Sasan Maleki; Saman Maleki; Fatemeh Bakhtiari
Abstract
Conceptual metaphors could be used to concretely conceptualize the emotions and metonymies, to show the metonymy-based physiological effects and the behavioral reaction of the emotions. The following descriptive-phenomenological research aims at investigating the two cognitive mechanisms of metaphor ...
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Conceptual metaphors could be used to concretely conceptualize the emotions and metonymies, to show the metonymy-based physiological effects and the behavioral reaction of the emotions. The following descriptive-phenomenological research aims at investigating the two cognitive mechanisms of metaphor and metonymy in conceptualizing the emotion of fear. To this end, students of English Language and Literature at Malayer and Ilam Universities were asked to write about a past experience which caused them fear and describe their experience of fear. Findings showed that 16 metaphorical source domains and 24 metonymy-based physiological and behavioral reactions were used to conceptualize fear. Furthermore, it was found that ENEMY, DEATH, TRIP, HEARING THE SOUNDS and SUBSTANCE were the most frequent metaphorical source domains and COLDNESS, HEARTBEATING, CRYING and INABILITY TO MOVE were the most common bodily experience and behaviors to show the concept of fear. The result, most notably, showed that there were metaphor-metonymy, metaphor-metaphor, metonymy- metaphor and metonymy-metonymy interactions to conceptualize fear in the participants.
Seyyed Mohammad Reza Adel; Fatemeh Akbari
Abstract
This study aimed to examine apology strategies used by Iranian and Russian students learning English as a foreign language (EFL) in both informal and formal contexts, as part of the Cross-Cultural Speech Act Realization Patterns (CCSARP) project. Additionally, the study sought to explore the impact of ...
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This study aimed to examine apology strategies used by Iranian and Russian students learning English as a foreign language (EFL) in both informal and formal contexts, as part of the Cross-Cultural Speech Act Realization Patterns (CCSARP) project. Additionally, the study sought to explore the impact of social distance and social dominance on the frequency of apology strategies and internal intensifiers across Russian, Persian, and English languages. The study included 84 participants who engaged in two role-play apologizing situations, which were then coded according to Blum-Kulka, House, and Kasper's apology taxonomy and analyzed. The results indicated that Persian and Russian EFL learners used more formulaic pragmatic structures compared to English native speakers (ENS), with the most frequent apology semantic formula used in Persian being Illocutionary Force Indicating Devices (IFID) and in Russian being Explanation or account. Moreover, the values assigned to the external context variables affected the frequency of internal intensifiers in different situations. The study's implications for intercultural communication are also discussed.
Reza Ghanbari Abdolmaleki
Abstract
This article aims to conduct a semiotic analysis of the poem The Sound of Water's Footsteps and its impact on a deeper understanding of contemporary Persian literature. The central research question explores how semiotic elements in this poem contribute to interpreting deeper meanings and what relationships ...
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This article aims to conduct a semiotic analysis of the poem The Sound of Water's Footsteps and its impact on a deeper understanding of contemporary Persian literature. The central research question explores how semiotic elements in this poem contribute to interpreting deeper meanings and what relationships exist between signs and human experiences within the text. To address this, Michael Riffaterre's exploratory reading method serves as the primary theoretical framework. The findings reveal that Sohrab Sepehri, by utilizing natural signs and human experiences, establishes a profound and reciprocal connection between humans and nature. This bond is evident not only on the semantic level but also in the underlying layers of the poem. Moreover, by analyzing elements such as colors, sounds, and emotions, this study seeks to provide a clearer understanding of the poem's structure and its connection to everyday life. Ultimately, this research offers a more precise insight into the role of signs in literature and the unique power of Sepehri's poetry in reflecting human experiences, paving the way for further studies in this field.
Yadollah Mansouri
Abstract
This article deals with Iranian jobs and vocations, also artisans and farmers and stockmen and other public workers during the Sasanid period. The three clans or castes related to this period, namely, rulers, armies and the priests are not discussed here. The data are based on the Pahlavi texts that ...
