Discourse analysis
Atoosa Rostambeik
Abstract
Assessing the development of narrative skills is one of the practical and frequently used methods in research related to bilingualism, language acquisition, and language impairment. Tools designed based on the story grammar which focus on both cognitive and linguistic skills have attracted a lot of attention. ...
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Assessing the development of narrative skills is one of the practical and frequently used methods in research related to bilingualism, language acquisition, and language impairment. Tools designed based on the story grammar which focus on both cognitive and linguistic skills have attracted a lot of attention. This comparative study tried to investigate the complexity of Persian narrative structure of monolingual and Persian-Mazandarani bilingual children. The sample includes 16 bilingual boys and girls aged 4 to 6, and 16 monolinguals matched in age and gender. The independent and control variables are bilingualism, gender, and age. The picture story, ‘Frog, where are you?’ (Mayer, 1969) was used to extract data. The framework introduced in the test of narrative language (TNL-Pr) (Gillam & Gillam, 2009) was used to analyze the narrative complexity. The results showed that the complexity of narrative structure increases in both groups in older children, especially regarding the use of adverbs, conjunctions, mental verbs, and referring to consequence. Monolinguals generally recorded higher points in all groups especially in younger children. At macrostructure level, differences between monolingual and bilingual children in referring to initiating event, and internal response are significant. Monolinguals significantly produced longer narratives comparing to bilinguals and the difference is significant among children aged 4-4/5. Gender does not show any significant impact on the complexity of the narratives. Among monolinguals, WC and MLU were higher in narratives produced by girls, but among bilinguals it was the opposite. However, gender does not have a significant impact on the length of narratives.
Linguistics and Khorasan dialects
Raziyeh Moosavi; Zohre Zarshenas; Atoosa Rostambeik
Abstract
Sogdian Language is one of the middle eastern Iranian Languages which is divided into three parts: Manaichean, Buddhist and Christian. This paper surveys The Typology of the word order of the Buddhist Sogdian text “Vesantra Jᾱtaka”. There has not been research done on the Typology of the ...
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Sogdian Language is one of the middle eastern Iranian Languages which is divided into three parts: Manaichean, Buddhist and Christian. This paper surveys The Typology of the word order of the Buddhist Sogdian text “Vesantra Jᾱtaka”. There has not been research done on the Typology of the word order of this language. This paper surveys The Typology of the word order of the Buddhist Sogdian text “Vesantra Jᾱtaka” through a descriptive-analytical study. Data have been collected through library method and purposive sampling. Present article discusses on The word order of this text, among 24 categories discussed in Dabir Moghadam (2012), and 4 categories which Dryer presented (1992). Among 28 introduced components, 15 Nominal components have been studied. Based on the Branching direction theory (BDT), for different languages, two situation can be imagined: Right branching, Left branching. Based on the Branching direction theory, It was found that Sogdian Language tends to be left-branching. Sogdian language is Left-branching in the 8 Components and is Right-branching in 5 Components.
Atoosa Rostambeik
Abstract
Goal: This study aims at analyzing and categorizing different grammatical errors including morpho-syntactic and syntactic errors in written narratives of mentally retarded students in Tehran. The frequencies of errors are compared among students in different grades. Method: Descriptive-Analytic method ...
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Goal: This study aims at analyzing and categorizing different grammatical errors including morpho-syntactic and syntactic errors in written narratives of mentally retarded students in Tehran. The frequencies of errors are compared among students in different grades. Method: Descriptive-Analytic method has been used. A test consisted of four picture stories have been administered to 125 students in elementary (3rd, 4th,5th grades) and pre-vocational (1st,2nd,3rd grades) levels studying at four schools for mentally retarded students according to systematic random sampling. Findings and Results: Number of clauses in the students’ naratives in different grades are as follows: third: 68, fourth: 424, fifth: 289, and in prevocational level: first:338, second: 413, third: 479. morpho-syntactic errors can be classified into wrong tense, mood, and aspect inflections, lack of verb-object agreement , and lack of noun-pronoun agreement while the first is the most frequent one. Syntactic errors are classified into inversion, deletion, insertion, substitution, and ungrammatical scrambling while deletion is the most frequent one. The frequency of grammatical errors decreases in secondary level comparing to elementary. Syntactic errors consists 51 percent and morho-syntactic 49 percent of the grammatical errors.
