پژوهش های زبان شناسی: نظریه و کاربرد

This study investigates Doris Lessing's narrative techniques for depicting fictional realms in her science fiction stories. Focusing on two pivotal works, The Memoirs of a Survivor and Briefing for a Descent into Hell, we examine how Lessing employs World-Building Elements and Function-Advancing Propositions, as defined by Gavin's Text-World Theory, to represent imaginary text-worlds and develop the discourse in her science fiction stories. Our analysis reveals Lessing's adept use of supernatural world-building elements, such as one-eyed giants, giant fishes, and armies of angels, to establish the backdrop of her narratives. Additionally, she utilizes unreal, transtemporal, and extraterrestrial actions—such as passing through walls and temporal excursions—to propel the narrative and enrich its discourse. The temporal and spatial elements remain ambiguous and unknown, with narrative progression primarily occurring through mental and relational processes. This study helps to understand and identify Lessing's narrative techniques in her science fiction stories, offering a unique perspective on examining her works.

In an era where classic literature is continuously reimagined through film adaptations, Fahrenheit 451 stands as a prime example of how stories can be transformed across different media. This research explores the adaptation process of Ray Bradbury's iconic novel, examining how its dystopian narrative has been reinterpreted by two different directors: François Truffaut (1966) and Ramin Bahrani (2018). Employing theories from adaptation studies and especially drawing upon the works of Linda Hutcheon and George Bluestone, this study explores how these filmmakers navigate the transition from textual storytelling to visual representation. Truffaut’s adaptation, rooted in the 1960s, remains faithful to the original narrative -- preserving its core themes, while Bahrani’s modern version reconstructs the story to reflect contemporary societal issues. This comparison reveals the complexities of adapting fiction into film, highlighting the struggle between maintaining authenticity and embracing creative liberty. This comparison reveals the complexities of adapting fiction into film, highlighting the struggle between maintaining authenticity and embracing creative liberty.

 book series of “Persian Prime” (2024) via an analytic study based on the series’ action-oriented approach and the grammar, vocabulary and function selection within its A1 and A2 levels, from the Persian Reference Framework (PRF). The numerical research results illustrate that among 73 grammatical domains determined in PRF corresponding to the elementary level, 26 grammar points have been taught directly in A1 and A2 level textbooks, while others are used indirectly within their texts and activities. Among 131 vocabulary domains in PRF in A level, 30 domains have been selected and taught directly within the vocabulary sections, and 70 have are presented in different parts of the lessons. Moreover, among 53 functions correspond to this level, 12 functions are taught directly, in the interaction part and other sub-functions are taught in form of dialogue, listening, writing and speaking exercises in them

Learner autonomy as both an individual as well as a social concept is considered to be a vital element in language learning. Moreover, enhancing learner autonomy has been a main concern among language learning scholars. Because of this primacy, this study in two phases, first sought to examine the desirability and feasibility of learner autonomy from teachers' perspective, and then sought to study the effectiveness of training on enhancing teachers' autonomy-supportive behaviors. Seventy-two Iranian EFL teachers' views were collected via an autonomy questionnaire developed by Borg and Al-Busaidi (2012). The results indicated that the teachers conceived autonomy to be more desirable than feasible. They considered autonomy as an ideal optional rather than an accessible purpose. Furthermore, classroom observations indicated that training in workshops that were based on self-determination theory (SDT) enhanced teachers' autonomy-supportive behaviors. Trained teachers outperformed untrained teachers in almost all criteria in the ASBI checklist. The study has implications for EFL teachers and teacher educators. The contribution SDT can have on autonomy enhancement indicates its significance and potential to be accentuated in instructional programs as well as pre-service and in-service training sessions.

This article undertakes an in-depth study of the role of the Affirmative Verum Focus (AVF) particle within elliptical constructions cross-linguistically, with a focus on Persian. We demonstrate how the AVF particle, spanning diverse linguistic frameworks, functions as a catalyst for licensing ellipsis and allows the resolution within elliptical constructions featuring its presence. We posit that the semantic representation of the AVF particle in the target sentence functions as a remnant and a parallel element to the negation marker in the source sentence. In turn, it operates in parallel with the semantic representation attributed to the negation marker in the source sentence. Functioning as a higher-order operator, the AVF particle interlaces the semantic representation of the source sentence with that of the target sentence. Finally, we will demonstrate how our analysis can extend to account for a comprehensive examination of ellipsis resolution across various forms of elliptical constructions, including sentential ellipsis.

In a multicultural and multilingual country like Iran, where minority languages have undergone a degree of assimilation into Persian, certain cultural aspects of these minority languages, such as the Kurdish calendar for Kurdish people, have been ignored. This descriptive study tends to revitalize the overlooked calendars of Central (Sorani) and Southern (Kalhori, Feyli, Laki) Kurdish dialects by investigating the conceptual metaphors utilized in these dialect-specific calendars. To do so, the calendars of these Kurdish dialects have been sourced from reliable references. Subsequently, the names of the Kurdish months are analyzed using Lakoff and Johnson’s (1980) conceptual metaphor model. The findings reveal that these Kurdish calendars exhibit ontological, structural, and orientational metaphors that conceptualize abstract time as a concrete entity through "physical experiences," including rituals and road blockages; "natural events"; and "spatial orientation," represented by the vertical movement of Kurdish people and leaves as well as the horizontal displacement between the months.