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This article deals with Iranian jobs and vocations, also artisans and farmers and stockmen and other public workers during the Sasanid period. The three clans or castes related to this period, namely, rulers, armies and the priests are not discussed here. The data are based on the Pahlavi texts that were written form 3rd to 10th centuries. As far as the writer is aware, until now, except for scattered references to some of them, research work in this field has not been written or published separately and systematically.The articles and assays published in this field, as mentioned in this article, did not directly refer to accessible Pahlavi texts and were mostly based on historical Persian and Arabic works of the early Islamic period, in other words, the original sources of Middle Persian or Pahlavi were not used much, and these cases refer to scattered examples, mostly to the names and special titles of the fourth class of Sasanian.The presentation of these materials is important and beneficial from the perspective of historical and social linguistics and the accurate knowledge of the jobs of Iranians during the Sassanid era, and it shows us a suitable model in strengthening the Persian language and word formation and word selection related.
zahra Amini Shalamzarri; Sayedeh Maryam Rozatian
Abstract
The social relationships of individuals create unequal power in society. Power is unstable and unequal, and individuals are constantly trying to maintain their power relations. Language is one of the main components that reveals unequal power relations. Language plays a prominent role in critical discourse ...
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The social relationships of individuals create unequal power in society. Power is unstable and unequal, and individuals are constantly trying to maintain their power relations. Language is one of the main components that reveals unequal power relations. Language plays a prominent role in critical discourse analysis, which is an effective theory for analyzing power. Norman Fairclough, a prominent theorist of critical discourse analysis, emphasizes the unequal role of power in social relations. In this study, the poem "Leili and Majnun" by Nezami and Jami has been analyzed using Fairclough's three-dimensional model and emphasizing the power component. The influence of Sufism and mysticism prevalent in Jami's social environment leads to a different conclusion and ending. Majnun connects to divine love and abandons virtual love. Nezamii that values women's role in society differently ends love with the name Leila and then Majnun.Nezamii that values women's role in society differently ends love with the name Leila and then Majnun.
Zahra Shariatpanah; Shima Ebrahimi; Reza Pishghadam; Mohammad Javad Mahdavi
Abstract
Academic writing is widely recognized as an effective approach to transferring knowledge and information in academia. However, writing skills have been largely ignored in educational institutions, such as schools and universities. Since students writing is a complex skill, they show less interest in ...
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Academic writing is widely recognized as an effective approach to transferring knowledge and information in academia. However, writing skills have been largely ignored in educational institutions, such as schools and universities. Since students writing is a complex skill, they show less interest in developing it. Acknowledging the importance of sensory engagement in teaching writing skills, this quasi-experimental study explores the effect of multisensory and multimodal education on students’ willingness for academic writing. In doing so, 300 undergraduate students from Ferdowsi University of Mashhad were selected through convenience sampling. They participated in seven training sessions, divided into three groups: (1) multisensory education, (2) multimodal education, and (3) traditional education. Their willingness for academic writing was assessed through a questionnaire and a descriptive writing task in both pre-test and post-test evaluations. The findings revealed that students who received multisensory instruction showed a significantly greater willingness to write. Additionally, female students in the multimodal instruction group exhibited a higher willingness to write compared to male students in the other two groups. These results suggest that multisensory teaching methods, in contrast to traditional approaches, enhance social interaction and group support. Moreover, increased engagement with the environment fosters greater self-efficacy in writing.
Sohrab Gholami; Jalal Rahimian; Farrokh Hajiyani
Abstract
Hanashur is one of the villages in Tasuj Rural District, Shonbeh and Tasuj District is in Dashti County, Bushehr Province. The Hanashuri dialect is a Persian language variety in Bushehr Province. Interviews with native speakers, recording their speech and phonetics, have been used to complete the linguistic ...
