LANGUAGE RELATED RESEARCH (COMPARATIVE LANGUAGE AND LITERATURE RESEARCH)
Year:2022 | Volume:13 | Issue:1 (67)|Papers Count:15

Of the effective ways to have successful interactions, the proper use of words could be mentioned. The vocabulary items chosen by the speaker can act as conversation starters. Consciously chosen vocabulary items that are attractive and functional enough could make a profound impact on the audience. The success of the speaker's utterance is effectively ensured by a web of vocabulary items that may have been carefully picked up in accordance with the theme of the discussion and the audience's taste. The present study, therefore, sets forth the concept of "language decoration" as an interdisciplinary approach in establishing effective communications. Language decoration means ornamenting the content and form of the utterance so as to affect the audience significantly. In fact, language decoration can reveal individuals' identity and personality and is firmly rooted within their linguistic competence. In view of the importance of thinking, emotion, sense, and culture in conversations and considering the fact that "postlocution" moves beyond communicative competence, the current study endeavors to put forward literary ornaments, psychological ornaments, cultural ornaments, sensory ornaments at the forefront of language decoration. Moreover, it advances this view that through cogbination (cognition+combination), emobination (emotion+combination), culbination (culture+combination), and sensbination (sense+combination), people could decorate their utterances and consequently, improve their communicative performance.

Many of the existing problems of teachers arise from the lack of a written supervision program, and the implementation of educational supervision in principle can not only be effective in solving the problems of teachers, but also increase their motivation. Therefore, having an educational observation model can be effective in optimizing the performance of educational consultants. The purpose of this study was to investigate the effectiveness of the educational supervision model in French language classes in Iran using the situated action theory. This study was performed by quasi-experimental pretest-posttest single-group method. The statistical population included all educational consultants, 7 of whom were selected by convenience sampling. The dependent variable (monitoring quality) was measured before and after the implementation of the independent variable (monitoring optimization model). Comparing the mean score of supervision quality in the group of counselors before and after the educational intervention and according to the results of the study, the mean score and standard deviation before the intervention (19. 07 11 111. 42) and after the intervention (22. 13 15 155. 85) was obtained Based on the paired t-test, according to the level of significance obtained, a statistically significant difference was observed between the mean scores before and after the intervention. Therefore, training of educational consultants based on the proposed supervisory model was effective at a significant level (p <0. 05). According to the research findings, it can be concluded that, by using the designed model of educational supervision, educational consultants can be trained with effective quality of performance, because the principles of educational supervision can be learned and this in turn leads to success in the teaching-learning process.

The role of language in the construction of identity is one of the most important modern theoretical debates about identity. Structuralism and poststructuralism emphasize with particular certainty the constructive role of language in the formation of identity. Assuming that language is a powerful tool in constructing identity discourse, the present study examines the two novels of the last girl and girl who escaped from the clutches of ISIS and shows by what linguistic mechanisms the Yazidi women use the genre of "autobiography" as a Strategies are used in the struggle against the discourse of domination, and by offering different counter-discourses, they construct the dominant discourses and global stereotypes in order to eliminate some of the consequences or negative feedback of the aggression and oppression of the Yazidi colonized society. . In this regard, we used Laclau and Moff discourse theory and its methodological tools to analyze research data. The results show that four discourses in conflict and conflict with each other have sought to represent the identity of the Yazidi woman: a) the discourse of the "Kurdish Nationalist Party"; B) the discourse of the "central government of Iraq and the Arabs"; C) the discourse of "ISIS" and d) the discourse of "Yazidi women writers". Yazidi women are struggling with all the identities that the dominant discourses have defined for them, such as slavery, rape, and refugee, and creating new identities for themselves as Yazidi leaders and advocates for the rights of women and Yazidis.

