Semantics
Fatemeh Hashemizadeh; Arman Bakhtiary
Abstract
Text M150 is a Manichaean manuscript in early new Persian language of the Berlin academy of sciences. Müller in the same year of deciphering Manichaean script in 1904 read more sections of the texts and released it. Most of its parts are damaged and contain many Arabic words. This text contains a Sogdian ...
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Text M150 is a Manichaean manuscript in early new Persian language of the Berlin academy of sciences. Müller in the same year of deciphering Manichaean script in 1904 read more sections of the texts and released it. Most of its parts are damaged and contain many Arabic words. This text contains a Sogdian Manichaean calendar in the first half of the fourth century. This text entails some names of the zoroastrian days, but the names of planets and constellations are Arabic. In this article is this lunar solar calendar of fourth century transcripted and translated and is given with the explanations and notes.
Dialectology
Aliye Nakheipur Tezerj
Abstract
Adopting a computational-quantitative approach and applying modern dialectometric methods, this study used aggregative analysis for Barahui dialect common in Rudbar-e Jonub that is located in Kerman province, Iran. With the help of dilatometry and mapping software, it represents the geographical distribution ...
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Adopting a computational-quantitative approach and applying modern dialectometric methods, this study used aggregative analysis for Barahui dialect common in Rudbar-e Jonub that is located in Kerman province, Iran. With the help of dilatometry and mapping software, it represents the geographical distribution of linguistic variables in this language variety. In order to collect data, a questionnaire containing 208 words and 10 basic sentences based on the questionnaires of “Iran’s National Language Atlas project” and “Morris Swadesh basic list words” was used. The results of data analysis and processing showed that this language variety has similarities and differences with the common Rudbari dialect in Rudbar-e Jonub region. The common feature of this language variety with the Roudbari dialect is the labialized consonants /gʷ/ and /χʷ/, trilled /r/, allophones /Iə/ and /ʊə/, fronting, and debuccalization. Its difference with Rudbari dialect is the use of Barahui special words, infinitive affix /-eng/, plural affixes /æk/ and /k/, continuity aspect /-æ/, negative imperative affixes /pæ/ and /fæ/, negative affixes /pæ/, /piə/, /p/, /fæ/, /f/, /to/, /t/ and finally, the special use of tense, moos, and aspect.
Psychology of language
Sahar Mmalekian; Seyyed Mohammad Reza Adel; Mohammad Davoudi; Saeed Ghaniabadi
Abstract
The primary aim of this qualitative study was to explore the relationships between teachers and language learners based on Noddings' (1998) and Logstrup’s (1997) care theory, focusing on the perceptions of Iranian language learners in public schools. Data were collected through interviews with ...
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The primary aim of this qualitative study was to explore the relationships between teachers and language learners based on Noddings' (1998) and Logstrup’s (1997) care theory, focusing on the perceptions of Iranian language learners in public schools. Data were collected through interviews with ten language learners in these schools. The data were then analyzed using the coding stages of grounded theory (Corbin & Strauss, 1990) and MAXQDA software version 24. In this research, 22 sub-codes and four main codes were identified, leading to the development of a new theoretical model for the teacher-student care relationship. The main categories of this relationship included communication and interaction, teaching methods, understanding and support, and individual characteristics of teachers. Additionally, the subcategories encompassed: respect, reciprocal relationships, individual attention, patient listening to students, dialogue with students, relational literacy, teacher courage in initiating care relationships, honesty, compassion, encouragement, full engagement, motivational shifts, emotional support, trust-based communication, supportive environments, appropriate teaching methods, teacher availability, student interaction, realistic expectations from students, responsiveness, and the incorporation of fun and humor. The results suggests several educational implications for policymakers, teachers, and language learners from a psychological perspective, aiming to enhance their understanding and application of the concept of ‘care,’ which will contribute to teachers' professional growth and improve students' educational outcomes.
Tayebe Sarlak; Fatemeh Moafian
Abstract
Face-to-face education was closed during the Corona pandemic, leading to online education. To utilize this significant aspect to its full potential and prepare for other emergencies, it is essential to examine its dimensions in detail. The teachers who attended this training may have valuable feedback ...
