University Tehran Language Research 2251-9289 4 1 2013 04 21 Orthographic depth of Persian Orthographic depth of Persian 1 19 35921 10.22059/jolr.2013.35921 FA Mahmoud Bijankhan Associate Professor, Department of Linguistics, University of Tehran Elham Alaee Abouzar PhD student, Department of Linguistics, University of Tehran Journal Article 2012 07 28 The present study clarifies the difference between orthographic words and their phonological correspondents in Persian writing system via computing orthographic depth of Persian writing system. In this article, first, the relationship between orthographic forms of the words and their phonological correspondents is formalized by using context free and context sensitive grapheme-phoneme rules. Then, the phonological bases of diacritics are studied. Finally, a method for computing orthographic depth of Persian writing system is introduced regardless of linguistic knowledge. The results indicate that it is possible to reduce the depth of Persian writing system by phonological, morphological and syntactic knowledge of the native speakers. The present study clarifies the difference between orthographic words and their phonological correspondents in Persian writing system via computing orthographic depth of Persian writing system. In this article, first, the relationship between orthographic forms of the words and their phonological correspondents is formalized by using context free and context sensitive grapheme-phoneme rules. Then, the phonological bases of diacritics are studied. Finally, a method for computing orthographic depth of Persian writing system is introduced regardless of linguistic knowledge. The results indicate that it is possible to reduce the depth of Persian writing system by phonological, morphological and syntactic knowledge of the native speakers.

https://jolr.ut.ac.ir/article_35921_fb5c925311e91f626f06c3d82872d8ee.pdf

University Tehran Language Research 2251-9289 4 1 2013 04 21 Persian modal verbs and the expression of modality Persian modal verbs and the expression of modality 21 40 35922 10.22059/jolr.2013.35922 FA Jalal Rahimian Professor, Department of Linguistics, University of Shiraz Mohammad Amouzadeh Associate Professor, Department of Linguistics, University of Isfahan Journal Article 2012 09 05 Modal verbs and their different meanings can be investigated on the basis of various theoretical frameworks. In this paper, Persian modal verbs are examined and analyzed in terms of degrees and kinds of modality proposed by Palmer (1990). Our analysis shows that although bǎyad ‘must’ does not entail the proposition, it is used to express three degrees of epistemic modality, two degrees of dynamic modality and a degree of deontic modality. tavǎnestan ‘can’ and šodan ‘to become’, on the other hand, behave rather differently; they are used in expressing two degrees of epistemic modality, two degrees of deontic modality and a degree of dynamic modality. According to this research, Persian modals have the capacity to express all degrees and kinds of modality proposed by Palmer. Modal verbs and their different meanings can be investigated on the basis of various theoretical frameworks. In this paper, Persian modal verbs are examined and analyzed in terms of degrees and kinds of modality proposed by Palmer (1990). Our analysis shows that although bǎyad ‘must’ does not entail the proposition, it is used to express three degrees of epistemic modality, two degrees of dynamic modality and a degree of deontic modality. tavǎnestan ‘can’ and šodan ‘to become’, on the other hand, behave rather differently; they are used in expressing two degrees of epistemic modality, two degrees of deontic modality and a degree of dynamic modality. According to this research, Persian modals have the capacity to express all degrees and kinds of modality proposed by Palmer.

https://jolr.ut.ac.ir/article_35922_5cf906967bbdb042c0a845f5c5d8061a.pdf

University Tehran Language Research 2251-9289 4 1 2013 04 21 Production of English be-passive by Farsi-speaking EFL learners: A cognitive-construction grammar approach Production of English be-passive by Farsi-speaking EFL learners: A cognitive-construction grammar approach 41 60 35923 10.22059/jolr.2014.35923 FA Houshang Besati PhD student, Department of Linguistics, Allameh Tabtaba’i University Shahla Raghibdoost Assistant professor, Department of Linguistics, Allameh Tabtaba’i University Journal Article 2012 11 17 English passive has always been regarded as a challenge by Farsi-speaking EFL learners. Despite the presence of many linguistic and pedagogical approaches in studying and teaching English passive, there still appears to be a pedagogical gap facing Farsi-speaking EFL learners dealing with this construction. Taking up the cognitive-construction grammar perspective, the present article aims to investigate some aspects of the Farsi learners' errors emerged in forming English be-passive. In the present article, while investigating the linguistic behavior of Farsi-speaking EFL learners in forming English be-passive through designing and implementing a writing experiment on a group of 30 subjects of intermediate proficiency level, we found that subjects show a variety of performance errors which can be analyzed in terms of cognitive-construction grammar approach, and consequently, several suggestions can be put forth for teaching English be-passive to Farsi-speaking EFL learners. English passive has always been regarded as a challenge by Farsi-speaking EFL learners. Despite the presence of many linguistic and pedagogical approaches in studying and teaching English passive, there still appears to be a pedagogical gap facing Farsi-speaking EFL learners dealing with this construction. Taking up the cognitive-construction grammar perspective, the present article aims to investigate some aspects of the Farsi learners' errors emerged in forming English be-passive. In the present article, while investigating the linguistic behavior of Farsi-speaking EFL learners in forming English be-passive through designing and implementing a writing experiment on a group of 30 subjects of intermediate proficiency level, we found that subjects show a variety of performance errors which can be analyzed in terms of cognitive-construction grammar approach, and consequently, several suggestions can be put forth for teaching English be-passive to Farsi-speaking EFL learners.