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Hanashur is one of the villages in Tasuj Rural District, Shonbeh and Tasuj District is in Dashti County, Bushehr Province. The Hanashuri dialect is a Persian language variety in Bushehr Province. Interviews with native speakers, recording their speech and phonetics, have been used to complete the linguistic corpus of the research with field and descriptive-analytical methods with library tools to conduct this research, and the necessary information has been collected, reviewed, and analyzed using these methods. In this research, the analysis of the verb system and the understanding of the characteristics of its constituent components, the conjugation of verbs in the present aspect, mood, and tenses in Hanashuri have been considered. The results of the research show that the verb forms are from the past or non-past root and, like standard Persian, are classified in terms of type into auxiliary, lexical, and impersonal. The verb conjugation is in the past and non-past tense. The future tense does not exist in standard Persian, and the same present indicative is used for it, and the distinction between the two is made according to the context. All aspects of the indicative and non- indicative Finite and Non-finite verbs and the aspects of standard Persian are also seen in Hanashuri. Unlike most dialects of Dashti, the ergative feature is not seen in the Hanashuri dialect.
Fatemeh Moafian
Abstract
This exploratory mixed-methods study investigated the impact of Langerian mindfulness on reading comprehension among intermediate EFL learners. The research employed an experimental design, comparing an experimental group receiving mindfulness-integrated instruction with a control group. Quantitative ...
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This exploratory mixed-methods study investigated the impact of Langerian mindfulness on reading comprehension among intermediate EFL learners. The research employed an experimental design, comparing an experimental group receiving mindfulness-integrated instruction with a control group. Quantitative data, collected via the Langer Mindfulness Scale (LMS) and IELTS reading test, were analyzed using MANCOVA and MANOVA. The qualitative data from the learners’ reflection papers and interviews, as well as the teacher’s observations enriched the findings. The results revealed no significant overall enhancement in mindfulness or reading comprehension, except for a notable improvement in the LMS Flexibility subscale on the immediate posttest. Qualitative insights, however, highlighted increased engagement, contextual sensitivity, and reduced anxiety, suggesting subtle benefits not fully captured quantitatively. This study underscores the potential of Langerian mindfulness to enhance adaptive learning despite limited statistical significance, likely due to the brief intervention duration. It contributes to the field by bridging empirical gaps with a rigorous mixed-methods approach, offering pedagogical implications for creating dynamic EFL classrooms.
Akram Beigom Haji Seyedrezaee; Rezamorad Sahraei
Abstract
Objective: Comprehending implicatures is a significant challenge in the process of language learning, and it is influenced by various factors, including individual differences such as learning styles. However, there is a scarcity of research on the relationship between cognitive styles and pragmatic ...
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Objective: Comprehending implicatures is a significant challenge in the process of language learning, and it is influenced by various factors, including individual differences such as learning styles. However, there is a scarcity of research on the relationship between cognitive styles and pragmatic competence among Persian language learners. This study aims to investigate the impact of reflective and impulsive learning styles on Persian learners' comprehension of implicatures.Methods: To address this, 58 intermediate-level Persian learners (aged 18-45, 51.7% female, 48.3% male) from various Persian language institutes were selected through convenience sampling. Data collection involved a researcher-developed and validated implicature comprehension listening test, followed by the validated Persian version of Barratt's Impulsiveness Scale (1995). Results: The results, analyzed using t-tests and analysis of variance via Jamovi software (version 2.6.2), indicated no statistically significant difference between the reflective and impulsive learning style groups in terms of implicature comprehension. Additionally, gender and its interaction with learning style did not significantly affect learners' performance.Conclusions: These results suggest that, contrary to expectations, reflective and impulsive learning styles do not play a major role in Persian learners' comprehension of implicatures. The findings may contribute to the development of assessment tools for pragmatic comprehension and designing educational programs based on pragmatic aspects and tailored to language learners' needs.
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