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Abstract
Examining the meaning of a word with the approach of cognitive semantics, through the radial network, analyzes the change of the meaning of the word in different contexts in the form of a systematic pattern. In this view, the word has a central meaning, which is also seen in the secondary concepts. Based on this, the secondary meanings that are proposed for the word are somehow tied with the central meaning and a semantic network is formed. Due to the fact that this theory can explain the semantic development of the word and clarify how they came about, we decided to use it to explain the semantic network of zikr in the Qur'an with a descriptive and analytical method. Dealing with the word zikr according to this theory leads us to the following conclusions: The linguistic remembrance of Allah along with the presence of the heart is the central meaning of the word zikr. This meaning is the central core of the coherent semantic network, which consists of six radial meanings based on the first meaning.
 

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Sound substitution is a process whereby a phoneme in a loanword is replaced by its closest phone in the borrowing language. Many English loanwords with consonants /T/, /w/, /k/ and /g/ have been adapted by Persian. None of these consonants exist as a phoneme in Persian. The pronunciation or substitution of these consonants by their closest phone in Persian depends on the phonological environment; the dental /T/ is replaced by [t] and [s] respectively in the onset and coda. The bilabial /w/ is replaced by [v] in the onset. However, since [w] is only used as an intervocalic consonant in Persian, it acts like an intervocalic consonant upon the declusterization of word initial /sw/. Therefore, it is not usually replaced by any consonant in this environment. Finally, the velar consonants /k/ and /g/ either change to palatal [c] and [Š] respectively or do not change at all, due to the phonological environment. This research aimed at explaining each of these sound substitution processes within the framework of optimality theory (Prince and Smolensky, 1993/2004). It presents arguments in favor of constraint rankings which cause the occurances of these processes.

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Critical Thinking (CT) which has been defined as the employment of cognitive skills or strategies for obtaining sound conclusions (Halpern, 2013) has been the subject of different Second Language (L2) studies at national and international levels. The aim of the present study was to provide a meta-analysis on the (quasi) experimental studies of critical thinking in second language education in Iran. To this end, from a total of 168 studies published between 2011 and 2020, 24 studies were selected based on the inclusion-exclusion criteria. The included studies were coded to calculate the mean effect size of the studies. The results show that 1) L2 teaching was positively effective for the CT development in Iran; 2) the most beneficial aspects of L2 teaching on CT promotion were related to teaching L2 speaking and L2 rhetorical strategies; 3) concerning L2 proficiency level, L2 instruction was most advantageous for advanced students’ CT developments; 4) regarding the age groups, L2 teaching contributed the most growth in CT levels for learners in the age group of 10-14 years, and 5) L2 teaching was most effective for the undergraduate students compared to other educational levels. The findings can be beneficial for pursuing the next moves in L2 research, education, and planning educational policies in Iran.

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This study sheds light on Ben Lovatt's idiosyncratic characterization, cognitive impairment, and peculiar perception of the world through the lens of cognitive and stylistic features such as schema and cognitive theories. It explores Ben's inability to make meaningful sense of the outside world, his failure to activate adequate schemata when necessary, and his foregrounded conceptual metaphor. Exploring Ben's foregrounded linguistic and cognitive patterns reveal that Ben, in many aspects, proves the particular belief in the story that he seems to be on the threshold between humanity and animality or a throwback who belongs to centuries ago. However, despite Ben's human-animal hybridity, the most striking point about the analysis of Ben's mind style is that Ben seems to be beyond the descriptions of other characters and has a particular way of seeing the world, which makes him seem different from others. This difference, eventually, causes his exclusion from the world and his suicide.
 

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The present study aims to investigate the aggregate analysis of linguistic variables of South Ruedbar language varieties in Kerman province by using the dialectometry and mapping software package with a quantitative and holistic approach. Data collection has been done from 22 sites from the south seven cities of Kerman province. For this purpose, a questionnaire containing 208 words and 10 basic sentences based on ‘National Language Atlas Project Questionnaire of Iran’ and ‘Morris Swadesh basic list words’ are used. The validity of mentioned questionnaire was 0.98 based on Cronbach’s alpha test. The results of aggregate analysis showed that 6 major dialect clusters are distinct and these dialect clusters are divided into subclusters. Each of these dialect clusters has distinct phonetical, phonological, morphological, or syntactical features that set it apart from other clusters. Based on statistical analysis, the ‘A’ dialect cluster due to the use of the continuous prefix /mi-/ and plural suffix /-hɑ/ in comparison to other clusters has the highest similarity and the ‘B’ cluster in cases such as the use of the infinitive suffix /-eng/ and continuous suffix /-æ/ has the highest difference in terms of morphology and syntacticity with the standard Persian. The ‘J’, ‘D’, ‘H’ and ‘V’ dialect clusters despite their distinction from the standard Persian, as the use of the continuous prefix /-ʔæ/ and plural suffix /-on/, are most similar to Aeach other and in terms of phonetic process and the presence of South Ruedbar variety special phones are similar to ‘B’cluster.

