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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.
 

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The present study deals with the senses of preposition ̎Fii̎ in the Holy Quran. The theoretical framework of this study is Cognitive Semantics. In Cognitive Semantics, the spatial sense is usually supposed to be the central and prototypical sense of spatial prepositions and other temporal, abstract, metaphoric and metonymic senses are derived from it. All uses of ̎Fii̎ were extracted from the Holy Quran and their senses were analyzed using Quran translations and Tafseer books of Almizan and Majmaolbayan. Using the achievements and theoretical tools of Cognitive Semantics such as image scheme, semantic categories , prototypical sense, semantic radial network, trajector and landmark, the writers of the study have tried to present the prototypical (central or main) sense and also other senses via metaphor and metonymy and finally they have drawn its semantic network. Findings of Cognitive Semantics reveal that the number of the senses of preposition ̎Fii̎ is more than what have been recorded in the classical literature of Arabic language and this means that Cognitive Semantics Approach is more efficient and accurate in describing the senses of the prepositions. There have been about ten senses for fii in the classical literature of Arabic including: containment, accompaniment, tendency, above, attachment, synonym of ̎Ilaa̎, synonym of ̎Min̎, comparison, substitution and emphasis, but this study offers thirteen related senses for ̎Fii̎.

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The reason or cause of doing something, in most cases, differs in Persian and Russian Language. These differences will be revealed when the reason is explained using prepositions. In Russian, the prepositions, in addition to position and purpose, have causal features that are very important when talking in Russian and translating from Persian into Russian. Further Iranian language learners become superficially familiar with them when learning the language but they (language learners) are not taught enough as they ought to be. In Russian language, a definitive preposition is used for expressing a special reason in a way that the other preposition can not be replaced with it. The meaning of nouns and verbs, which are used with causal prepositions and also the reason of creating that, are really important in finding the causal preposition and that's why Iranian language learners have trouble in expressing the reason. This article examines Iranian language learners' problems and tries to prove it based on evidence.

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Additional compounds are sort of issues that are studied in both Russian and Persian languages in terms of nominal groups. Some linguists and grammarians of Persian language relate additional compounds (though without prepositions) to noun complements. Additional compounds represent various concepts and features such as ownership, identity, gender expression and allocation. These compounds in Persian language are stated by adding a noun to another noun, which the equivalent expressions in Russian language are consistent (определение согласованное) and inconsistent (несогласованное определение) noun affiliates. The aim of this study is to evaluate additional compounds in Persian and Russian languages in terms of syntax, and to find the possible similarities and harmony, between them. Finally, the ways to express the same meanings in the different structures of these compounds are discussed.

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This study examines the relation between the level of informants' interlanguage and the frequency of two types of errors: intralinguals and interlinguals. A cognitive- contrastive approach has been suggested as an eclectic model to analyze the frequency of errors of Persian-speaking students in using Spanish verb-governed prepositions. This study is considered as an applied study based on research objectives, and a correlation from the point of view of method. The population is from Alame Tabatabaie University undergraduate Spanish students. First 75 students were selected according to the cluster sampling method. Then 67 of students were reselected and divided into the following three levels of interlanguage: basic, intermediate, and advanced. The level of interlanguage was determined by the students' answers to the questionnaire. Using descriptive statistics, the study shows that the frequency of intralingual errors has a positive correlation with the level of the interlanguage, and the frequency of interlingual errors has a negative correlation with the level of interlanguage.    

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In the process of foreign language learning, errors are common and predictable. Foreign language learners systematically commit errors due to the interference of their first language, their poor grammatical knowledge of the second language, or interference of another foreign language. Iranian French language learners in different levels of learning commit more errors in the application of prepositions than in other areas. Since prepositions play an important role in linking different parts of speech, errors in their use creates serious challenges for learners in the process of learning. In this research the focus of attention is to investigate the most frequent errors of Iranian French language learners in two categories of “inter lingual and intra lingual errors”. Furthermore, for pedagogic purposes, the correct use of French prepositions in each category is explained in simple manner.   Findings show that semantic interference of Persian prepositions, the use calque, and semantic similarities in French propositions are the main reasons of errors committed by Iranian French language learners.   
 

