Recent studies in the field of Cognitive science on conceptual metaphor indicated that metaphor is not merely a linguistic phenomenon but it is essentially a conceptual-experimental process that constructs our mental world and is a means that reflects the origin of the Cognitive structures of human thought. By examining the metaphorical conceptualization of marriage and childbearing widely used in Persian everyday language, the present study seeks to demonstrate how the study of conceptual metaphors, within the framework of Sociolinguistics, can help us get a better understanding of collective representations and cultural cognition. To achieve this goal, the present study is to utilize ethnographic strategy and semi-structured interview from twenty married women between the ages of 50-70 in Tehran, has gained some common metaphors in the conceptualization of marriage and childbearing. Subsequently, based on the premises of Conceptual Metaphor Theory, these metaphors are analyzed qualitatively. The results show that such conceptual mappings bear theoretical significance for the study of metaphor in identifying collective representation and cultural cognition and help us to get a deeper understanding of cultural understanding of the concepts in a community.

Section 115 of Iranian constitution reads: "The president should be among the political, religious 'rejal' ...". The word 'rejal'taken from Arabic language means 'men'. Some Iranian politicians believe that the word has the same meaning in Persian, therefore, women cannot lead the country as presidents; while, others argue that 'rejar can now refer to both sexes, therefore women can be elected as presidents. This, study tackles the issue from a sociolinguistic perspective. To do this, we need to find if the word 'rejal' is now a Persian word borrowed from Arabic, or, it is an Arabic word to which Persian speakers switch. About eleven hours of sociolinguistic interviews were conducted with 10 Persian speakers and all nouns (Arabic or Persian) were extracted from the data and later subjected to analyses to describe the linguistic behavior of each category in its own context. Then the behavior of nouns in each context is compared to that of the other contexts. Our findings show that Arabic origin nouns are found to be behaving like Persian nouns, they have, therefore, been borrowed into Persian and have Persian connotations and functions. Evidence is, therefore, presented to the 'Persianness' of 'rejal', shedding scientific light on a political problem.

One of the most important issues in relation with language & gender is the propagation of sexist ideologies through spoken & written discourse. Central to critical linguistic analysis is the notion of ideology. They believe that to the extent that the concepts in a discourse are related as a system, they are part of a theory or ideology, that is, a system of concepts and images which are a way of seeing and grasping things, and of interpreting what is seen or heard or read. All perception involves theory or ideology, and there are no “raw” uninterpreted, theory-free facts. It is the prime focus of critical linguistics to unmask those ideologies which seem to be hidden within language-use which poses itself as natural .The purpose of the present research was to provide some information about what constitutes a sexist language. In fact the effect of providing this information can help us to eliminate or reduce sexism in our language and our society. In the present research sexism in Persian language is discussed. At first sexist language is defined and the importance of its study is explained. Then a variety of instructional methods is applied to address the use of sexist language. After that by virtue of some criteria for language sexism and by examining different kinds of data from different parts of language (lexicon, grammar, proverb and so on), Persian language is examined.In sum, the results of the present study illustrated that:1- Persian language is an example of one sexist language. 2- This sexist language not only reflects the discrimination in society but also it is a powerful tool that creates it.

The study is set up to see how participants deal with interpersonal interaction when they criticize their classmates and professors as interlocutors. This concerns lower-to-higher status with great social distance between professors and students compared to equal status and neutral social distance pertaining to the classmates. The study is concerned with the pragmalinguistic patterns, realization and mitigation strategies that the participants apply to criticize their interlocutors. Criticism implies one’ s dissatisfaction with a quality in someone or something. Criticizing implies voicing an objection or appraising the faults in somebody or something. Speech act of criticizing as a face-threatening act has been the focus of few studies (Nguyan 2005a, 2008, 2013). This neglected speech act has already been the focus of some studies but in a restricted way in terms of type and applied strategies. L2 criticism has been studied with respect to giving critical feedback on the learner’ peer correction of written papers in writing courses (Nguyen, 2005a, 2005b, 2008a, 2008b). This article aims to explore how Persian NSs perform facework to achieve politeness when they criticize their interlocutors. The researchers want to investigate the topics along with the features that characterize politeness among Persian NSs with regard to mitigating the face-threatening aspect of giving criticisms. This is an attempt to discover common issues and patterning of genuine criticisms (GCs) as they are used among native speakers of Persian in and around the University of Razi community. It explores how Persian NS students in relation to their professors and classmates realize and mitigate the speech act of criticism. The case study consisted of 200 adult B. A and M. A university students. They were all students from two universities in a western province of Iran, and the towns nearby, aged between 19 and 27 (Mean = 23). The participants were 105 females and 95 males. The themes of GCs and the level of seriousness of the topic of GCs vary according to the relationship between the participants. Three important interlocutor variables that are supposed to affect GC exchanges are gender, social distance, and power status. The manner in which interlocutors perform criticism is directly related to the interlocutor status, their relationship, and gender. Both male and female participants in the study seem to have similar general tendencies in terms of criticizing their interlocutors with equal status and little social distance. Nevertheless, they are different in terms of the strategies that they apply toward their higher status interlocutors with larger social distance. The strategies that male group use for criticizing their higher status professors are subcategories of direct/explicit strategies; however, the female group use indirect/implicit strategies. The findings indicate that male participants have the tendency to introduce their point of criticisms, i. e. use steers, regardless of the status and distance of their interlocutors. While female participants are inclined to soften the act of criticism by using consultative strategies. The relationship between GC strategies and social status of the interlocutors seems weaker than the relationship between GC strategies and gender. In comparing the results for interlocutors of equal status, it is apparent that for equal status participants the percentage of implicit strategies is higher than the percentage of explicit ones. It seems that in studied community it`s not appropriate for females to criticize their interlocutors directly when they are from higher social status, compared to the ones from lower social status. You would reasonably expect female speakers from lower social status to be more constrained when the addressee is from higher status. But for male participants, a combination of explicit and implicit strategies are employed. Similarly, equal status participants draw mainly on implicit strategies to realize GCs. All in all the findings indicate that male participants have the tendency to introduce their point of criticisms regardless of the status and social distance of their interlocutors. While, female participants are inclined to soften the act of criticism by giving suggestions, complimenting, or making requests i. e. they actually apply consultative strategies. The analysis of mitigation strategies to soften the negative impact of GC also shows that it may function positively in social interchanges and lead to creating a sense of solidarity between participants through strategies of complimenting and requesting. GC may function negatively when it is only a negative evaluation of the hearer, or it may serve to seek agreement between interlocutors. This study has implications for language pedagogy: awareness of social patterns underlying GCs is important for non-native speakers; by means of such patterns they learn how to criticize Persian native speakers appropriately, and, moreover, it increases their opportunities to interact with Persian native speakers.

