PAZHUHESH-E ZABANHA-YE KHAREJI
Year:2010 | Volume:- | Issue:56|Papers Count:12

Metathesis as a phonological phenomenon in order to reverse segments has been focus of many studies. Metathesis according to the range of application can be sporadic or regular. It links synchronic studies of language to diachronic ones and thereby has some consequences for phonological theory. The central goal of this paper is to elucidate the conditions under which metathesis occurs synchronically in modern Persian and diachronically in Pahlavi (Middle Iranian Persian). In this paper, first metathesis is viewed from different aspects especially a historical one. And particular attention is paid to its causes and contexts. Then, metathesis is studied within Optimality Theory, using constraints such as Syllable Contact Law (SCL), Sonority Sequence Principle (SSP),… Also it was found that segments don't behave identically in the metathesis process.Phoneme /r/ is the most frequent and /z/ is the least one found in Persian.

Teacher efficacy refers to teachers’ beliefs in their ability to enhance student achievement and bring about positive learning outcomes. The present study was intended to investigate possible relationships between experience / academic degree and teacher efficacy among EFL teachers. Four hundred and forty - seven teachers who participated in this study filled in a survey which included some demographic information as well as Teacher Self - Efficacy Scale (TSES). The results of data analysis showed that experienced teachers (with more than three years of teaching experience) had a significantly higher level of global efficacy, efficacy for student engagement, efficacy for classroom management, and efficacy for instructional strategies compared to their novice counterparts. In contrast, teachers who had English-related academic degrees did not enjoy significantly higher levels of efficacy except in the subcomponent of student engagement. The findings are discussed in the light of different sources of efficacy to which novice/experienced teachers resort and the nature of English-related university programs.

The long-term efficacy of written grammar feedback (WGF) has escaped rigorous empirical investigation, partly due to its strong intuitive appeal. The few studies that have investigated the long-term effect of grammar correction have failed to find any positive long-term effects for WGF (Truscott, 2007). Nevertheless, a number of recent studies have reported a positive effect for WGF. The present study investigated the longterm effect of selective grammar feedback on a reasonably complex feature of the English grammar, attempting to shed some light on the factors that may explain the conflicting results of previous studies. A group of low intermediate EFL learners (N=22) participated in this study. They received WGF on the use of articles and a limited number of various other grammatical categories. The results showed that selective WGF can produce large short-term gains for functionally complex grammatical features, but that it may prove to be detrimental in the long run. The study also found that learners tend to avoid the grammatical feature on which they have received corrective feedback.The theoretical and practical implications are discussed.

This article aims at reading The Winter's Tale with respect to Hegel's argument in Aesthetics: Lectures on Fine Art. The researchers try to apply Hegel's notion of art to the artistic aspects of the mentioned play by Shakespeare. The play's aesthetic values will be examined and illustrated from two differing but interdependent classical and romantic perspectives based on Hegelian definitions pertaining to diverse epochs through which art and its representations were developed. The researchers will show that the play contains characteristics of both classical and romantic art forms, but this does not necessitate that Shakespeare believed in these notions and exploited them quite innocently. Rather, as the objective of this study will manifest, it will be proved that Shakespeare neither approved of the classical notions of art nor adopted the romantic version, but stood on the borderline in between and manipulated them intelligently and playfully giving a parodic version of both aesthetics.

The University of Tehran English Proficiency Test (UTEPT) is a high – stakes entrance examination taken by more than 10,000 master’s degree holders annually. The examinees’ scores have a significant influence on the final decisions concerning admission to the University of Tehran Ph.D. programs. As a test validation investigation, the present study, which is a bias detection research in nature, utilized multistep logistic regression (LR) procedure to examine the presence of gender differential item functioning (DIF) in the UTEPT with a sample of 6,555 examinees who took the test in November 2006. Specifically, the LR DIF two - degree of freedom Chi-squared test of significance was employed to test the significance of DIF. Following what has been recently suggested in the literature, the test of significance for DIF was accompanied by a measure of magnitude, namely the R-squared effect size for LR DIF, for the interpretation of which the two widely accepted classification schemes were used comparatively. The results reveal that 39 of the 100 items in the test display significant gender differences. However, these group differences are viewed as “negligible” based on both of the schemes. Accordingly, it could be argued that the UTEPT is a gender DIFfree test, though the Reading Comprehension section of the test remains in need of further analysis as it seems that the general trend of DIF indices at the item level may hint at an inclination towards males.