 

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This study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TES in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.
 

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The purpose of the semiotics of discourse approach is to communicate between semantic layers and differentiating units of the linguistic, social and intertdiscursive conext at the macro level in order to achieve meaning with the help of cognitive tools of text and discourse. This research interprets and explains how to produce, understand and receive meaning in the context of discourse systems in "Wuthering Heights" within the framework of the semiotics of discourse approach. Discourse systems include two categories, either they are based on Speech-Action and Movement-Action (Behavior) which create cognitive discourse systems or they are based on Sense-Action­ which are the generators of emotional discourse systems. In this research, the representation of Speech-Action, Movement-Action (Behavior) and Sense-Action­ and their feedback in the participants within the text and discourse of the novel has been discussed. Discourse analysis in the text and situational context of the novel based on the semiotics of discourse approach of Greimas is rooted in cognitive perspectives, because Speech-Action and Movement-Action build the infrastructure and a platform for the motivation of Sense-Action­ in the audience of the discursive context. Heathcliff and Catherine are two main characters of the novel who depict the Sense-Action­ of love along with the behavior and Speech-Action of revenge in the textual and intertextual semantic layers. Heathcliff gains the necessary mental, physical and financial competences and performs the action by going through the first stage of Sense-Action­

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In the current research, based on the descriptive-analytical method, the phonological and morphological changes of Persian loanwords in the process of localization, as well as the influence and impact of the Persian language on the Ottoman Turkish language, have been studied. For this purpose, by referring to all the dictionaries, the dictionary of definitions and allusions, thematic dictionaries and encyclopedias that were written during the period of the Ottoman Empire in Anatolia, the data required for this research, which were about 6000 Persian loanwords, were collected and examined. In this research, using Excel software and with the help of computer, the percentage and frequency of occurrence of common processes in the field of phonology and morphology have been determined. The results of the research show that among phonetic and phonological processes including vowel harmony, phonetic over differentiation, assimilation, metathesis, insertion, omitition, lenition, and weakening; Vowel harmony, which is one of the prominent features of Turkish as an agglutinating language, has the highest frequency. In the morphological field where the processes of composition and derivation were examined, derivation has the most frequency. Despite the different typological characteristics of the Persian and Turkish languages, the relationship between these two languages ​​has been extensive and its consequences have been remarkably one-sided, the consequence of which is the existence of many Persian words in the Ottoman Turkish language.
 

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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. 60 engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
 

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Nowadays, many people and companies enter the business world. So, rgarding the important and prominent role of internet and commercial advertisements in daily life, the relation between the business world and people should not be ignored. The purpose of this research is to examine the persuasive language in terms of type and number of persuasive steps in a number of Persian commercial internet textual advertisements based on the Cheung’s (2008, 2010) persuasive move schema model. This research is of descriptive-analytical kind. Therefore, To this end, a number of 120 Persian commercial internet textual advertisements collected through official Persian websites have been analyzed as research data based on the type and number of the persuasive steps. As to the type of persuasive steps, the results showed the most used type of persuasive step was steps of the persuasive move "offering suggestions" having been used with a frequency of 63.7%. On the other hand, the persuasive steps of "explicit stimulus actions" included the lowest frequency with a frequency of 0.1%. It was also shown the new persuasive step "motto" has been used with a frequency of 17%. Besides, the examination of the number of persuasive steps indicated the most used advertisements were "four-step" advertisements with a frequency of 26.7%. "Ten-step" advertisements were observed with a frequency of 0.9. Finally, the analysis of the type and number of persuasive steps revealed there was a significant difference not only between the type of steps examined but between their number as well.
 

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In this study, 30 mental states were suggested to 50 theatre actors. They designed a specific physical form for each mental state. In this process, 2000 images from actors’ gestures were collected. Images was surveyed by 321 accidental audiences; and among all images, images achieving the highest rate were selected. Reliability and validity of selected images were evaluated by a software designing for mind-reading's test though body. This study achieved its results mentioned below through preparation, design, implementation, analysis, record of results of a mind-reading’s test.
According to statistical results, the body has an ability to convey the mental state. We can figure out individuals’ mental states through body forms. Based on Baron-Cohen’s study, 30 body forms were determined. The relation between mind-reading through body and eyes was analyzed. Selected images for designing a mind-reading’s test through body were identified, and its reliability and validity were confirmed.
In this study, the first archive of images representing mental states through actors’ bodies has been designed and prepared. In comparison to men, women have a better function in understanding of mental states. Furthermore, bodies can represent mental states better than eyes.

