---

Manُ s natural inclination towards rational detection of the surrounding realities, which has been manifested in the forms of oral and visual storytelling about his physical and intellectual experiences throughout history, was allegedly studied in a systematic way by Russian, in tandem with, Anglo- American formalists for the first time ever at the outset of the twentieth century. Then their intellectual legacies passed on to the francophone narratologists through the works of the Prague school structuralists and from the mid- twentiethe century on, were embodied under the rubric of Narratologie and fostered in a very broadr sense including modern literary narratives. However, reviewing certain binary, taxonomic, and typological concepts underlying the structural – narrotological outlook, in this article we have followed up the diverse genealogical lines of the "morphological narrative studies"- especially those based on the linguistically oriented theories- a little bit further beyond their very well acknowledged formalist ones, into the German tradition. We could not have started the venture, had we not drawn briefly on the most fundamental ideas put forward by such outstanding figures in the discipline as Barthes, Genette, Stanzel, Bremond, Ball, Chatman, Prince, Todorov, as well as many others. Finally, we have touched upon the recent developments brought about in the field of narrative studies, directly under the impact of cognitive linguistic pragmatics.

---

In the present article, after reviewing the classical typologies of focalization and considering discoursal markers of focalization identified by traditional narratologists, we will turn our attention to a kind of focalization which entails hypothesizing about what might have been perceived/conceived through a perspective never adopted by the focalizer; thus “hypothetical focalization”. For this kind of focalization to be described (ahead of any explanation), we need to apply some linguistic and philosophical insights gained either after, or out of, the ensemble of conventional narratology. The ideas specifically at issue here will be those first developed within the frameworks of the possible-worlds and intensional semantics. The due conceptual framework will serve to spotlight the intensional aspects (or the sense) of narrative well beyond the structural narratologists’ and logical semanticists’ formal accounts. Therefore, the present study not only will specify the most usual modes of verbal focalization in a number of Persian extracts, but will also examine some lesser known semantic dimensions of narrative discourse, drawing on those virtual aspects of focalization inherently refraining from the logical or formal investigations pertinent to structural narratology.

---

The present article studies the reality-based adaptation of a religious event in the Islamic history through comparison between literary and daramtic narrativs in Rowzat-al-Mojahedin (by Waez Heravi) and the TV-series of Mokhtarnameh (by Mirbagheri) and its aesthetic limitations for the mass media. the popular literature in the Persian language sometimes have retold and described the religious history which has led to an imaginary fictionalized narrative to be spread among the public. The important point about this genre of the Persian Literature is the incorporation of the author's imagination with the historical narrative for the particular effect onhe audience to be reached; this is the very method today - with emersion of TV - being used by dramatisrs to dramatize the historical texts of Islam. The TV-series Mokhtarnameh is one of the latest attempts made to blend the historical text narrative with imagination; an attempt that resembles that of Heravi's during Safavid era which led to Rowzat-al-Mojahedin to be created. The comparative study between the two explains the imaginary functions in both and the different attitudes towards fictionalizing in the process of literary and dramatic narrative based upon historical text. The contemprary case of Mokhtarnameh uses the imagination to reach a political historical analysis while on the other hand Heravi's narrative portrays an ideal world rooted in a different view on the universe.

---

The present research initially presents a brief description of two perspectives on the nature of intelligence. Then, it explains the theoretical framework of the research by overviewing the literature on bilingualism and cognitive development.  This research  primarily aims to explore the impact of bilingualism and gender on linguistic and logical-mathematical intelligences in a sample of monolingual and bilingual high school students (fourth graders) of Fars and Khuzestan provinces in Iran. To fulfill this objective, 448 monolingual and bilingual students were selected from among 67031 students in the 2012-2013 academic year. They were administered Multiple Intelligences Survey questionnaire developed by Armstrong (1993) and the results were analyzed through SPSS software. The findings revealed that the bilingual students rated themselves higher on linguistic and logical-mathematical than monolingual peers. Moreover, the male students gave higher self-estimates for logical-mathematical intelligence than their female peers while female students gave higher self-estimates for linguistic intelligence than their male peers. The results of such studies, which indicate students’ differences on intelligence, may lead to the awareness of curriculum developers and teachers to diversify teaching activities based on learners’ learning styles and intellectual abilities.    
 