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Lieber (2004, 2009) is a decompositional approach with seven semantic features and a principle called coindexation principle. In this theory each lexical item has one semantic skeleton and one semantic body. The skeleton may consist of a hierarchical arrangement of functions and arguments and the semantic body contains two layers: the first one, like semantic skeleton, is relatively stable and can be formalized but the second layer consisting of general information and encyclopedic knowledge, varies a lot. Coindexation principle identifies the arguments of two or more lexical items and makes another item that denotes one unified lexical item. This paper studies the semantic contributions of prepositions in Persian, and then, based on semantic features, classifies them. The conclusion of the paper is that prepositions like other categories as a result of semantic skeletons and weak semantic bodies, own semantic contributions and they have some common semantic features with verbs. Lastly, based on the semantic contribution/features of prepositions, they can be classified.
 

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Abbas-Ali Vafayi,Ph.D.
 
Abstract
The common method for making compound words in Farsi is combination of single verbal or non-verbal lexicons or single bases of lexicons. All of the seven compartments of Farsi have a high potential for combinations. So far a lot of research has been written on the combination of some compartments of Farsi such as the verb, adjective and noun, yet there has been little research done on the other fields. The study of words which are derived out of pronoun, preposition, and semi-sentences paves the path for the combination of these linguistic compartments, in addition to showing the significance of this issue as a topic in research. This article intends to discuss the significance and potential of combination of demonstrative pronouns in Farsi, while expressing their type and role through discussing them in some samples of the contemporary Farsi prose.
 
 

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The present research explores the “wæl”, “tɑ” and “ærɑ” prepositions in Gurani Kurdish within the framework of cognitive semantics. One of the recent models in semantic analysis of prepositions is Principled polysemy model (Tyler & Evans, 2001, 2003; Evans & Tyler, 2004a, 2004b; Evans, 2004, 2005, 2006) that suggests explicit and applicable criteria for determining the distinct senses as well as the primary sense of prepositions. We aim to analyze the semantics of three mentioned prepositions, to determine their distinct senses and primary sense, and to represent their semantic networks. The results suggest that the primary sense of “wæl” is “companionship” and its semantic network contains 9 distinct senses and 2 clusters of senses. The primary sense of “tɑ” is “ending” and its semantic network contains 4 distinct senses and 1 cluster of senses. The primary sense of “ærɑ” is “for and sake” and its semantic network contains 4 distinct senses and 1 cluster of senses.

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1- Introduction
Prepositions are amongst the multi-meaning and very flexible words in the language of the Quran with extensive concepts. It is clear that God has bestowed on this attribute to convey his purpose. The application of the prototype theory to the analysis of the focal meaning and the radial meanings of these letters can certainly provide a coherent semantic network for each of them. Accordingly, the purpose of this study is to explain the focal meaning of the word "on" as one of the most widely used letters in the Quran with a cognitive approach. This will be achieved after identifying the trajectory and the Landmark which proves the existence of a coherent network of concepts that are linked to the prototype.
2. Questions and hypotheses
The most important questions and hypotheses of this research are:
1. What is the focal meaning and radial meanings of On in Quranic discourse?
2. How the relationship between the focal meaning and the radial meanings of “On” in the form of a meaningful network can be explained?
3. How the contrast between traditional and cognitive look at the Prepositions of the story is explained?
The hypotheses are as follows:
- The focal meaning of “On”, as in traditional sources, is "superiority".
- The focal meaning of "superiority" is the core of the semantic network of the word "On". Other distinct meanings of "On" are connected to the central core with the help of two "compromise and contradictory" clusters.
- The semantic network model in the cognitive perspective has confirmed the multidimensional problem of letters in classical sources, but the example template points out that the radial meanings of a letter must be coherent with a focal meaning. According to this model, existence of a letter instead of another letter is rejected because of its lack of semantic communication.
3. Research Innovation
What distinguishes this study from the views of traditional trainers is that modern linguistics for each of the superscripts considers a central or focal meaning that is called the supreme example, and another meaning that is related to this sense, is in fact its expanded or metaphorical meaning. They create a coherent semantic network for each of these letters. However, in the traditional perspective, there is no coherence between the meanings for a term with its initial meaning.
4- Method
Based on the belief that the prepositions are a rich source in the methodological understanding and interpretation of the Quran, the present study seeks to rely on a descriptive-analytical method regarding the multidimensional theory of these letters by considering the basic elements of this approach such image schema, prototype pattern, trajectory and landmark .The semantic network provides a coherent semantic meaning for this letter in the Quranic verses.
5- Results and Discussion
The Quranic data review points out that the focal meaning of the Jar letter 'On', is 'superiority'. This meaning is the central core of a coherent semantic network, consisting of twelve radial meanings in two semantic clusters (compromise and contradictory) based on the first meaning. It should be noted that, using the cognitive model of the prototype, replacement of On into the Prepositions "men", "fi", "baa" and "laam" in the Quranic discourse was distorted.
 

