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In classical Persian literature, there are many references to the “green” sky. However, many Persian speakers today use the color blue to refer to the sky. Several researchers have discussed the status of the green color in mythological, astrological, poetic visualization, and religious beliefs of Iranians to explain this difference. Nevertheless, they have ignored the fact that this discrepancy is not limited to classical texts and still can be observed in different parts of the country and, moreover, there are similar examples in languages and cultures all around the world. This article studies the colors attributed to the sky in Persian literature drawing on linguistic relativity theory about the influence of language on color perception. I conclude that Persian speakers in the absence of a word indicating all shades of blue have associated the color of the sky with a type of green color. This, however, was not just a linguistic choice. Older generations under the influence of linguistic relativity perceived the color of the sky as a shade of green color.

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Speaking, listening, writing, and reading have a particular influence on the language learners’ improvement and paying attention to improving such skills is necessary for teaching a second language. Since speaking and listening are naturally acquired from the beginning of our lives (Brown, 2001), most of the language learners pay more attention to these two and the other two skills take the back seats, though comprehension mostly happens through writing (Bazerman et al., 2005). Writing can bring the words and the language to the conscious level (Olson, 1993) and can produce a more lasting representation of the meaning, create a higher level of knowledge structure and deeper and more consistent learning (Brossard, 2001). In this regard, knowing the fact that creativity of the written texts is directly related to classroom involvement can probably be used for improving the students’ skills. For this reason, the present study aims to highlight the role of senses in the writing skill to reduce the difficulties a learner might face. Hence, the writers have employed the sensory relativism framework (Pishghadam, Jajarami, & Shayesteh, 2016) to teach writing and hypothesized that people’s senses can affect their understandings of the world and should their senses change; their conceptualization may vary as well. In other words, individuals’ outlook may be different if their first encounter to a concept is visual than tactile. Given the importance of sensory relativity in molding foreign language learners' perception of the new language, the present study attempted to assess Persian language learners' writing skill using their five senses. For this purpose, 40 non-Persian language learners, classified into four groups of 10, from 16 different countries, and at the same level of Persian language (level 7), were selected to participate in 20 sessions of sensory-relativism-based Persian language teaching class for five weeks. Regarding CAF (complexity, accuracy, and fluency) measures, results of qualitative analysis of 200 written texts about four Iranian cultural themes showed the significant effect of sensory relativity hypothesis on the language learners' writing skill. In other words, more involvement of the sensory stimuli brings about the internalization of students' information in their long-term memory. Furthermore, changes or addition in the level of senses can hierarchically relativize the students' level of learning. Subsequently, with the involvement of more senses, the accuracy, fluency, and complexity of the writing in the stages of involvement (inner and arch) were more than the stages of exvolvement (auditory, visual, and kinesthetic).The achieved findings revealed the effectiveness of this hypothesis on teaching language skills.
 

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The present study attempts to carry out a contrastive analysis -within the framework of anthropological linguistics- on idioms formed in relation with common concepts in Spanish and Persian, based on how natives speakers of these languages deal with the objects around them. In this approach, the possible similarities and differences between linguistic components are analyzed according to the native speakers' cultural and sociological issues. This approach, more than anything else, is indebted to the theory of linguistic relativity, a theory based on the influence of language on thought and, in particular, on the individual's attitudes towards objects, and how his/her language treats objects around him/her. The main question of the present research is what impacts do objects and artifacts have on the creation of possible similarities and differences in idiom formulation, in native Spanish and Persian speakers' culture. Since idioms are an inseparable part of folklore and popular knowledge, and perhaps the most culture-bound part of language, the authors try to assess the effects of cultural interaction with objects around Spanish and Persian native speakers on their idiom formulation referring to common concepts, through the contrastive analysis of object-containing idioms in Spanish and Persian, in order to present a model for an inter-linguistic analysis within an anthropolinguistic framework. The main objective of this research is the comparison of the idioms containing objects in Spanish and Persian in order to show how the attitude of the speakers of those languages towards objects, is reflected in the form and content of idioms under the influence of the context and cultural characteristics. Based on the analysis carried out in this study, in Spanish and Persian, idiomatization referring to a common concept according to the special interaction of these native speakers with the objects around them, tends more towards cultural differences than similarities, and the focus of idiomatization similarities has been based on objects and artifacts that are used in the household.

