LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH)
Year:2015 | Volume:6 | Issue:4 (25)|Papers Count:15

For a long time philosophers and linguists, have investigated the concepts of signifier and signified. At the beginning of the twentieth century, linguistic studies in general and the concepts of signifier and signified in particular, have developed noticeably. Although in our tradition the question of language has been the focus of attention but the linguistic aspects of this human phenomenon have been ignored. We found Nasser khosrow as one of the few scholars and thinkers who has tried to find the nature of the relationship between signifier and signified through examining it from the linguistic point of view.He selects Nam and Namdar for signifier and signified attributing them the conventional nature.In this article with revision of saussure’s view and notion on signifier and signified, we examined whether Nasser Khosrow’s vision in this area can be held in modern linguistic studies?

Although syllable is not a meaningful unit of language, it has major functional roles in language. One of the most important functional roles of syllable is the formation and organization of language’s phonetic system.Any language has its specific syllable construct (patterns), and specific restrictions for the combination and use of sounds in the syllable level. In addition, various languages usually tend to keep their syllable rules; so, syllable patterns usually are not loaned by languages. Therefore, it can be said that part of differences in phonetic systems in various languages are caused by differences in their syllable structure. On the other hand, due to its main function (formation and organization of language’ phonetic system), syllable is directly associated with the learning of language’s phonetic system. The present article deals with comparison of the common syllable patterns in Russian and Persian languages. The results show that the patterns of the Russian syllable are more diverse than that of Persian. Most important differences that are often problematic for Iranian learners are the heavy consonant cluster in the onset of Russian words and syllables, as well as the frequency of multi-syllabic words in Russian language.

A "signifying ensemble" can be studied from two perspectives: in one hand from the perspective of "generative", which refers to the process of production and its schematization, and on the other hand from the perspective of "interpretation", which refers to the structure of this significant ensemble. Semiotics of discourse refers to the both of these perspectives, because the discourse implies the process of utterance producing correlated to its structure. In this paper we have studied the discourse of Surat al-Qariah from this point of view.On method, this study is based on "tensive semiotics" (or tensive model), which is introduced in the post-Greimasian semiotics.First, the tensive model has been described in brief, second, the "tensive schemas of discourse" and "instance of discourse" as homologous analytical tools have been introduced. The tensive schemas represent intensive (emotive) and extensive (cognitive) valencies of the discourse, and the instance of discourse represents the trajectory of the discourse generation by two fundamental discursive actions: engagement and disengagement.In semiotic analysis of the discourse of surat al-Qariah based upon the tensive model, it is depicted that the tensive schema of surat al-Qariah is correspond with decadence model. But the the verse 10 is considered as an unexpected event in the discursive trajectory of the Surah: its ascending tensive discourse and the gegement discursive act in returning to the enunciative domain schematize this discursive unexpected event.

Every language and dialect is formed of components and materials such as famous stereotypes and idioms, ironies, proverbs that make the language rich. Molded lingual structures have particular applications and roles in establishing social communications. These compressed dialects are often reproductive carrying deep meanings. Over the years, these cliches and stereotypes components are transferred from person to person and from one generation to other and are recorded in the culture. The same molded dialects form the important part of unwritten lingual reserves that double the need of scientific attention. As the main issue this article intends to deal with the explanation of the theoretical basis and typology as well as to show the variation of these molded cliches in the Persian language. For that reason, the author, first focuses on the previous accomplished studies and then studies the root and origin of these lingual cliches. Thereafter, in order to explain and describe these cliches and their sub-typologies, each of which includes curses, insults, compliments, blessings, pledges, threats, idioms, ironies and proverbs, the paper tries to investigate the lingual structure, themes, their applications, and diversities in colloquial language. The current aims of this paper are to present a model to study typology, structure and contents of colloquial languages. Sociological and cultural analyses have their own places and are liable to further study.

Yuri Lotmn (1993-1922) is the founder of the Moscow-Tartu school. He has a distinguished role in introducing and developing the “Theory of Intercultural Semiotics”. In Lotman’s opinion, cultural semiotics considers each text as a cultural totality. The existing signs in the text could indicate the way in which the significances are produced to achieve a certain specific meanings in a culture. Hence, cultural semiotics can choose many texts that belong to a social and historical ambiance for recognizing the cultural and social infrastructures of that period. In fact, it could be an analytic approach, which envisages the cultural productions of a particular section and the survey of intertextual relations, interactions and dynamic relationships between them. In this article, we rely on the movieThe Private Life of Mr. and Mrs. M. (2011) directed by Ruhollah Hejazi as a cultural product of a particular period. The analysis of this text's themes and its dynamic relationship with other texts shows a considerable part of the cultural phenomenon in this period. Finally, this study aims to reveal common themes and processes in the meaning interdependency between these texts.