 

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Each language has a certain canonical word order. In English, for example, the SVO canonical word order mandates that the object follow the verb and, with non-alternating dative verbs (Mazurkewich, 1984; Pinker, 1989) like donate, the direct object (DO) precede the indirect object (IO):

1. I donated the books to the library.
2. *I donated to the library the books.

However, it has been widely documented that in situations where the DO is longer, this unmarked word order undergoes a change. For example, sentence 4 below is much more acceptable than sentence 3:

3. I donated the books that I had bought several years ago to the library.
4. I donated to the library the books that I had bought several years ago.

This phenomenon, known as the “short-before-long” principle or heavy NP shift (Arnold et al. 2000, Ross, 1967, Stallings et al. 1998, Wasow, 1997), was initially thought to be universal since incremental models of sentence production (e.g., Bock & Levelt, 1994; Garrett, 1980), which were in vogue when this phenomenon was initially observed, claimed that short constituents are easier to retrieve and are thus placed before longer and heavier ones. However, investigating other non-Germanic languages, especially through corpus studies, researchers realized that in OV languages like Japanese (Chang, 2009; Yamashita & Chang 2001) and Korean (Choi, 2007) the inverse of the short-before-long tendency is true, i.e., it is the longer constituent that tends to precede the shorter one in the pre-verbal domain.
The issue of what factors influence the relative order of objects in Persian sentences, and how the length factor can affect this ordering has been tackled only recently in the literature. Faghiri and Samvelian (2014) conducted a corpus analysis of Persian sentences and concluded that the relative order of the DO and the IO in this language corresponds, to a large extent, to the nature of the DO. To corroborate this finding, Faghiri, Samvelian and Hemforth (2014) carried out a web-based sentence completion task and demonstrated that in Persian the relative order of the DO and the IO depends mainly on whether the DO is definite or indefinite and, to a lesser degree, on the DO’s length, with higher likelihoods of the DO-IO-V order as the DO gets longer. These two studies, therefore, seem to suggest that in Persian the relative length of the objects is of secondary importance, and conceptual and/or discourse accessibility of the objects determines their order in the pre-verbal domain (Karimi, 2003).
What remains missing in this growing literature on heavy NP shift in Persian, however, is looking into the Persian native speaker’s intuition or “knowledge of language” (Newmeyer, 2003, p. 682) through judgment data. Newmeyer (2003) argues that collecting corpus data, which reflect language usage, is by no means enough to draw definitive conclusions in a linguistic analysis, and native speaker judgments should also be solicited to obtain a better picture of the phenomenon under investigation (see also Manning (2003) who used corpus data to provide counterexamples to data obtained by Pollard and Sag (1994) through judgment tests regarding verb subcategorization in English). In this spirit, the present study seeks to examine heavy NP shift in Persian from a new angle; namely, it intends to examine, primarily through a grammaticality judgment test (GJT), how Persian speakers rate DO-IO and IO-DO sentences, and to what extent the length of the DO affects their ratings. The findings of the GJT are also coupled with a prompted sentence recall task (PSRT), which in turn helps us draw better conclusions about the status of the heavy NP shift phenomenon in Persian.                        
 

 

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Aim of the Research: Looking at the attitude of semantics, the present study aims to investigate some of the most practical prepositions, such as /læ/­, /wæ/, /­wægærd / and /­wæpi­/ in Kalhori Kurdish within principled-polysemy approach (Evans & Tyler, 2004a, 2004b; Evans & Green, 2006).
The Methodology of the Research: The nature of the method of this study is analytic-descriptive and its type is corpus-based. The Selected corpus has been obtained from interviews with the speakers of this dialect from Kurdish language, and their originality have been approved completely that  this study has focused on some samples for each distinct meaning due to the limitaition of its pages.
Research Question: This research has done to explore and determine the distinct meanings of the prepositions /læ/­, /wæ/, /­wægærd / and /­wæpi­/ in Kalhori Kurdish within principled-polysemy approach. Thus, the author has represented them in a semantic network seperately.
Research Results:  In this regard, the research results show that the prototypical meaning of the preposition /læ/ coming to the speakers' mind immediately is "from" having eighteen distinct meanings and five semantic clusters, such as; "contrast cluster", "collocation cluster", "polysemy cluster", "time-space cluster", and "metaphoric cluster" in its own semantic network. with conducted careful studies, it was found that, in some cases, Kalhori speakers use the preposition /læ/ in the place of /wæ/ in those contexts with those meanings interchangeably, but in addition to these meanings the preposition /wæ/ is used in two other different meanings, i.e; the meanings "by" and "to", in which the preposition /læ/ can't be used.  So, /wæ/ has twenty one distinct meanings. The prototypical meaning of the preposition /wægærd/ is "with" having eleven distinct meanings and three semantic clusters, such as; "collocation cluster", "contrast cluster" and "metaphoric cluster" in its own semantic network. The prototypical meaning of the preposition /wæpi/ is "to" having five distinct meanings and two semantic clusters, such as; "contrastive cluster" and the meaning "about" in its own semantic network.
 