Sluggish Cognitive Tempo is used to describe a particular type of attention deficit, concentration, and slowness in information processing. The aim of this study was to investigate the psychometric properties of the Sluggish Cognitive Tempo Scale (SCTS) of the parent form among Iranian children. The present study is a descriptive study. A sample of 1700 people was selected from the provinces of Tehran, East Azerbaijan, West Azerbaijan, Kurdistan, Fars and Khorasan using cluster sampling method. 122 subjects were excluded from statistical analysis due to incomplete answers to the questionnaires and thus the final sample was reduced to 1578 parents. The confirmatory factor analysis method and internal consistency were used to compute the Sluggish Cognitive Tempo Scale factorial validity and reliability, respectively. Also, in order to examine the construct validity of the Sluggish Cognitive Tempo Scale, we computed correlations between different dimensions of Sluggish Cognitive Tempo Scale with Attention Deficit Subscale of Mental Health Assessment Questionnaire for Children and Adolescents. The results of statistical results showed that this scale has structural validity, criterion and convergence in Iranian society. The results indicate that the scale is three factors and also the validity of the scale using Cronbach's alpha method and retest test after Approved two weeks. According to the findings of the present study, the parent form of the Sluggish Cognitive Tempo Scale (SCTS) has a good validity and reliability and it can be used in research related to slow Cognitive multiplication in Iranian society.

Research Article (RA), in particular, its structure, social construction and historical evolution, has been focused upon through a large number of studies on academic writing over the past 20 years. This paper reports an analysis of research article introductions from three related fields, English for Specific Purposes (ESP), Psycholinguistics, and Sociolinguistics, using Swales’ CARS model. The corpus consisted of 90 RAs drawn from a wide range of refereed journals in the corresponding disciplines. The results of the analysis, although revealing marked differences across the disciplines regarding Move 2/step 1B, indicate no marked differences in research article introductions across the disciplines in terms of Move 1 and 3 along with their constituent steps. Furthermore, no marked differences are found in terms of the extent of concordance between the CARS model and the move structure of the RAs analyzed. The results also underline the need for further research into the CARS model and provision of a more flexible and open-ended structure, one which is pattern-seeking rather than pattern-imposing and provides the writer/researcher with the necessary options for the inclusion of further steps, one in which free-standing steps are not assigned rigid functions and positions in the overall structure but are multi-functional or multi-purpose and can be shuffled in the overall structure.

The first purpose of this essay is to introduce forensic Sociolinguistics and its usages in forensic discourse analysis. Forensic Sociolinguistics is a new branch of applied linguistics related to the law and legal processes of society. In this field of scientific study, it is believed that social factors should be considered in analyzing discourses in forensic context. The second purpose is to recognize the police-suspect discourse structure and to survey the role of police in this discourse. To do this, 15 discourse events of police interviews in forensic situation of Tehran have been surveyed analytic-descriptively. To analyze the data, the pattern of study suggested by Malcolm Coulthard and Alison Johnson(2007) in analyzing interviews of English speakers has been utilized; therefore, a descriptive framework for analyzing forensic discourse of Persian speakers are prepared. The results of this research show that in interviewing, police have a particular version of events in mind that they are attempting to confirm; they persuade suspects to confess. Therefore, police-suspect discourse in forensic situation has goal-oriented interview structure. Social functions of language which are introduced in functional linguistics help police achieve their forensic goal which is to elicit a voluntary written confession from suspects.

Whereas Persian bilingual children in kindergartens make their best attempts to properly apply language rules, they cannot be as successful in understanding and applying metaphorical phrases as Persian monolingual children. The present study, therefore, adopting Cognitive-Sociolinguistics perspective, sought to study the bilingual factor in the level of comprehension and application of metaphorical expressions of these children. The methodology of this research was descriptive-experimental. The study was based on the Bialka-Pikul’ s (2003) approach. It was found that bilingual children expressed more equalities than monolingual children in the metaphorical idiomatic expressions questionnaire and responded better than them. In the dual card test, bilingual children had the highest score in the metaphor of taste and the lowest score in the metaphor of sound. Monolingual children, on the other hand, had the lowest score in the tactile metaphor and the highest score in the metaphor of taste. It was concluded that while bilingual children received third-level score in the test of dual cards, monolingual children earned fourth-level score or full use.