As an Iranian literary work, it might seem that The Shahnamah is a national Epic which has been composed to promote Persian language and protect historical and cultural identity of Iranians against the dominance of alien cultures. However, this paper attemp to argue that the investigation of the stories, characters, and the symbols presented in the Shahnamah indicate that Ferdowsi's thought and ideas go beyond the borders of a single culture and cover a broader scope which encompasses the whole universe and human beings. This is related to the fact that the Shahnamah is deeply rooted in Islamic ideas and world view. In this view, we find that the Shahnamah is a splendid literary work which by presenting typical ideas, images and profound human experiences such as reason, love, justice, creation, life, death and invalidity of secular life, among many others, conveys universal Islamic messages rather than mere nationalism and racism. In fact, while Ferdowsi is exploiting ancient Iranian stories, the very mythical nature of these stories gives an opportunity to him to address all human beings. These features in the Shahnamah hav ever since been the source of inspiration for different Iranian and non-Iranian artists to create valuable works in calligraphy, painting, poetry, story and play writing, music, cinema and other arts.

The present study seeks to introduce and investigate an approach to teaching writing in the EFL classroom which draws heavily on the use of formulaic expressions. In contrast to its predecessors, this approach includes both the application of process writing techniques and the teaching of grammar and vocabulary into its syllabus. Two groups of 30 EFL learners participated in this study. One group was taught writing through the proposed method, while the other group received instruction of a grammatical and structural nature. Following the courses, learners of both groups were asked to write an argumentative essay. A comparison of the essays written by the participants of the two groups revealed that those who were taught with the formulaic approach were more successful in fulfilling the purpose of the task, as well as creating more coherent and structurally accurate texts. The authors of this study argue for the use of formulaic expressions in teaching writing, especially in proficiency test preparation courses, due to its usefulness in fulfilling the communicative requirements of such examinations.

This study investigates the process of dehumanization caused by a bizarre relationship between man and the machine. In the area of Italian literature there are very few novels that take into consideration the heady world of industrialization. Luigi Pirandello (1867-1936) one of the most famous European playwrights, novelist and short story writer places accurate emphasis on this problem. He chooses motion picture as symbol of mechanical system of life against humanity. The author insists that in the modern world the control we exercise over the work process through machinery undergoes a radical transformation. Mechanism becomes the principal means of controlling production and, as such, it controls human creativity. After the machine takes control of human creativity, man is no longer an individual and has no identity apart from the machine. The issue of industrialization against humanity is partially reflected in Pirandello's other novel The Late Mattia Pascal but it creates a bitter polemic in the author's sixth novel The Notebooks of Serafino Gubbio Operator of Cinematograph. This research focuses on the theme of life undermined by the voracity of industrialization. I additionally explained in the introduction that there is no affinity between Pirandello's theory of mechanical life and ideology of two contemporary thinkers of Postmodernism: Jean Baudrillard (1929-2007) and Paul Virilio (born in 1932).

We will argue that the common practice in the literature of giving a long list of senses for spatial prepositions, implying that they are unrelated to one another is not adequate. The more adequate way is presenting a network of related senses based on a prototype. Also, speaking specifically about Persian preposition /dær/, we will argue that the meanings of spatial prepositions arise as a consequence of our daily bodily experiences in the world and our conceptualization thereof. It is also shown that the cognitive semantic approach taken in this paper sheds more light on the semantic structure of spatial prepositions in general and /dær/ in particular, a light which can be very useful in teaching prepositions.

Paradise Lost incorporates many references to the East. The Orient figures prominently in the vast scope – the "imaginative geography" - of the poem. This paper attempts a survey of what, following Edward Said, has been termed "orientalist discourse" in Milton's epic poem. It is argued that this discourse has to be considered in the context of Milton's essentially religious and anti-monarchical stance. Associating the Orient with evil and the Satanic regime Paradise Lost cannot be wrested from "latent orientalism" but it is shown that issues such as aesthetic considerations, a cosmic setting, drawing on the authority of history, classicism, an encyclopedic scope, an essential antimonarchism and above all a profound process of displacement whereby comments on contemporary issues are displaced onto the Orient all help compound the representations of the East in this text. The result is an ambiguous and multi-faceted orientalist discourse.