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The style of removing the preposition is one of the vital topics in the field of imperative and transitive verbs in the Arabic language. Grammar scholars have discussed about this topic in their grammar books and have explained its types and rules. However, they never look at this topic as one of the expressive Iʻjāz of the Quran and the subtleties and rhetorical aspects and the influence of this syntactic rule in the interpretation and translation of the verses and its semantic aesthetic functions, which according to the Quranic evidence, is very practical and crucial. By using some rhetorical styles, including the removal of the preposition, the Holy Quran highlights significant points in the context, and to clarify the exact meaning of the verses and to understand the beauty of the expression and the greatness of the Quran miracle in the aspect of its rhetoric, pay attention any type of deletion or addition of letters and even the movements. The present study, with a descriptive-analytical method, aimed to study five examples of deleting the preposition in the Quran, the rhetorical, interpretive effect and the effect of the guiding messages of these methods on the translation and interpretation of verses, the study and shortcomings of translations and interpretations of the Qur'an, and in each case, a precise and correct translation and in some cases, a new one based on the correct interpretive approach is presented.

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Iranian learners of the Russian language face numerous problems when learning the Russian grammar. One of these problems is the complexity of Russian prepositions, especially spatial and temporal prepositions in comparison with the Persian language. Since the task of the teacher is to facilitate the learning environment, to improve the learning process and to classify the content of learning from a logical point of view, it is necessary, first of all, to identify students' errors and study the causes of their occurrence. At the next stage, the teacher needs to think about ways to overcome these mistakes. The main objective of this study is to classify the frequent errors of Iranian students who use the spatial and temporal prepositions of Russian by identifying the reasons for their occurrence and the ways to overcome them. The corpus of the present study consists of 150 students of the middle stage of Allame Tabatabaei University. Research methodology is experimental –descriptive. The results of the study show that the most frequent errors in the application of spatial and temporal prepositions are associated with the interference between the native and the studied language, and the possibility of using simple Russian prepositions with several cases. Strategies are also being shown to reduce errors, among which the most important is the introduction of the subject “teaching prepositions” into the program of teaching Russian in Iran and teaching students to think in Russian, rather than translating Persian thoughts.
 
 

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Present paper is a theoretical research in the field of semantics based on componential analysis of meaning with a diachronic approach. Lexical forms and semantic roles of “ba” have been cited and analyzed from historical sources and books of grammar and also from Sokhan Persian dictionary to be analyzed diachronically within the frame work of structural semantics.
One of the problems investigated in this research is proving polysemy of “ba” with regard to diachronic and synchronic semantic clues. The other investigated problem is justification of the mentioned preposition’s grammaticalization on the basis of its polysemy. The preposition “ba” is the remainder of upāka- from old Persian. upāka- has meant “near, beside” in Sanskrit and has had the semantic component [accompany]. In middle Persian this word has turned into abāg which had prepositional function and with addition of a suffix it had become a noun; abāgīh meant “accompaniment”. Through suffixation it also became verb, meant “to accompany”. In this article polysemy of “ba” has been studied based on its main meaning found via historical view over its semantic behavior and conceptual transmission model.
Questions which the authors have intended to answer are: 1. What was the primary meaning of “ba”? 2.  How and in how many steps has this word been grammaticalized? 3. Which meanings of this word have been derived from its primary meaning? and 4. Which semantic component relates different meanings of “ba” together?  
Investigations have showed in the process of Persian change, this preposition has passed through two processes of grammaticalization: first, a noun has become a preposition with the meaning of “accompaniment” and second, in the next step it has found other semantic functions; namely “source” and other related meanings. So, in the first step, the preposition has undergone primary grammaticalization and in the next step it has undergone secondary grammaticalization. The authors have recognized sixteen meanings for “ba” and have put these meanings into two groups. The first group contain meanings derived from “accompaniment” which show “person” conceptualization on Heine’s scalar about categorization metaphors. The second group of meanings are those which are the result of secondary grammaticalization of “ba” which are help, instrument, substance, manner, agency, comparison, opposition, and exchange. These show “thing”, “activity” and “process” conceptualized metaphors on Heine’s scalar have been made by Persian speakers.
 