This study aimed to critically analyze the promotional texts in nature schools within Ecolinguistics approach. Data collected through telegram channels of nature schools over the past three years. These texts are often taken from Vahhabzadeh(2013 and 2016). Finally, 45 discourse texts were selected, comprising a total of 274 clauses. Each clause was analyzed based on Hallidays systemic functional grammar from the perspective of experiential, interpersonal, and textual metafunctions, and ultimately they were ecolinguistically examined. The relationship between human and the environment and understanding the views and attitudes of these schools are among the issues were examined. The results showed that the content of 168 clauses, i. e. 61 percent of clauses, encourages humans to conserve the environment and make proper use of nature and In 149 cases, approximately 55%, there is a human-nature or naturefriendly relationship. As a result, these schools play a key role in changing human attitudes toward the environment, leading children to conserve nature.

The aim of this study was to evaluate language needs and identify the priority of using language skills (reading, listening, writing and speaking) in different situations (private, academic, and professional). The research method is descriptive-analytic and the data collection tool is a questionnaire consisting of 49 items. The statistical population consisted of 199 students (73 males and 126 females) at BA (n = 69), MA (n =67) and Ph. D (n =63) at the University of Mazandaran. The responses of the participants were analyzed using SPSS software. In general, the results of the comparison of mean scores of language skills reavealed that with increasing educational level, students' needs to use language skills especially in academic domains increased steadily. Also, receptive skills (reading and hearing) have more usage than productive skills (speaking and writing) in all three groups. The results of data analysis through non-parametric tests showed that there were significant differences in reading skill among all groups, in writing skill between the Ph. D group and the two groups, and in speaking skill between the Ph. D and BA groups. In terms of language usage, while the needs of participants in the undergraduate level were related to their private life situations, doctoral students often expressed their needs in academic situations. There was no significant difference between different sections in the professional situation and listening skill. This study has implications for researchers, instructors, and learners of English language.

The results of data analysis showed that there was a significant difference between the mean scores of post-test in the experimental and control groups after the training of handicraft skills. That is, handwriting skills training had a significant effect on handwriting skills (uniform letter size and vocabulary, letter alignment, and spacing between letters) and motivation for students with learning disabilities. And the accuracy of the letter form and the legibility of the letters do not improve under the influence of the skill training of the hand. So it is better to improve these skills in other ways and through other trainings. The results of data analysis showed that there was a significant difference between the mean scores of post-test in the experimental and control groups after the training of handicraft skills. That is, handwriting skills training had a significant effect on handwriting skills (uniform letter size and vocabulary, letter alignment, and spacing between letters) and motivation for students with learning disabilities. And the accuracy of the letter form and the legibility of the letters do not improve under the influence of the skill training of the hand. So it is better to improve these skills in other ways and through other trainings.

Critical discourse analysis is an approach that considers language as a social practice in relation to factors such as power and ideology. According to this approach, the present study has tried to use sociological-semantic components to demonstrate how `Jalal Al-Ahmad expressed his ideology through the representation of the characters of Fall Valley and how he portrayed the social agents of that period after Reza Shah’ s fall. In this short story, linguistic constructions are analyzed through the sociologicalsemantic components. So Van Leeuwen’ s modal is appropriate for analyzing the text and discovering the relationship between language and the author’ s ideology. The main question of this paper is whether the author has been able to reveal his hidden ideology through the representation of social agents? Research findings exhibit that this has happened and Al-Ahmad has expressed his ideology and views in the story by using the methods of suppression, backgrounding, activation, passivation, personification and impersonalization. Using the general strategy of “ exclusion” , he hides the identity of high-ranking officials of Pahlavi government and completely “ ignores” them by “ backgrounding” . The “ government” and the “ army” have been activated in the discourse, and the “ workers” and the “ elites” have been passivated to highlight the oppression that has been inflicted upon them for his audience.