https://jolr.ut.ac.ir/article_35923_01fba7769b0081602494c95a8f296677.pdf

University Tehran Language Research 2251-9289 4 1 2013 04 21 Passive suffix *-i̭á- in Iranian languages Passive suffix *-i̭á- in Iranian languages 61 74 35925 10.22059/jolr.2013.35925 FA Hosein Solgi MA, Department of Ancient Iranian Culture and Languages, Bu-Ali Sina University of Hamedan Journal Article 2012 11 20

https://jolr.ut.ac.ir/article_35925_b79f4cb7f1e6d176d280a4fda4e8aec4.pdf

University Tehran Language Research 2251-9289 4 1 2013 04 21 Causative alternation in Persian Causative alternation in Persian 75 94 35928 10.22059/jolr.2013.35928 FA Ali Safari Hazrat Masoumeh University Gholamhosain Karimi Doustan Journal Article 2012 06 10 In this article, the causative alternation in Persian is discussed. First, it is shown that Persian anticausative verbs involve a CAUSE component and an implicit external argument. Second, we claim that causative alternation arises when a single change-of-state verb invokes more than one semantic frame (Fillmore, 1985): causative frame and anticausative frame. These semantic frames are the result of focusing a special part of the schematic scene described by the verb and together with the relevant syntactic frame, they are represented as lower level constructions (Iwata, 2008). Third, the role of arguments in participation in causative alternation can be accounted in a usage-based model of grammar. Based on this view, constructions sanction linguistic expressions as a whole. In this article, the causative alternation in Persian is discussed. First, it is shown that Persian anticausative verbs involve a CAUSE component and an implicit external argument. Second, we claim that causative alternation arises when a single change-of-state verb invokes more than one semantic frame (Fillmore, 1985): causative frame and anticausative frame. These semantic frames are the result of focusing a special part of the schematic scene described by the verb and together with the relevant syntactic frame, they are represented as lower level constructions (Iwata, 2008). Third, the role of arguments in participation in causative alternation can be accounted in a usage-based model of grammar. Based on this view, constructions sanction linguistic expressions as a whole.

https://jolr.ut.ac.ir/article_35928_60d7cf87df928c92fed36db9b19e8a7b.pdf

University Tehran Language Research 2251-9289 4 1 2013 04 21 Middle verbs and their study in Younger Avesta Part II: Avestan verbs Middle verbs and their study in Younger Avesta Part II: Avestan verbs 95 110 35929 10.22059/jolr.2013.35929 FA Azhideh Moqaddam Assistant Professor, Department of Ancient Iranian Culture and Languages, University of Tehran Narges Ne’matollahi PhD student, Department of Iranian Studies, University of Indiana Journal Article 2012 11 17 Time, aspect, person, number and active and middle voices are the categories based on which the verbal structure of the ancient Iranian languages are studied. According to the prevailing viewpoint, middle voice is the means by which a transitive root is changed to an intransitive one. This viewpoint has its origin in the verbal roots transitive when conjugated in the active voice and intransitive when in the middle, whereas a closer study of the verbal structure of ancient Iranian languages displays features challenging the validity of the current viewpoint. This article analyzes the general structure of middle verbs as an introduction to the study and re-categorization of the Younger Avestan middle verbs is to appear in another article. Time, aspect, person, number and active and middle voices are the categories based on which the verbal structure of the ancient Iranian languages are studied. According to the prevailing viewpoint, middle voice is the means by which a transitive root is changed to an intransitive one. This viewpoint has its origin in the verbal roots transitive when conjugated in the active voice and intransitive when in the middle, whereas a closer study of the verbal structure of ancient Iranian languages displays features challenging the validity of the current viewpoint. This article analyzes the general structure of middle verbs as an introduction to the study and re-categorization of the Younger Avestan middle verbs is to appear in another article.

https://jolr.ut.ac.ir/article_35929_41159c8b96c1803f345ff886647e3f25.pdf

University Tehran Language Research 2251-9289 4 1 2013 04 21 Conceptual metaphor in a Khotanese text Conceptual metaphor in a Khotanese text 111 127 35930 10.22059/jolr.2013.35930 FA Seyyed Fatemeh Musavi PhD student, Department of Ancient Iranian Culture and Languages, University of Tehran Journal Article 2013 02 24 Cognitive science has found out that languages typically make use of conceptual metaphors to concretize abstract meanings. Conceptual metaphor explains a target domain which is abstract via a source domain which is concrete. In other words, conceptual metaphor compares an abstract domain with a concrete one and thus makes it understandable for listeners/readers. This article studies the conceptual metaphors used in an ancient text in Khotanese language. Khotanese is an Eastern Middle Iranian language. The text is the 20th chapter of the book of Zambasta, which contains valuable Buddhist poems. The 20th chapter contains advices of Buddha to young monks. Buddha wishes to teach these monks his complicated teachings and thus he may have made use of various conceptual metaphors in order to concretize his teachings. This article primarily shows that Khotanese, like all other languages, has profited from conceptual metaphors. Also, this article attempts to render a better understanding of Buddha's teachings explained in this chapter. Cognitive science has found out that languages typically make use of conceptual metaphors to concretize abstract meanings. Conceptual metaphor explains a target domain which is abstract via a source domain which is concrete. In other words, conceptual metaphor compares an abstract domain with a concrete one and thus makes it understandable for listeners/readers. This article studies the conceptual metaphors used in an ancient text in Khotanese language. Khotanese is an Eastern Middle Iranian language. The text is the 20th chapter of the book of Zambasta, which contains valuable Buddhist poems. The 20th chapter contains advices of Buddha to young monks. Buddha wishes to teach these monks his complicated teachings and thus he may have made use of various conceptual metaphors in order to concretize his teachings. This article primarily shows that Khotanese, like all other languages, has profited from conceptual metaphors. Also, this article attempts to render a better understanding of Buddha's teachings explained in this chapter.

https://jolr.ut.ac.ir/article_35930_0c5990aadbf9ec6975ac2b3217052248.pdf