 

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As with literature where literarity appreciation entails a literary text, textuality is a prerequisite for materializing texts. In fact, in order for textuality to be actualized, we need to have "coherence" ensured that has been studied by many scholars including Michel Charolles in discourse analysis. A device for establishing this quality as addressed by Charolles is "prepositional syntagms". Even though he duly emphasized the particular function of these devices within coherence, it seems, however, that the perspective in which he envisions the issue can be open to criticism. The present paper seeks to offer an alternative to a formal-syntactic view suggesting that coherence can be characterized in semantic terms in which the reader assumes a more active role. Drawbacks to the former perspective are adequately highlighted and more comprehensive view is offered to compensate for the inadequacies of the linguist's idea. The question which arises here is the relation between textual structuralization using prepositional syntagms and continuity of meaning: whether prepositional syntagms have causative role, that is to say continuity of meaning is due to their presence, or vice-versa, prepositional syntagms are the effect of this continuity. According to this second hypothesis, continuity of meaning results in coherence which creates a specific structuralization and prepositional syntagms are just some elements of this structure. Therefore, if we can find a coherent text or passage which has discoursal conditions of the texts where Charolles studies prepositional syntagms while these elements are absent there, Charolles's theory faces a counterexample. In this way, the role of these elements in issue of coherence will be modified. Thus we believe that criticizing Charolles's theory is sufficient to prove the novelty of this research. As a result, we propose to deal with the issue considering coherence rather than cohesion. Since not only the functions which Charolles attributes to prepositional syntagms are not limited to them, but also these functions cannot, in themselves, guarantee the coherence of the text, because other features such as readers' topic familiarity should be considered as well. To these aims, at the first stage, the particular function of "prepositional syntagms" which Charolles calls "framing adverbials" is clarified through his theory. Subsequently, the paper focuses on deemphasizing the exclusive dominance of such elements through resorting to contextualized aspects of coherence.  
 
 

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Jarr, as a preposition, is significant among the other particles since it functions as a connector between the verb and noun in a given sentence; thus, the mere connection between the verb and the noun as well as its type depend on the precise definition of Jarr. Early grammarians took Jarr as a connector between the verb and the noun, but the recent ones, routinely, define it as words that modify the noun following it. This difference in definition has brought many debates regarding the number of Jarrs and their semantic analysis. This study aims to investigate different definitions of Jarr suggested by grammarians through a descriptive-analytic method to answer the following questions:
1. What are the labels and etymology of each Jarr?
2. Which definition matches more with the function of Jarr in Arabic?
3. What is the categorization of Jarr based on the agreed-upon definition?
4. How many Jarrs are there in Arabic and how many of those are used in the Quran?
The study aims to find a precise definition of Jarr to be matched with its functions in Arabic, particularly Quran, so that it could be taken as a scientific criterion to evaluate grammarians' ideas on definition, number, categorization, and function of Jarr.
The findings of the study suggest that:
1. The comprehensive definition of Jarr which is structurally and semantically matched with the general Arabic texts, particularly Quran and the Imams' narratives, is the one suggested by the early grammarians. Therefore, Jarr means to connect, convey, or make transition in the meaning of the verb and some words (e.g. derivatives, nouns derived from verbs, and noun clauses) to nouns, and nous to verbs. Based on this definition, Jarr, addition, and connection (Ibn Ghayim's expressions) have overlap, and Khafdh functions as the e'raab for these prepositions.
2. Based on the definition, Jarr should have at least two features. Firstly, it should connect the verb prior and the noun after it. Secondly, following the noun after it, it modifies the verb coming before. In other words, it belongs to the verb coming before. So, each preposition which does not have these two features cannot be taken as Jarr. Moreover, as the prepositions are not independent, and Jarr and Majroor belong to the verb coming prior, it is imperative to analyze the modifier and modified altogether to understand the meaning of Jarr and Majroor, meaning that the mere analysis of the preposition is not enough.
3. Khafdh is a noun to "Matta, Ki, La'al, Shaz". The use of Lola for the target pronoun and the connected Majroor makes the clause influent and reduced. So, even if it is a preposition, it cannot be included in the Jarr prepositions. "Hasha, Ada, Khala, Rab, Manz, and Maz" are nouns, too.
4. The Jarr prepositions, therefore, are "b, t, l, w, an, fi, men, ela, hatta, ala'a" all found in the Quran.
5. As Jarr prepositions need to be belonged and they function as means of transition for verbs, assuming them to be redundant is paradoxical and meaningless
 
 