Authors usually choose the most appropriate style to influence the reader's mind. Style plays an important role in conveying content because people's desire to read a story depends largely on its writing style. Style is the mirror of the author and therefore, its change indicates the effect of external and internal factors on the style’ s owner. Stylistics is the knowledge that describes the characteristics of a text and then the relation beween these features and the text, and one of its branches is Statistical Stylistics. This approach takes into account the quantity of lexical phenomena in the text and based on the results of this survey, rules. In other words, it uses quantity to achieve quality. This article deals with statistical stylistics in the Nahj al-Balagha's letters. Letters 23, 30 and 73 were selected as samples and their style differences were extracted using two statistical theories, Busemann’ s equation and Johnson’ s theory, using the descriptive-analytical and statistical method. The result of applying these two theories to the selected samples is that according to Busemann's equation, style of the letter30 is more literary than the other two letters, and style of letter 23 and 73 are almost similar. Also, according to Johnson's theory, the vocabulary richness in the letter 73 is more than the other letters, and letters 23 and 30 have approximately the same vocabulary richness. The results indicate the obvious effect of social conditions on how words are chosen by Imam Ali (PUH).

Learning environment like other learning elements is a significant factor in improving the success of course planning and education progression. Due to the necessity of frequent usage of language in real environments, the significance of the environment in learning a foreign language is doubled. Although Arabic faculty groups have put promising efforts to enhance the environment of Arabic language speaking skill recently, it seems these environments are mostly in Persian language. In this paper, we investigate the obstacles which impede creating such environments. Therefore, we analyse experiences of Arabic language students via interviewing them. Finally, we propose solutions to tackle these obstacles. The results showed that challenges of Arabic learning environment include cases such as lack of learning group activities, anxiety, lack of encouragement to speak Arabic, use of Persian as the medium of instruction, lack of second language use by Arabic instructors in the class and lack of appropriate assignments.

Voice onset time (VOT) is the time between release of a stop consonant and pulses in larynx while making a following vowel or sonorant. In this research VOT is one of the most important acoustic distinctive features in recognition of voicing of Persian plosives, produced by repaired cleft lip and palate (RCLP) children in the onset of words. So, two groups of six participants with average age of 11, a group of two RCLP boys and four RCLP girls and a group of clients (two boys and four girls), were asked to repeat CVC framed words after the researchers, each word was consisted of one of the plosives in the onset and offset of the pattern and one of the Persian vowels in the center. The words were recorded using a Shure microphone and then they were analyzed using PRAAT software. The VOT of plosives was measured and compared between two groups of participants. The results indicate that DISABILITY, GENDER, VOICE, and PLACE OF ARTICULATION OF PLOSIVES affect mean VOT of them. The mean VOT of plosives in clients was less than RCLPs and boys produced plosives with shorter mean VOT comparing to girls. The mean VOT of voiceless plosives was more than that of voiced ones. Moreover, moving from bilabial to velar plosives the mean VOT increased.

As the most well-known translator of Rumi in the United States, Coleman Barks is not without criticism. Due to many deviations and alterations to the original text, his translations have undergone harsh criticism by literary critics. Coleman Barks’ critics have considered different reasons for his alterations to the works of Rumi, the most important of which is his lack of knowledge over Farsi language. Other reasons include not paying attention to the culture and religion of Rumi and a biased distortion of Islamic elements. In this research we provide evidence against the above claims. Based on the Ernesto Laclau and Chantal Mouffe’ s Discourse Theory and their notion of “ Nodal Point” we have shown that the most fundamental mistake of Coleman Barks is to misrecognize the Nodal Point in the source text and considering all of them to be the same in all Rumi’ s works. This has led to a deconstruction of the allegories and has turned the characters in the Masnavi, Quranic stories, mystical symbols and rituals into actual things, physical deeds, and historical figures, resulting in an inevitable distortion by Coleman Barks. Based on his own discourse and the discourse of his audience, he has tried to invent justifications, new themes, and explanations for the poetry of Rumi. To prove this hypothesis, we have analyzed his translations of Rumi’ s “ Story of The Reed” , “ The People of the Cave” , his views on Jesus in the poetry of Rumi, and his description of the whirling dance “ Sama” .