The contrastive function of [spread glottis] in the description of stops and fricatives has been approved in many languages, such as English, but its role in the phonological behavior of Persian stops, not fricatives, has been discussed yet. This paper based on Glottal timing theory shows that regarding this laryngeal feature in the description of Persian fricatives has got phonetic plausibility. By taking its contractiveness into account, Persian phonetic possibilities, then, regarding this feature has been dedicated in the framework of derivational approach. The results also show that applying this feature brings more economic and efficient analyses about some superficial unrelated phonological processes such as spirantisization of velar stop, fricativization of aspirated onsets and postfricative voicing based on autosegmental and optimality theoreis. This is why this paper suggests that voiceless fricatives together with voceless stops would form a natural class based on the shared feature, that is [+spread], and their voiced counterparts form a natural class due to shared [-spread] as well.

Anxiety in foreign language class is one of the variables which has main effect in language learning. Therefore researchers in language teaching are always interested in this factor. This study investigates the relation between achievement motivation, emotional intelligence and foreign language classroom anxiety, in French students of Ferdowsi University of Mashhad and relation of age and gender with these variables. For this purpose, Baron Emotional intelligence questionnaire, Hermans achievement motivation test, foreign language classroom anxiety test and Spielberger's State-Trait Anxiety scale were presented to 87 French students. To analyze research data, T test and Pearson correlation test were used. The results indicate that there is a negative significant correlation between foreign language classroom anxiety and achievement motivation (p=-0.001) in parallel with foreign language classroom anxiety and emotional intelligence (p=-0.007). As a result, it can be claimed that higher emotional intelligence and achievement motivation follow language classroom anxiety decrease.

In this paper, past stem of a number of Persian verbs which seem to be irregular have been investigated in OT theory based on Persian phonotactics.The research questions include: 1) How Persian phonotactics rules are applied to analyze past stems' segment sequences? 2) What phonological processes are applicable to preserve Persian phonotactics patterns after adding past morpheme? To answer these questions, 36 verbs which their final syllables are heavy (cv: cc) are taken into consideration according to syllable structure and phonotactics. In sum, the findings demonstrated that: a) these cases are completely regular and entirely consistent with the Persian phonotactic rules; b) there is a close relation between the nucleus of thec v: cc syllables and their final cluster; c) initial and final consonants play an indispensable role in cv: cc syllable and d) these stems obey sound sonority principle (SSP).

In the process of foreign language learning, errors are common and predictable. Foreign language learners systematically commit errors due to the interference of their first language, their poor grammatical knowledge of the second language, or interference of another foreign language. Iranian French language learners in different levels of learning commit more errors in the application of prepositions than in other areas. Since prepositions play an important role in linking different parts of speech, errors in their use creates serious challenges for learners in the process of learning. In this research the focus of attention is to investigate the most frequent errors of Iranian French language learners in two categories of “inter lingual and intra lingual errors”. Furthermore, for pedagogic purposes, the correct use of French prepositions in each category is explained in simple manner.Findings show that semantic interference of Persian prepositions, the use calque, and semantic similarities in French propositions are the main reasons of errors committed by Iranian French language learners.

Need analysis (NA) is one the important elements of the curriculum that tries to detect lacks, wants, necessities and the gap between the existing curriculum and developed curriculum. NA is a powerful tool that helps clarify and validate true needs. It enables educators and practitioners to shape the curriculum development that bases the content of language courses on the communication needs. This work analyzes the language lacks of the Arabic language and literature students of Iranian universities. The method of study is survey, and the research tool is questionnaire. The study sample is consisted of two groups of students and teachers. The method of data analysis is quantitative. The main question of this study is: “To what extend do students have problems in language skills” and “To what competence does problems belong.” The results showed that the students' language skills are above the average difficulty, and they have linguistic problems arising from the lack of communicative competence.

The present paper studies the method of referential categories, their distribution and their types in two translated texts of Dubliners written by James Joyce within the framework of Holliday’s coherence theory and also analyses the book itself and compares the source text and the target texts.Research methodology for analyzing the data is statistical analysis method.The sample of this study is five stories from the Dubliners series which were selected randomly with 135 sentences which were selected from the main text. As these sentences were analyzed in their two translations, the total number of analyzed sentences is 405in three books. Reference in Holliday’s theory is a subcategory of grammatical cohesion. This study tries to explain differences in translation methods of two Persian translations by analyzing reference. Results show that method of using reference in these three texts is different and depending on the author and story, different types of reference were used. At the end, different methods of reference in translation of two translators were considered reflecting their different point of view about story.

This article analyzes the sources which have been cited in articles of Language Related Research. The research method is citation analysis, and data analysis was performed by Excel software. The results showed that in this period of time, 213 articles were published.162 papers were presented as team work and the rest were individual studies. The books with 3112 citations and journal articles with over 1258 citations were more than from other sources. Among the cited sources of the Persian, 79.45 percent of the books were written and 20.54 percent were translation. Also, 97.49 percent (506) of the Persian journals articles were written and 2.50 percent (13 cases) have been translation.The highest cited author and translators were respectively, “Hamid Reza Shaeir” with44 and “Farzaneh Taheri” with 10 citations. The highest cited book in Persian was “Semiotics of discours analysis” with13 citations. The highest cited journals in Persian and English were the “Journal of Language Related Research” and “Language”, respectively with 76 and 29 citations.