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The main purpose of the present study was investigating concrete, temporal and abstract meanings of prepositions "in" for Persian speakers and "dar" for non-Persian speakers. This study attempted to examine the impact of traditional approach compared to cognitive approach in learning different concepts of the prepositions. For this purpose, first the spatial and prototype meanings of preposition "in" were studied from Oxford Advanced Learner Dictionary (2016) and then the spatial and prototype meanings of preposition "dar" were extracted according to Farhang Sokkan (Anvari, 2002), respectively. Finally, sentences and phrases including these prepositions were chosen according to Vision 1 (2016) and Farsi Biamoozim (2009) in the intermediate level. Data collection, took place among 30 students of Noor high school and 30 non-Persian learners at Jame-e-Almostafa of Mashhad.  Sample groups were selected randomly, then they were divided into control and experimental groups. Data analysis in Independent T-Test (comparison of pre-tests in control and experimental groups) displayed there isn’t significantly improvement between prior knowledge of learners before teaching (control pre-tests 12.57, experimental pre-tests 12.43), whereas comparison of post-tests showed there is significantly more improvement between in experimental groups compared to control groups (control post-tests 12.33, experimental post-tests 25.73). The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the prepositions. The results of this paper suggests effective strategies in teaching prepositions for language teachers.

1.  Introduction

Persian Language learning is one of the most complex issues in teaching foreign languages. One of the most important issues in language is teaching and learning prepositions. Rote learning lacks comprehensive analysis of the different senses of prepositions.  Compared to other approaches, cognitive linguistics offers the aspects of meaningful learning (Song, 2013: 1). Cognitive approach to language and grammar is shown a systematic form.  Accordingly, in this paper, we are going to examine the impact of traditional approach compared to cognitive approach in learning different concepts of the prepositions "in" for Persian speakers and "dar"  for non-Persian speakers based on Langacker “Domain theories” (1987).
 

2.  Literature Review

The present study is concerned with a Cognitive Linguistics meaningful approach to teaching prepositions. This study attempted to examine the impact of cognitive approach compared to traditional approach in learning different concepts of the prepositions. In the interaction between human beings and their environment, human experience is imposed on a structure in terms of natural dimensions of the kind. In some studies (Lakoff & Johnson, 1980; Tyler & Evans, 2003; Lakoff & Johnson, 1987; Langacker, 1987) there are theoretical definitions to explain Cognitive Linguistics and its impacts in teaching language and prepositions. Other researches (Song, 2013; Tyler, Mueller & Ho, 2011; Rasekh Mahand & Ranjbar Zarabi, 2013; Golfam & Yoosefi Rad, 2006; Badamdari, Alizadeh, Eghbali & Vahidi, 2017) investigated experimental method to teaching different prepositions by Cognitive Linguistics approach. Their findings shows applying cognitive method had significantly improvement in teaching different concepts of the prepositions.
 

3.  Methodology

In this paper, first of all, based on Tyler and Evans' prototype criteria (2003), we have determined the prototype and different meanings of the spatial and prototype meanings of preposition "in" from Oxford Advanced Learner Dictionary (2016) and then the spatial and prototype meanings of preposition "dar" according to Farhang Sokkan (Anvari, 2002), respectively. Finally, sentences and phrases including these prepositions were chosen according to Vision 1 (2016) and Farsi Biamoozim (2009) in the intermediate level. Data collection, took place among 30 students of Noor high school and 30 non-Persian learners at Jame-e-Almostafa of Mashhad.  Sample groups were selected randomly, then they were divided into control and experimental groups. Data analysis were estimated by spss (Independent T-Test) in control and experimental groups.
 

4.  Conclusion

The present study was concerned with a cognitive approach to provide an instructional methods for Persian and Non-Persian speakers to learn prepositions “in” and “dar”. The results of the study will enrich our understanding of reconceptualization and learning by a Cognitive approach. In this study, we taught the spatial as well as other senses of these prepositions. Data analysis in Independent T-Test (comparison of pre-tests in control and experimental groups) displayed there isn’t significantly improvement between prior knowledge of learners before teaching (control pre-tests 12.57, experimental pre-tests 12.43), whereas comparison of post-tests showed there is significantly more improvement between in experimental groups compared to control groups (control post-tests 12.33, experimental post-tests 25.73). The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the prepositions. The findings open up an effective perspective strategies in teaching prepositions for language teachers

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 One of the concepts of "even", which is the reporter of human experiential work, has been found in the Qurchr('39')an, is to explain its impact on Quranic conceptualizations, hence, among the various roles of the letter, even of attention to the texture and different applications are obtained, the role of which leads to the transmission of a route from the state, position or rank to another state and order. This is described by descriptive-analytic method and by explaining the main and focal meaning of the letter and extraction of verses in which even the abstract concept of "transference" is explained in a metaphorical way, provides a more detailed analysis of the function of this verse in the verses and the basis for constructing this concept, which is shaped by the physical and human experiences, is to illustrate the methodological importance in the more actual interpretation of the Qurchr('39')anic words, including the letters.