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Face-to-face education was closed during the Corona pandemic, leading to online education. To utilize this significant aspect to its full potential and prepare for other emergencies, it is essential to examine its dimensions in detail. The teachers who attended this training may have valuable feedback about its quality. This study examined teachers' opinions and suggestions regarding online education during the Covid-19 outbreak. The study used a qualitative method and the results were analyzed using MAXQDA (2020). Three phases of content analysis were conducted. The data were reduced by coding, structured by categorizing, and interpreted by discussing. The findings showed that online learning maintains and strengthens the quality of learning and teaching. Students become more responsible, independent, and active. Media literacy and digital literacy improve. Resources, time, and costs are managed. Despite its advantages, it also has some disadvantages that might reduce student learning. Inadequate internet access and lack of media literacy are some of these weaknesses, which hinder teachers and students from taking full advantage of online education. Students’ progress is also difficult to monitor and evaluate for teachers. As a result of improper Internet use, students and teachers might suffer physical, mental, and psychological injuries. Probably the fundamental cause of the associated problems lies in the lack of preparation for such a broad use of this form of education. It appears that detailed and calculated macro-level planning can resolve the issue.
Phonology
Roshan Babaalipour; Seyed Mohammad Razinezhad; Mohammad Reza Oroji
Abstract
This study presented the phonotactic principles dominant on syllable coda in Ardabil Dialect of Azerbaijani Turkish Language using Optimality Theory. The objective was to determine the permissible syllable structure, based on the phonological constraints of this language, and to find out whether vowel ...
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This study presented the phonotactic principles dominant on syllable coda in Ardabil Dialect of Azerbaijani Turkish Language using Optimality Theory. The objective was to determine the permissible syllable structure, based on the phonological constraints of this language, and to find out whether vowel hiatus is allowed in Ardabil dialect or not. This study used descriptive- analytical approach. The data were collected using interviews with 20 elderly native speakers of Ardabil dialect, without considering gender as a variable. The four major phonotactic principles (the Sonority Sequencing Principle, the Obligatory Contour Principle, the Syllable Contact Law, and the Maximal Onset Principle) were examined in Optimality Theory in Ardabil Dialect. The analysis of data revealed that all four principles are active and dominant in this language, and the Sonority Sequencing Principle holds the highest priority. The Obligatory Contour Principle is also active in Ardabil Dialect, and vowel hiatus resulting from affixation is prevented by inserting a consonant between the vowels. Additionally, the Syllable Contact Law governs Ardabil dialect, and the coda of the preceding syllable should be more sonorous than the onset of the following syllable. Considering the syllable structure of Ardabil dialect, which is CV(C)(C), onset is obligatory, so Maximal Onset Principle is satisfied in affixation and syllabification, ensuring that a consonant always occupies the onset position. In cases where these principles are violated, such as in loanwords, phonological processes like insertion and deletion prevent the occurrence of forbidden structures.
Word construction
Sima Nabipour; Mehdi Mohammadinia; Ahmad Mojavezi
Abstract
This case study explored the equivalents found in the biology textbook in Iranian context. It tried to measure the acceptability of the specialized words equivalent in Persian language in the biology textbooks of the first and second grades of high school. It was tried to focus on the equivalents approved ...
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This case study explored the equivalents found in the biology textbook in Iranian context. It tried to measure the acceptability of the specialized words equivalent in Persian language in the biology textbooks of the first and second grades of high school. It was tried to focus on the equivalents approved by the Academy of Persian Language and Literature, based on the criteria of word formation and word selection. The method was mixed-method, i.e., qualitative and quantitative. In the qualitative method, a closed attitude questionnaire was given to 50 students individually, and in the quantitative stage, the data were expressed with statistical analysis to determine the impact of the equivalent words on the process of learning and teaching materials. The results showed a significant difference in the construction of the found equivalent vocabulary. That is, students with the same specialized Latin terms and vocabulary can better conceptualize the meaning of the words and teachers have more mastery in teaching vocabulary and specialized terms. For this reason, the words divided into three categories (familiar, relatively familiar and unfamiliar) and the students' opinions about all the equivalent words were analyzed and the result was negative. The opinion of the students indicated that the provided equivalents are not suitable for unfamiliar words. But the equivalents presented for familiar and relatively familiar words are more appropriate in their opinion.
