do a content analysis of English language textbooks in Iranian junior and senior secondary schooling systems (Prospect and Vision series). The researchers extracted the dominant discourses represented in the exercises, images and contents of the textbooks based on frequency and the related categories. Findings spelled out a kind of “otherness” represented a kind of “otherising” discourse in the textbooks. The elders were represented in three aspects of “absentism” “a negative issue” or “token construct”.  Indeed, when present, they were also misrepresented as sick or disabled ones or persons with token /socially passive role. They did not enjoy a dominant discourse and the youth were the subject of the discourses. Curriculum developers are thus needed to revisit their readings on ageism construct to provide a positive definition on it, framing educational justice demanded in Fundamental Reform Document and its Islamic-Iranian ethos.  

This research aims to investigate the standards for sustainable development when organizing content of Arabic textbooks in junior high school, utilizing a survey methodology. The primary tool for this study is a questionnaire developed by the researcher, encompassing criteria for religious, social, environmental, economic, and intellectual-scientific development. Descriptive statistics and correlation tests such as Pearson, ANOVA, and Friedman are employed for data analysis and description. The findings suggest an overall weak level of sustainability for development criteria in organizing the content of junior high school Arabic textbooks. Specifically, three criteria including environmental, social, and economic criteria exhibit a weak level of desirability, while only two criteria, religious and intellectual-scientific criteria, achieve a moderate desirability level. Regarding the correlation between criteria and sustainable development, the results indicate that environmental, social, and economic criteria have the highest correlation but have not reached a desirable level. It is recommended to improve the organization of junior high school Arabic textbooks based on sustainable development criteria by not only preserving religious and intellectual-scientific criteria but also incorporating environmental, social, and economic development criteria into the content of these books.

According to Bresnan et al. (2016), using morphological (lexocentric) or structural means to specify argument functions results in different representations of grammaticalized discourse functions in LFG. Furthermore, the AF specification is local to a single clause in this theory, resulting in a different representation of grammaticalized DFs in complex sentences during the topicalization and left-dislocation processes. The aim of this study is to investigate the processes of topicalization and left-dislocation in Persian complex sentences. Using a descriptive method, it also aims at showing how the subject and object functions in Persian are specified in the aforementioned framework. The findings indicate that the left-dislocated object and topicalized subject NP in the higher clause have both a DF in the f-structure. Both the agreement inflection and clitic pronoun have AF and anaphorically agree with the DF based on the well-formedness conditions. The agreement inflection, unlike the clitic pronoun, lacks an independent node in the c-structure as a morphological component of the verb. The semantic feature of the marked-râ object is placed in the value of the topic in f-structure, and the topic has the accusative case via postposition-râ. Since the AF specification is local to a single clause, in order to observe well-formedness conditions based on the economy principle, an empty category is required exocentrically in the canonical position of the NP in the lower clause of the c-structure. The object without-râ takes a similar approach, but it lacks morphological means to specify the object function. Thus, the empty category is considered endocentrically in the VP in the lower clause of the c-structure.

In today's world, expanding the existing body of knowledge through research is one of the main pillars of progress in the educational system. To achieve this goal, it is necessary for teachers to have research literacy, which is a prerequisite for their engagement in research. Research literacy can improve the quality of educational processes by helping teachers to apply research-informed approaches in their classrooms. One of the first steps to empower teachers in this regard is to determine their current level of research literacy and identify the knowledge and skills that they need in order to engage in research effectively. The present study introduces the concept of research literacy as an essential construct with regard to teachers' research engagement and discusses its impact on improving teaching methods and ultimately the quality of education. Adopting a scoping review approach, this study elaborates on teachers’ roles in relation to the concept of research literacy. Furthermore, the proposed models for the construct of research literacy in the field of education are presented and evaluated. The findings of this study indicated that teachers need to have a critical understanding of research reports in order to find solutions to educational problems, make informed decisions, and implement the implications of research studies in their classrooms. Finally, aiming to strengthen the dynamism of the educational system and encourage teachers to put research findings into practice, a number of practical guidelines are proposed which can promote the status and culture of research in educational settings. 

The confrontation of  “Insider”  and “Other “ cultures in educational documents, especially literary courses related to the French language in Iranian universities, is natural, and there is a need for an intercultural approach that can place students in an intercultural space, adjusted and away from cultural shock. Considering that social-affective strategies, relying on individual differences, try to help language learners in the learning process and to facilitate the language teaching process, the aim of this research is to provide a practical method in order to further link literature and education. French language is through activating sensory-emotional capacities and applying social-affective strategies to students and making them interested in literary content (poetry).
Also, the statistical population of the research includes 110 French language students in the last semester of the bachelor's degree, in the two majors of literature and translation in different Iranian universities, who were randomly selected. Therefore, by designing a researcher-made questionnaire and using 20, 5-choice questions, we measured the students' use of social-affective strategies and their interest in poetry in the form of a pre-test. Then, during a virtual and interactive training course (for 50 hours), we did intercultural training. Then, the learners were given a post-test. Based on the results of the T test, it can be concluded that there is a significant difference between the average students in the pre-test and the post-test in terms of the use of social-affective strategies and interest in literary content (poetry).

This paper trys to explain, based on the framework of the dynamic phase theory, how to eliminate the internal object of the verb in Persian. At first, in order to determine whether deleted internal argument in Persian verb phrase is the result of  argument ellipsis (AE) or verb stranding verb phrase ellipsis (VSVPE), we apply some common diagnostic criteria  in the previous studies such as verb movement out of verb phrase, verbal identity, deletion of prepositional phases as intrnal arguements, coordination structure, order of adverbs of state and objects and scrambling. Because of incapability of the mentioned diagnostic criteria in the previous literature, we resort to the dynamic approach of phase theory (Bošković: 2005, 2013, 2014). Based on this approach, we conclude that what is deleted in the verb phrase is either a phase or the complement of a phase. Accordingly, this approach can provide the readers up with a more comprehensive and economical explanation of the mentioned structure in Persian.

One of the characteristics of Rozbahan's mysticism, one of the mystics of the 6th century, is his special attention to the subject of love and the description of its stages. The description of these stages has led to the creation of a special mystical language in Abhar Alasheghin. Abhar Alasheghin which deals specifically with the subject of love, is the result of Rozbahan's mystical experiences and tells the story of the constant seeker. The experience of these continuous "becomings" takes on special characteristics when it flows in the context of language. The analysis of his characteristic mystical language in different stages of the seeker's transformation in the stages of love is possible by using the dynamic discourse model. This pattern shows that the mystical language of Abhar Alasheghin is not static and its foundation is on transformation. The purpose of this research is to clarify the dynamic path of the seeker's mystical experience in the way of love and in the context of language. Based on this, this research examines the "identity" and the path of "becoming" a seeker. By using the semantic square, part of the process of transformation in the word can be examined. This study reveals that the identity of the seeker is a mystic who has reached the point of annihilation of attributes, but satisfaction with human love and stopping in that veil is his path. The goal of the seeker's journey is to see the manifestation of divine beauty in the form of a human lover and to reach the annihilation of nature and monotheism. The effective verb "to want" appears when choosing between two ways of stopping or moving. The effective verb "to stand" is manifested in the determination of the God in putting love to the test. But it is possible for the seeker to reach the subject of "ability" and the essence of observation and connection to the grace and attraction of God, not the will of the seeker.