1.  Introduction

One of the central issues that the Antropolinguistic studies are seeking for is to consider the Language as a cultural function and event; and one of the subjects discussed in the Relative Linguistic Hypothesis is to confirm that people's thinking is influenced by how they interact with objects around them in terms of language. On the other hand, the mass culture has more influence in formulating the ‘idioms’ than in other linguistic elements. For example, since in the Catholicism the cross is a symbol and reminder of the Passion of the Christ; in Spanish the idiom (To be a cross: Ser una cruz) is used to express the concept of “something annoying”: »Tener que madrugar es una cruz para mí. «( Having to get up early is a cross for me.)  While in Persian to express this same concept, the idiom (عذاب الیم بودن: To be a painful punishment(  is used under the influence of The Quran in the idiomatization:«برای من زود بیدار شدن از خواب عذاب الیم است.»  (Having to get up early is a painful punishment for me.) Now the question is what are the results of comparing the idioms containing objects in Spanish and Persian? And the hypothesis of this article is that due to the cultural differences between Iranians and Spaniards, which can potentially lead to differences in the way they encounter objects around them, in relation with the idiomatization from a common concept, rather than seeing similarities, we will see differences in these two languages.
Question: w
 

2.  Literature Review

2.1) In 1995, Monroy Casas y Hernández Campo published an article called “A Sociolinguistic Approach to the Study of Idioms: Some Anthropolinguistic Sketch”. In this article, they defined the idiom as a sequence of words functioning as a single unit whose meaning cannot be inferred from the meaning of the parts. In the repertoire of any language idiomatic expressions constitute a special category of lexical items presenting a fixed structure and a specific behavior in language use. And they discussed a small sample of Spanish and English idioms (proverbs, and sayings in particular) within an anthropolinguistic framework in an attempt to foreground not just differences but some curious coincidences between the two cultures in their apprehension of reality.
2.2) In 2012, Rita Marinelli and Laura Cignoni published an article called “In the same boat and other idiomatic seafaring expressions”. In this article, they reported that a total of 200 Italian expressions were first selected and examined, using both monolingual and bilingual dictionaries, as well as specific lexicographical works dealing with the subject of idiomaticity, especially of the maritime type, and a similar undertaking was then conducted for the English expressions. They discussed the possibility of including both the Italian and English idiomatic expressions in the semantic database Mari Term, which contains terms belonging to the maritime domain. They described the terminological database and the way in which the idiomatic expressions can be organized within the system, so that they are connected to other concepts represented in the database, but at the same time continue to belong to a group of particular linguistic expressions. Furthermore, they studied similarities and differences in meaning and usage of some idiomatic expressions in the two languages.
2.3) In 2014, Teilanyo published an article called “A Comparative Study of Selected Idioms in Nembe (Nigeria) and English”.He, based on assumptions and criticisms of the Sapir-Whorfian Hypothesis with its derivatives of cultural determinism and cultural relativity, studied certain English idioms that had parallels in Nembe (an Ijoid language in Nigeria’s Niger Delta). He concluded that while the codes (vehicles) of expression are different, the same propositions and thought patterns run through the speakers of these different languages. However, each linguistic community adopts the concepts and nuances in its environment. Therefore, the concept of linguistic universals and cultural relativity complement each other and provide a forum for efficient communication across linguistic, cultural and racial boundaries.
 

3.  Methodology

In order to examine the hypothesis, f
 

4.  Conclusion

In the 34 Persian equivalents of the 50 revised Spanish idioms, the area chosen for idiomatization is different and in the 26 Persian equivalents of those the area chosen for idiomatization is similar. Thus, it can be concluded that in Spanish and Persian, idiomatization referring to a common concept according to the special interaction of these native speakers with the objects around them, tends more towards cultural differences than similarities, and the focus of idiomatization similarities has been based on objects and artifacts that are used in the household.

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The effects and actions of the two words used in the process of creating a metaphor have always been considered, how the transfer of meanings from one word to another is questioned by the researchers; there are two groups of theorists; a group forms the metaphor formation process Symmetrical and believe that the two words of the foundation and purpose play a balanced role in the process of metaphor, in contrast to the other group, they believe that in formulating the metaphor and creating the meaning of that base word, more and more, they impose their meaning on the word of the target. Slowly The main question of this article is what determines the symmetry or asymmetry of the process of metaphor? In this paper, some of the concepts in Einstein's theory of relativity such as space-time, line of world, gravity and tensor were used to study this question. Following theoretical reviews in this article, one can conclude that the "time" factor in the asymmetry of the metaphor process can be affected. In fact, in the process of metaphor, the basic word is more familiar, in other words older, more gravitational force than the meaning of its meaning on the word of the target and its meaning is affected

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Rationality or relativity? In which one does Farabi believe? How does it relate to imagination and the permanent, if at all? For Farabi, people come to grasp rational truths mostly through the use of their imagination. Furthermore, the arousal of people’s feelings and emotions often originates in their imagination via imagery forms. The ultimate utopian goal is to drive the public to achieve rational happiness. Since the public, based on their nature and general habits, in effect cannot perceive the rational truths, the path to rational happiness must be represented via their imagination. Moreover, their imaginary concepts and forms should be made the permanent. So bringing rational happiness to people's minds through their imagination, the media of each society should represent rational truths through the sensory and imagery forms familiar to that society. The Farabian theory of cognition shares aspects of relativity as well as rationality. To Farabi, rational truth and rational happiness is fixed and one, having only one denotation, while its connotations, say, images and imagery forms are various and sundry. That being the case, different communities can have different ways to perceive the same truth, working toward the same goal.