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The Quranic word "raht" is associated with two semantic domains: kinship and community, and it encompasses various meanings. The present study seeks to address the issue of why the word "raht" has multiple meanings and what its primary meaning is. Commentators and linguists have not provided any answer to this issue. These meanings are believed to have originated from potential twin roots in the Afroasiatic language family and the reasons behind the polysemy of this word by examining the processes of semantic construction of the word, along with its usages in Arab culture. This will be achieved by utilizing historical sources and then analyzing the word in the context of relevant Quranic verses, using a descriptive-analytical method. In the end, it has been established that the origins of this word can be traced back to two possible root meanings in ancient languages, one related to "combining" and "hand" and the other associated with "digging." These meanings have evolved over time and have shaped the various interpretations of the word. The association of common concepts of "group" and "collective" in classical Arabic and genealogy texts is derived from the concurrent meanings of "combination" and "symbol of the hand" in one branch of the word's historical roots and Considering the historical and cultural context of this word and its usage in the context of Quranic verses, it becomes clear that "Raht" is the smallest group within a tribe, often associated with unity and cooperation in facing or dealing with turmoil and challenges.

 

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 The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.

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One of the outstanding language features in free Nima's poems is his characteristic and distinctive syntax. Nima named this linguistic characteristic as "morphological and syntactic combinations". Examining Nima's syntactic combinations shows that these combinations have functions in Nima's poetry, and one of these functions is its role in creating the music of the poem. Since the syntactic combinations releted to adjectives have a high frequency in Nima's poetry , this article after explaining the types of syntactic combinations of Nima in adjectives; such as the expansion of the adjective, putting a distance between the adjective and the adjective, the use of the adjective as a substitute for the adjective, etc., it expresses its function in creating the music of Nima's poetry and concludes that through his syntactic combinations, especially about the adjective, Nima tried to make the natural music that the words It matches the feeling and theme of the poem.

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In the Persian language, which follows the SOV (Subject-Object-Verb) word order, the interrogative complement or prepositional object usually appears after the object in the focal position. However, it is possible to move this phrase to other positions within the sentence. The aim of this study is to investigate the processing of interrogative complement displacement in Persian using Event-Related Potentials (ERPs) based on Friederici's syntactic processing model. This study focuses on the central-parietal region of the brain, specifically the N400 and P600 components, which, according to Friederici's language processing model (1995), examine the filler-gap dependency structure and the mental representation of these phrases. Four different positions of the interrogative complement in Persian were examined, and 50 sentences were constructed for each condition.. The results indicate that the displacement of the interrogative complement leads to different brain responses, with an increase in N400 amplitude in the central-parietal region when the interrogative complement follows the subject, and an increase in P600 amplitude in the initial or focal position of the interrogative complement. These findings suggest that the displacement of the wh-complement in Persian, according to Friederici's model, has a neurophysiological basis and may represent a filler-gap dependency structure in mental representation.

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The positive role of reflective teaching and well-being as means of fostering teaching quality has mainly remained at the level of speculation and there is little empirical evidence to illustrate their impact on enhancing professional development. To fill this existing gap, this study examines the contribution of reflection and psychological well-being as predictors of professional development. Adopting a mixed-methods approach, 350 English language teachers were selected randomly and participated in a survey. Following that, six teachers through purposeful sampling participated in a focus group interview to investigate the relationship among the aforementioned variables. The correlational analysis confirmed the positive relationship among these three constructs and a structural equation modeling indicated that both reflection and well-being significantly predicted professional development; however, well-being was a stronger predictor compared to reflection. The qualitative analysis of data revealed four main themes contributing to professional development among teachers. The pedagogical implications are also elaborated and discussed.

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Prepositions are linguistic elements that indicate the physical properties of referent and relatum and the geometry of the manner in which they interact with one another. Numerous studies have shown that prepositions in their abstract usages retain at least one of their spatial geometric features which is testimony to embodiment theory and it also suggests that understanding of abstract usages of prepositions can be better done by first studying the spatial usages of them. In this research we consider and analayse spatial geometry of different usages of Persain preposition /dᴂr/ applying Talmy's approach towards spatial structuring in language. Fourteen distinct usages were extracted from Hamshahri Corpus. The spatial geometry of each usage was analaysed and at least one image schema has been proposed for each usage. As a result of close study of various usages we observed that in all usages either the factor "enclosure" or "locus of control" or both are present in the geometry of  the preposition. In one instance we observed a tertiary reference object for locating the Figure in the scene. An investigation of one spatial geometry ascribed to the preposition /dᴂr/ led to suggesting a volumar schema for "way". Also in some usages the use of metonomy can be seen where part of the real Ground or an entity related to it appears as Ground in the sentence.