JOURNAL OF HUMANITIES
Year:2000 | Volume:10 | Issue:36|Papers Count:7

Standard models of cohesion (e.g. Halliday and Hasan, 1976)focus upon small pieces of texts and ignore the use of cohesion in longer texts. To use a metaphor, much had been said about the" bolts" but little about the "bridge". The main aim of this paper is to show how a bridge is formed with the interaction of bolts. To do this, 1 analyzes a short story by Hemingway (Indian Camp) by canalizing its significant cohesive chains into one of the three components of narrative: Participants, Events< and Settings (Grimes, 1975). Related linguistic elements are grouped under one of these three headings, and the larger concepts represented by those headings can exhibit how those elements are linked together toform the text. By grouping related linguistic elements, it is possible to see what those three categories consist of and how they interact (cf Hasan"s, 1984, concept of "chain interaction ). Finally, the analysis offers an interpretation of the pragmatic/stylistic effects of the elements described earlier.

Natural morphology is an approach to morphology which was developed in Germany and Austria during the late 1970s by, Wolfgang Ullrich DressIer, Willi Mayerthaler and wolfgang Ullrich Wurzel. Natural Morphologists consider what goes on in language in terms of the need to find a balance, between conflicts arisen from the nature of naturalness in different dimensions. The universals speculated by the Natural Morphologists involve semiotic principles which are not specific to a particular language. Moreover, considering the absolute boundaries within which linguistic variation is possible. They emphasize on the typological evidences. Natural morphology deals with the reasons why some options within these boundaries arepreferred over others. This paper is the result of an attempt to briefly introduce the theory of Natural morphology and its three mainprinciples: a) system-Independent naturalness, b) System- dependent naturalness, and c) Typological A.I,pects of Natural morphology.

Any language. relying on its speakers beliefs and worldviews, has cliche forms and constructions, which remain frozen in the nomenclature of its culture, Idioms, similes, proverbs, meaning referents and superordinations from the essence and nature of language. They are ingredients of the culture of a specific language and are, thus, untranslatable between languages. Knowingthefeatures and the interpretations attributed to them will lead us to these cultural principles. In the process of time, idioms lose their flexibility and gradually become less versatile. In fact, as idioms get seated in the lexicon of the language, they lose their original flexibility and become syntactically inseparable. The degree of the flexibility of idioms depends on the degree of their distribution environment. Flexibility and interpretation are interrelated, each determining the other. Whether idioms and idiomatic expressions are formed spontaneously or gradually is an issue that required a thorough investigation. Nevertheless, there is a unanimous agreement that idioms do exist in all languages with relative application and use. The problem becomes more severe when one intends to render from one language to another. Variations in collocations and the nature of idioms and their meanings all indicate the cliche constructions. Word by word translation of idioms is rather difficult if not impossible. In this paper, we will concentrate and elaborate the nature of idioms in Persian and English with the intention to evaluate and measure the degree of flexibility in the hvo languages concerned. We hypothesize that some idioms are analyzable to their components, whereas the constituents of other idioms are inseparable. Moreover, we hypothesize that idioms react differently to transformational rules.

The article first starts with a look at the beginning of the Russian government, its coming into existence and also acquaints the reader with the Slaves. These subjects are major factors in creating names and surnames in the Russian language. Then the article discusses the other factors that make names come into existence or disuse. First it begins by grouping Russian names into three groups according to their roots: Slavic, Christian. and names that have two parts. Having in mind that every Russian citizen upon receiving his/her birthcertificate and later upon receiving his/her passport when he/she becomes 18 has to supply his/her name, fathers name (middle name) and jCllnily name, this article discusses each of these aspects in turn. The reason for acquainting the reader with Russian names, is that like any other part of the Russian language it has it"s own grammatical explanation.

Detecting the effects of major features of teacher and student behavior in classrooms on the teaching outcomes and the achievement of students and the factors affecting these performances have been the subject of a large body of research since 1960 so Learning outcomes have been to have close relations to the following variables: teachers behavior, instructional and non instructional tasks, teachers and students personality, attitudes, cognitive, individual and social factors, the function and form of language in practice and endless other factors and issues. It is believed that academic achievement is closely bound to the above mentioned variables. Evaluation of these factors and their direct or indirect relationship to academic achievements could be helpful in designing materials. adopting techniques used for individualization of instruction and most efficiently in teachers training courses and ultimately its contribution in efficient learning. In this study a group of student teachers and coordinators were asked to observe the classes of the more experienced teachers in an English institute. On the basis of a full session observation they were asked to fill a checklist of self-grading taken from Teaching English as a Second or Foreign Language written by Celce Murcia (1979,327). Although this was a qualitative type classroom research. the outcomes were graded and then correlated to students Grade Point Averages in every class. The correlation coefficients show that there is a moderate relationship between student teachers evaluations and the students final achievements. Analysis of variance indicated that there was significant difference between these two independent variables.

One of the problematic grammatical structures for Iranian EFL learners which is believed to have direct relationship with general competency is conjunctions. In order to validate or refute this assumption, the present research was designed. The question is addressed within the perspective of explicit teaching of grammar, itself a controversial question in TFL. 165 senior students of English Translation majors participated in the study. The subjects werefirst given a TOFEL to determine the level of their competency. Another especially developed test for the present study, containing different usages of two different types of conjunctions was also administered to the same subjects after an interval of two weeks. The analysis of 155 answer sheets to both of the tests and especially their gotogetherness revealed that the higher the competency of the learners, the better they will perform on the two conjunctions especially selected for the present research and vice versa. On the basis of the findings, it is argued that the grammatical structures should be taught explicity, meaningfully and appropriately.