1. Introduction
The letter "Hatta" (even) in the Qur'an is used with high frequency to indicate the end of the hypothetical end, and in fact indicates the process of formation of the end point. But in different applications, another meaning is formed around this prototype meaning. Due to the ambiguous nature of the letter "Hatta" (even), this word was chosen as an example to examine its various conceptual maps. The main secondary and peripheral meanings obtained;   were metaphorical; That is, due to the local meaning of the letter, "Hatta" (even) in a specific incomprehensible concept is objectively manifested in the destination domain by mapping to the origin domain or illustrated through schemas without occurring mapping of concepts. Accordingly, the first branch of the conceptual network of this letter is the all-meaning branch, which has found semantic commonalities with the two words "when" and "otherwise". The second radial periphery of this letter is the metaphorical secondary meanings, which include "accumulation", "transfer", "cover", etc. The third branch has even taken on the task of schematic design, which depicts volumetric, kinetic, power, and directional schemas that have been examined with Qur'anic evidence.
 
2. Research purposes
Therefore, the purpose of this article is to discover the semantic periphery of the letter "Hatta" (even) and how it is plotted in the verses of the Qur'an, in this way, a more accurate interpretation of this word is presented in the verses and the shortcomings in understanding the verses are eliminated.
 
3. Research Questions
The present article seeks to answer the following questions:
1.    According to the cognitive approach, how can the sample preview of meaning of the preposition of the letter "Hatta" (even) be explained?
2.    Where are the semantic periphery of the letter "Hatta" (even?
3.    3. How are the interpretive omissions of the verses analyzed by determining the semantic radii?
This letter seems to have been used to illustrate the hypothetical end of the process of gradual formation of verb. To pay attention to this letter plays an important role in explaining the more accurate interpretation of the verses in which this letter is used. Therefore, it can be said that the study of this letter gives several meanings that are connected in the meaning of the sample; therefore, it forms a periphery of meanings around the central meaning.
 
4. Methodology
Regarding the research approach, the researchers' view to obtain the semantic periphery of letters, even in the verses of the Qur'an, is a view that pays attention to the findings of cognitive linguistics. In fact, from the point of view of cognitive linguists such as Lakoff and Johnson, the authors have analyzed the content of verses in which the word has even been used. Regarding the research method, it should be said that the method used in this paper is conceptual analysis. Conceptual analysis is a method that is used to express the meaning and concept of words and phrases, in order to discover the hidden intentions of the speaker behind his statements.
 
5. Result
According to the studies conducted in the text of the article, the letter "Hatta" (even) in the Qur'an has a central meaning with the concept of a hypothetical end. But the function, even in the applied context of the verses, has not only conceptualized the same meaning, but has also encoded a periphery of other radial meanings by being placed in different structures. Accordingly, the letter even has a periphery of meanings, not a specific meaning. Therefore, sometimes with all the meanings of Ki and Ella, it is included in the inclusive expansion of its meaning, in some cases, it explains metaphorical meanings such as impossibility, result, condition and aggregation, and so on. In this way, by using this letter, a tangible and physical domain is the basis of the abstract domain, so that through this, complex revelatory concepts are brought closer to the audience's mind, in other words, they are in the domain of recognizing them. Finally, a conceptual analysis of letter "Hatta" (even) using the method of cognitive semantics showed that this word sometimes drew schemas such as volumetric, kinetic and power schemas to simplify non-empirical concepts. With the discovery of this semantic periphery, another consequence was the correction of misunderstandings and interpretive tolerances that arose from ignoring the diversity of the conceptual role of this word in Qur'anic expressions.

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Nowadays, Cognitive semantic approach plays an important role in learning second/foreign language. However, a few experimental investigations have applied a cognitive perspective to instructed L2 learning. The main purpose of the present research is comparing impact of cognitive approach to the traditional approach in learning some frequency concepts of the preposition "be" in Persian language. First, different meanings of preposition "be“ were selected from Farhang Sokhan Anvari (2002) and then some sentences and phrases containing this preposition were investigated according to the Farsi Biamoozim (2010) in the middle level. Prior to begging the instruction, 50 non-Persian learners (woman) were selected by proficiency test at Jamee-Almostafa of Mashhad center. This group were randomly divided into control and experimental groups and then, pre-test and post-test was applied between these groups. By using SPSS, comparison of the pre-test in control and experimental group revealed that there isn’t significant difference between prior knowledge of two groups before treatment, whereas the post-test showed that there is statistically significant difference between two groups. The results indicated that experimental group which was under the training of cognitive method showed significant gains than control group who received the traditional training methods.

