Semantics
Sasan Maleki; Saman Maleki; Fatemeh Bakhtiari
Abstract
Conceptual metaphors could be used to concretely conceptualize the emotions and metonymies and 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 ...
Read More
Conceptual metaphors could be used to concretely conceptualize the emotions and metonymies and 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.
Linguistics and Khorasan dialects
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, this study sought to explore the impact ...
Read More
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, this 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. This research 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.
Semantics
Reza Ghanbari Abdolmaleki
Abstract
This article aimed 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 ...
Read More
This article aimed 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 served as the primary theoretical framework. The findings revealed 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 sought to provide a clearer understanding of the poem's structure and its connection to everyday life. Ultimately, this research offered 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 ...
Read More
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, not any independent and systematic research has been conducted in this field. The articles and assays published in this regard, 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.
Critical Discourse Analysis
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. Analyzing language plays a prominent role in critical ...
Read More
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. Analyzing 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, Nezami and Jami’s Leili and Majnoun were 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. Majnoun connects to divine love and abandons virtual love. Nezami values women's role in society differently and ends love with the name Leila and then Majnoun.
Discourse analysis
Seyed Mohammad Hosseini Maasoum; Hoda Davtalab
Abstract
Cohesion is one of the fundamental components of every text. It is created through the juxtaposition of words and the establishment of semantic, grammatical, and pragmatic relationships between sentences within the text. Within a functional linguistics framework, Halliday and Hassan (1976) suggested ...
Read More
Cohesion is one of the fundamental components of every text. It is created through the juxtaposition of words and the establishment of semantic, grammatical, and pragmatic relationships between sentences within the text. Within a functional linguistics framework, Halliday and Hassan (1976) suggested the category of cohesion and its subcategories including grammatical and lexical cohesion. This study used their theory to examine the elements of grammatical cohesion in the short story Modire Mdreseh (The School Principal). To this end, different samples from the text were analyzed to explore the application of the elements of grammatical coherence including reference, ellipsis, substitution, and conjunctions. The results indicated that reference (69.9%) and conjunctions (25.1%) have the biggest roles and ellipsis (4.01%) and substitution (0.91%) have had the smallest impact in the cohesion of the text. The findings are in line with stylistic characteristics of Jalal Al-e-Ahmad in colloquial writing. Moreover, the results showed that the story Modire Madreseh is cohesive as far as the grammatical cohesion is concerned and the writer has made proper use of reference and conjunctions to maintain the relatedness of words and sentences. Using the elements of grammatical cohesion, Al-e-Ahamad has been successful in attracting readers and making them keep reading.
Psychology of language
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 writing is a complex skill, student show less interest in developing ...
Read More
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 writing is a complex skill, student show less interest in developing it. Acknowledging the importance of sensory engagement in teaching writing skills, this quasi-experimental study explores the impact 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.
)
