PEYKE NOOR JOURNAL
Year:2006 | Volume:3 | Issue:4 (LANGUAGE AND LITURATURE 2)|Papers Count:13

Many books and articles have already been written on the beauties of the Hafiz poems.Dealing with some new ambiguities and allusions in Hafiz poems, the author explains the traces of such literary devices in Badr-e Chachi, a poet from 8th century AH.

Akhavan's life and poems can be studied in three stages: The first stage (the pre-coup period); the middle stage (from the Coup to 1965); and the last stage (from 1966 to his death). Arghanun as well as some of his pre-coup poems, all in quatrain and classical style, are materials for the study of the first stage. The middle stage, Akhavan's most creative period, produces Winter, The Ending of the Shāhnāmeh, and From This Avesta. In this period, Akhavan is the greatest Iranian poet in writing social epic poems in symbolic style. Winter, The Ending of the Shāhnāmeh, The Tale of Sangestān City, and some other poems, written under the impact of 1953 Coup, are the outcomes of this period. The last stage, during which Akhavan writes In Autumn' Small Yard in Prison, Life Dictates: Still We Must Live, Hell but Freezing, and other poems, is the poet's decline period. At the end of this stage, by writing O You Ancient Land, I Love you, once again, the poet comes back to his early classical style.

Asrāro' l.ŏliā, by Farido' d.dine' bne Jamālo' d.din Soleymān-e Dehlavi, is a famous book, written in Persian in the first half of the seventh century AH. Its value and importance is mainly due to its simple prose, characteristic of the mystic writings of its time. Asrāro' l. ŏliā is the teachings and mystic utterances of Farido’d.din, known as Shekar Ganj (=Sugar treasure), who lived in India. His teachings and lectures were collected and written down by Badro' d.din Eshāq. The book, not yet printed, is full of mystic expressions and the names of the different clothes worn by Sufis in India. The author of the article is preparing the book for printing.

The article deals with the amount and the method of using cohesive factors in chemistry texts in the course of high school.Comparing to literary texts, there have been less studies on the cohesive factors of the science books such as chemistry, physics, and biology. Drawing on the statistical methods, the authors have tried to make qualitative data out of their quantitative counterparts.Two methods-theoretical (library method) and content analysis-have been used in this research. Using these methods, as well as the language of the science, scientific discourse and text linguistics, the contents of the chemistry books are analysed. Fortyfive paragraphs from three textbooks on chemistry (grade 1 to 3) are analyzed on the basis of an approach introduced by Halliday and Hasan (1976). The research result shows a high correlation between the numerous cohesive tools used in chemistry textbooks and scientific language and register. Word repetition, with the highest frequency (%48/07), is one of the most important cohesive tools in scientific texts, and the clausal ellipsis, with the lowest frequency (%2, 21), is the least one used by the writers of textbooks.In the first part of the article, the theoretical basis of the research is introduced; the second part is devoted to the method and hypothesis of the research, statistical population, the size of the sample, and the limitations of the research, and the last part of the article deals with the results of the research demonstrated in some charts and tables. The article ends with the authors preposion based on the research outcome.

Khāqāni’s poetry is highly influenced by Quranic expressions, which he uses with great skill. These words and expressions, mainly used as allusions, insertions, and translations, put emphasis on some subjects and produce new themes in his poems, both in the level of form and content.Referring to a number of Quran’s verses, as well as mentioning Khāqāni’s poems, the author tries to show and analyze the effects of such expressions on Khāqāni’s poems.

The present article at first discusses the history of interpretation of Ferdowsi’s Shahnameh in Sufi texts. Then by comparing “Einieh Ghasideh” with “Bijan and Manijeh”, it becomes evident that both have a Gnostic theme. The article demonstrates the significant elements of Gnosticism, like duallity of spirit and body, fall and imprisonment of spirit in the body......

The authors of the present article try to find why the students of Payame Noor University (Shiraz center) want to see sample questions before sitting for the exam. The purpose of the article is to find the effects of this matter on the performance of the students. The method is the survey research and the information is obtained by questionnaire. The statistical population is all the students of Payame Noor University, and the research samples are three hundred students selected randomly. The questionnaire, made up of 21 items, includes questions about personal specifications, such as education, the number of passed units, general average grade, and sex. The variables of the research are independent ones (educational field, the number of passed units, general average grade, and sex) and the dependent ones (self confidence, level of studies, anxiety, the expectation or the similarity of questions and the repeated questions in the final semester, and getting good grades). Some of the research conclusions are: 79 percent of the students, who choose multiple choice questions randomly, expect to see similar or repeated questions.42.8 percent of the students, with general average grade over 16, confirmed that seeing sample questions will increase the possibility of getting good marks about fifty percent.74 percent of the student, with general average grade over 16, confirmed that they could specify their learning problems (over 60%).The general average grade of the studends, who choose multiple choice questions by chance, is 15.09, and that of the other student, who don’t do it by chance, is 14.79.

Rafic’d.din Lonbani was a poet who lived in the late sixth and early seventh century A.H.There is no enough information about his life and his poems due to his death in the prime of his youth and the lack of enough copies of his poems.In this paper, after briefly introducing the poet, his poetic concepts, style, and rhetoric of his odes are discussed and analyzed. Finally, some of his peculiar images and his characteristic way in using rare words in his poems are presented, followed by some examples.

In Sufism viewpoint, Quranic abstract words have different meanings. One of these words is “Deposit” (Ahzab/72).The mystics have paid attention to the hidden meanings and senses in “Divine Deposit” that just human a accepted it. These secret knowledge and facts can only be seen and heard intuitively by those mastered in mysticism. Furthermore, the semantic multiplicity of the word “Deposit” in Quran, definitely shows human status and dignity.

Golshan-e Tohid is a manuscript, written by Ebrahim-ebne Saleh-e Maghlavi, known as “Shāhedi Dada”, in the 10thcentury AH. The manuscript consists of six hundred lines of the Masnavi, rewritten by Maghlavi, a lover of Molānā.He has selected six hundred lines from molānā’s six volume collection, a hundred from each volume, has composed five lines of poem for each line, and has made such a connection between them that the reader can’t distinguish between Molānā’s poems and those of Shāhedi. Finally, he finishes the writing of the manuscript by 940AH.

Some scholars have argued that there is a negative correlation between the onset age of L2 acquisition and performance on different measures of L2 competence. A kind of biological scheduling was assumed to be responsible for this maturational constraint on language development. Not all areas of language are affected at the same time in all individuals. The present study asks whether and to what extent critical period effects can be found for universal properties of language considered to be innate. Subjacency, Empty Category Principle (ECP) or That-trace effect, and Structure Dependency are the hypothetically innate constructs that are investigated in this study. The test is divided into two parts: Varying and Invariant violations. We argue that the results of the present study indicate a very adverse powerful effect of the increase of onset age on the ability of the learners to detect UG violations. Moreover, group differences were also important in that group 1 always performed as well as the native speakers; group 2 could not perform as well as the native speakers in most cases; group 3 failed to perform as well as the native speakers and group 1 in any of the issues under investigation. We can conclude that (a) the ultimate level of attainment depends in part on the onset age (b) there are sensitive periods controlling language development during which the acquisition of different linguistic abilities is fruitful and after that language learning becomes irregular and incomplete (c) the age-related loss in competence is cumulative and there is no cut off point. Another conclusion of this study is that since late learners did not perform as well as the native speakers on both violation types we can infer that age of acquisition affects both varying and invariant UG type knowledge. We conclude that the age of onset has a significant effect on ultimate achievement of L2 learners.