---

Aim
The textbook as the most important educational tool in the country has a significant role in the curriculum content. Therefore, textbook revision, adding to conceptual richness and avoiding their shortcomings are the main necessities of continuous textbook content analysis. The present article aims at determining the degree of attention of elementary Farsi Reading and Farsi Writing textbooks in Iran to different meanings of a semantic frame.
Questions
The article tries to answer the following questions: ‘in the elementary school Farsi Reading and Farsi Writing textbooks which kind of explicit, collocational, associative, stylistic, grammatical, pragmatic, and implicit meanings are thought?’ And ‘How much each type of meanings is come to notice?’
Research Method
 Research has carried out by qualitative method. The statistical population of the study includes all the assignments, texts and exercises of the Farsi Reading and Writing textbooks in the primary school curriculum. The assessment has been conducted, through content analysis method particularly Check-list. The Unit of analysis is ‘word’. The evaluation of curriculum has been done on the basis of Fillmore’s Frame Semantics (1975) and the content of the textbooks is analyzed and described based on the amount of usage of various meanings in a semantic frame.
Innovation
The efficacy of parameters taken from cognitive linguistics especially frame semantics and content analysis interacting as a system in this research is more significant than those elements operating separately. This convergence into an interdisciplinary field would culminate in a fresh and penetrating view of parameters related to language and education which would not be realized by delving into any of these disciplines alone.
Conclusion
The findings of the research reveal that in the first-grade Farsi Reading Textbook, 38.7% of meanings are designated to explicit, 51.6% to collocational and 9.7% to associative meanings. In terms of grammatical categories, all the meanings belong to the category of noun. In addition, ten semantic frames are instructed. Regarding the literacy level of students, most of the presented drills to teach explicit meanings are pictorial. Since the unit of study in this research is word, such cases are ignored. No glossary is appended to this textbook. The first-grade Farsi writing Textbook emphasizes the writing exercises.  
The semantic frames of the second-grade Farsi Reading Textbook include 70.2% explicit, 10.6% collocational, 14.9% associative and 4.3% stylistic meanings. Among all the Elementary Farsi Reading and Writing Textbook, the second-grade book is the only one which contains four exercises relating to stylistic meaning. The distribution of noun category is 60.6% in comparison with adjective 30.9%, pronoun 4.25% and onomatopoeia 4.25% respectively. No glossary is appended to the second-grade Farsi Reading Textbook. Considering various types of meanings in the Writing Textbook, 70.2% are designated to explicit, 9.6% to collocational and 20.2% to associative meanings. In terms of grammatical category, 66.7% are dedicated to nouns, 26.3% to adjectives, 5.3% to onomatopoeia and1.7% to verbs.
The third-grade Farsi Reading Textbook contains 60.8% explicit, 33.3% collocational and 5.9% associative meaning of which 56.9% are nouns and 43.1% are adjectives. There is no direct indication to any semantic frames, but students have access to a glossary at the appendix. In the third-grade Farsi Writing Textbook, Percentage of distribution of meanings are 78.3% for explicit and 21.7% for associative ones of which 91/3% are dedicated to nouns and 8.7% to adjectives.
In the fourth-grade Farsi Reading Textbook, there is a glossary which gives the explicit meaning of each term. 82.7% exercises are designated to the indirect instruction of explicit and 17.3% to the collocational meanings. In terms of grammatical category, 75.9% are nouns and 24.1% are adjectives. In the fourth-grade Farsi Writing Textbook, the distribution of categories of noun and adjective are equal and each of them has 50% portion. There are no signs of any other meanings like collocational or associative ones.
The fifth-grade Farsi Reading Textbook includes the indirect construction of explicit (88.2%) and collocational (11.8%) meanings. There is a glossary containing 292 terms which introduces explicit meaning. Percentage of distribution of grammatical categories are 41.2% nouns, 44.1% adjectives, 5.9% infinitives, 5.9% prepositions and 2.9% verbs. In the fifth-grade Farsi Writing Textbook, the explicit meaning rate is 67.6%, being higher than collocational and associative by 20.6% and 11.8% respectively. The distribution of nouns and adjectives take up the same portion of total grammatical categories, 50% for each. 
In the sixth-grade Farsi Reading Textbook, instruction is at the service of explicit meaning and 100% of which is dedicated to adjectives. The glossary of this book in comparison with other grade textbooks contains more terms, 312 ones. The sixth-grade Farsi Writing Textbook includes 59.2% explicit, 11.1% collocational and 29.7% associative meanings. The ratio of noun to adjective distributions are 51.8% to 48.2%. There is no direct instruction of semantic frame in this textbook.
The content analysis of elementary Farsi Reading and Writing Textbooks from cognitive semantic point of view indicates that the books give the pupils the instruction both directly and indirectly. The students are provided with training of explicit, collocational and associative meanings through reading and writing exercises, the majority of which is dedicated to explicit (67.4%) and the minority to stylistic (0.8%) meanings. Collocational (18.6%) and associative (3.2%) meanings are in between. there is no teaching either directly or indirectly of grammatical, pragmatic, and implicit meanings.

---

Perspective is one of the factors involved in the diversification of schema. The viewpoint from which one looks at a scene somehow affects the process of semantic representation of that scene. Every sentence has its special schema drawn upon the scene in question, and adopting different points of view towards the same event will result in the speakers’ choosing different linguistic structures to express the event. Therefore, perspective is one of the most salient structure-formation processes that has received much attention from cognitive linguists. Cognitivists interested in linguistic impacts of perspective, following Langacker (), have laid their study on the assumption that the relative status and the angle of vision influence what language is used in describing certain situations. However, the question in this regard is whether or not the two parameters meet the adequacy required both for describing and for explaining different scenes linguistically. The answer seems to be that the specific perspective taken by the speaker is itself very much based on some further elements as animacy, dynamicity, size, and speaker. Present article is therefore written in order to question the problem of perspective, and the elements that are likely to bear upon its linguistic representation in Persian. Furthermore, it will also be taken into question if, according to what cognitive linguists argue for, there is such a universal cognitional framework common to all the human beings. For this purpose, a body of Persian written and spoken data, gathered from narrative dialogues and everyday talks, is to be examined inductively. Although this is an unprecedented study on some fundamental cognitive-semantic issues, the results would pretty hopefully apply in much more detailed semantic analyses of sentence perspective as well.

---

Abstract: The purpose of the present study is to examine the relationships between sub dimensions of psychological capital (hope, efficacy, resilience and optimism) and components of quality of services provided to employees (responsibility, reliability, trusting, empathy, tangibility). For this purpose, survey method was used and 320 questionnaires were distributed among Ansar bank branches’ employees in Tehran. Data were collected using the Luthans inventory and the quality of services provided to employees Scale, and were analyzed using the canonical correlation approach. Results of canonical correlation coefficients between pairs of canonical variables (psychological capital and quality of services provided to employees) was found to be statistically significant. Also, Hope and responsibility compared to other canonical variables, have the most important role in establishing the first canonical correlation coefficient . Hope and responsibility compared to other canonical variables , have the most impo rtant role in establis hing the first canonical correlation coefficient .