1. Introduction
Persian Language learning is one of the most complex issues in teaching foreign languages. One of the most important issues in language is teaching and learning prepositions. Rote learning lacks comprehensive analysis of the different senses of prepositions.  Compared to other approaches, cognitive linguistics offers the aspects of meaningful learning (Song, 2013: 1). Cognitive approach to language and grammar is shown a systematic form.  Accordingly, in this paper, we are going to examine the impact of traditional approach compared to cognitive approach in learning different concepts of the prepositions "Be" for non-Persian speakers. So :

1.  According to Toylor and Evans creteria (2003) what's Prototype meaing of preposition "be"?
2. According to Langackers' theory of domains (1987), how we can teach abstract meanings of preposition "be"?
3. What’s different between groups (control and expremental groups) in improvement after teaching preposition "be"?

2. Literature Review
 The present study is concerned with a Cognitive Linguistics meaningful approach to teaching prepositions. This study attempted to examine the impact of cognitive approach compared to traditional approach in learning different concepts of the preposition"Be".

2.1. Theorival researchs
In the interaction between human beings and their environment, human experience is imposed on a structure in terms of natural dimensions of the kind. In some studies (Lakoff & Johnson, 1980; Toyler & Evans, 2003; Langacker, 1987) there are theoretical definitions to explain Cognitive Linguistics and its impacts in teaching language and prepositions.

2.2. Experimetal researches
 Other researches (Song, 2013; Tyler, Mueller & Ho, 2011; Golfam & Yoosefi Rad, 2010;Vahidi, Badamdari 2016) investigated experimental method to teaching different prepositions by Cognitive Linguistics approach. Their findings shows applying cognitive method had significantly improvement in teaching different concepts of the prepositions.

3. Methodology
In this paper, first of all, based on Tyler and Evans' prototype criteria (2003), we have determined the prototype and different meanings of the spatial and prototype meanings of preposition "Be" according to Farhang Sokkan (Anvari, 2002). Finally, sentences and phrases including these prepositions were chosen according to Farsi Biamoozim (2010) in the intermediate level. Data collection, took place among 50 non-Persian learners at Jame-e-Almostafa of Mashhad.  Sample groups were selected randomly, then they were divided into control and experimental groups. Data analysis were estimated by spss (Independent T-Test) in control and experimental groups.

4. Results
The results of the study will enrich our understanding of reconceptualization and learning by a cognitive approach. In this study, we taught the spatial as well as other senses of this prepositions:

Table 1
Table1. Independent t-test in the pre-test of the control group with the experimental group

گروه	mean	Standard deviatin	Levene's test		t-test
			F value	meaningfulness	T value	degree	Meaningfulness
control	58/18	06/2	459/1	249/0	208/0-	24	799/0
exprimetal	85/18	13/3

According to table 1, data analysis in Independent T-Test (comparison of pre-tests in control and experimental groups) displayed that there isn’t significantly improvement between prior knowledge of learners before teaching.

Table 2
Table2. Independent t-test in post-test of the control group with the experimental group

group	mean	Standard deviatin	Levene's test		t-test
			F value	meaningfulness	T value	degree	Meaningfulness
control	08/19	92/1	129/1	299/0	848/0-	24	000/0
exprimetal	64/24	76/2

According to table 2, data analysis in Independent T-Test and comparison of post-tests showed there is significantly more improvement between experimental groups compared to control groups.
Figure 1

4.  Discussion

The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the preposition.

5.  Conclusion

The present study was concerned with a cognitive approach to provide an instructional methods for Non-Persian speakers to learn prepositions “Be”. The results of the study will enrich our understanding of reconceptualization and learning by a cognitive approach. In this study, we taught the spatial as well as other senses of this prepositions. Data analysis in Independent T-Test (comparison of pre-tests in control and experimental groups) displayed there isn’t significantly improvement between prior knowledge of learners before teaching, whereas comparison of post-tests showed there is significantly more improvement between experimental groups compared to control groups. The results indicated that compared to traditional approach, applying cognitive method had significantly improvement in teaching different concepts of the preposition. The findings open up an effective perspective strategies in teaching prepositions for language teachers.