Language Research

Abstract 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.  

Abstract 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.     

Abstract 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.    

Abstract

Abstract 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.
 
 

Abstract 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.    

Abstract 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 20^th chapter of the book of Zambasta, which contains valuable Buddhist poems. The 20^th 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.