Analyzing the process of mystical language formation, considering its main source, i. e. Qur’ an, is an important new field of research. Due to the variety and extent of mystical texts, it requires fundamental and innovative researches so as to discover the hidden dimensions of this language. The aim of this research is then presenting a new proposed model for analyzing the process of mystical language formation, which is introduced as word behaviorology. Word behaviorology that analyzes the semantic changes of Qur’ anic words in mystical textbooks is a step toward innovative analysis of the process of mystical language formation Word behaviorology model, using the advantages of Kurt Lewin's field theory in psychology and Izutsu's theory, creates a new form of mystical language analysis. Both Lewin's field theory, due to its considering environmental effects on behavior, and Izutu's theory, due to its considering the direct influence of Qur’ an on mysticism, Islamic Sufism, basic and relative meaning, are very helpful in this research. The achievement of this research is that it presents word behaviorology as new path toward mystical language analysis.

The authors in the present study attempt to investigate the speech act of compliments and its semantic boundary engagement with other speech acts of positive assessment of the speaker from the listener such as "approval", "praise", and "flattery ". The hypothesis of the present study is that the semantic boundary of speech acts containing positive assessment of the speaker depending on the verbal culture of the speakers of Russian and Iranian verbal environment is different, and it is open to change in such a way that if a face expression in the Iranian cultural verbal environment is complimented, that expression may find the color and smell of flattery in the Russian verbal environment; in other words, an action with a positive assessment to an action with a negative assessment of the listener towards the speaker is interpreted as flattery. Furthermore, the compliment structures in each verbal culture have gender differences and characteristics (male and female). That is, the group of formulas used for men is inapplicable for women and vice versa.

The contribution of bilingualism to L3 learning has been a controversial issue, as stated in the existing body of the related literature. Accordingly, the main purpose of this study was to investigate the possible differences between mono-lingual and bilingual learners of English in terms of its syntax with regard to their self-regulation strategy. In order to achieve the objectives of the study, 411 female and male participants from eight senior high schools in Arak were selected among Persian speaking learners and Persian-Turkish bilingual learners based on stratified sampling method A general English proficiency test, a self-regulation questionnaire and a syntactic structure test were administered to both groups to collect the required data. The results of one-way ANOVA, independent samples t-test revealed that monolingual and bilingual learners did not differ in learning syntactic structure. It was also indicated that there was a significant relationship between the subjects' self-regulation strategy and their general English proficiency. That is, the higher their levels of self-regulation strategy use, the higher their general English proficiency. According to the findings of the study, it is suggested that the high school teachers in Iran become familiar with self-regulation strategy and develop their teaching repertoire in terms of teaching techniques needed for developing self-regulation among their learners. In addition, in-service courses are required to help teachers learn and discuss the possible teaching techniques for developing EFL learners' self-regualtion strategy in high school EFL classes where bilingual or a mix of bilingual and monoloingual students are present.

This study investigated the quantitative and qualitative impacts of shifting the narrative point of view on the representation of critical thinking (CT) in Iranian EAP learners’ written narratives. Sixty (30 women and 30 men) students of psychology who were selected based on convenience sampling were randomly divided into two equal experimental groups of the first-person group (FPG) and third-person summary group (TPSG). The researchers initially administered Watson-Glaser critical thinking appraisal-form A questionnaire (Watson & Glaser, 1980). The independent samples ttest showed no statistically significant difference between the CT of the groups. Then the participants were given the short story of Butterflies (Grace, 1987). The TPSG participants inscribed their reflections on the story in narratives from the third-person perspective, whereas the FPG participants shifted the point of view and wrote firstperson stories. The content analysis of the first-and third-person data based on Hatton and Smith’ s (1995) taxonomy of writing types illustrated a statistically significant difference between the length and the number of descriptive writing and dialogical reflection clauses in first-person stories versus the number of the same clauses in thirdperson narratives. However, there was no statistically significant difference between the groups’ mean ranks of descriptive reflection and critical reflection clauses. The dialogicality principle of both first-and third-person storylines was shown to be more descriptive, less descriptive reflective, less and less dialogic reflective, and still less critical reflective. The qualitative analysis confirmed that the writings demonstrated a heteroglossia of different writing types.