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Amir Ghorbanpour

Tarbiat Modares University, Department of Linguistics, Alumnus

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PhD in Linguistics, Tarbiat Modares University
Tehran, Iran

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Papers by Amir Ghorbanpour

Incorporation or quasi‐incorporation? A constructionist account in Persian

by Amir Ghorbanpour and Sahar Bahrami-Khorshid

Studia Linguistica, Sep 1, 2021

Noun incorporation is generally defined as a word formation process in which a noun, typically th... more Noun incorporation is generally defined as a word formation process in which a noun, typically the direct object, is incorporated into the verb to form a compound verb. The present study, adopting a Construction Morphology perspective, examines the characteristics of the so‐called incorporative structure in Persian, to shed light on the process and to see as what kind of structure it can actually be regarded. Construction Morphology is a lexeme‐based theory taking the words as the starting point of morphological analysis. It makes use of the notion of “construction”, which is defined as a pairing of form and meaning, to describe the properties of complex words. Examining the characteristics of the incorporative structures in Persian makes it clear that these NV sequences form compounds with a specific constructional meaning that often denotes a nameworthy and conventional activity. The qualities examined suggest that this process in Persian and the resulting structure can best be analysed as a case of quasi‐incorporation, schematised as [N0 V0]V0, rather than a purely morphological incorporation.

Loanword syllable adaptation in Persian: An Optimality-theoretic account

Journal of Universal Language, Sep 1, 2019

The present paper examines the process of loanword syllable adaptation in tetrasyllabic words in ... more The present paper examines the process of loanword syllable adaptation in tetrasyllabic words in Persian, within an Optimality-theoretic framework. In Persian, consonant clusters are avoided in onset position. As a result, the loanwords borrowed from other languages which have complex onsets, when introduced into Persian, are adapted to fit the syllable structure of the target language. When placed word-initially, the onset cluster is generally resolved by the insertion of an epenthetic vowel. However, this vowel epenthesis occurs in a split pattern, as it does in many other languages. In this study, following Gouskova's (2001) proposal, we argue that this split pattern in loanword syllabic adaptation can best be explained to be an effect of the Syllable Contact Law (SCL). That is, when the two segments in the onset cluster have a rising sonority sequence, the cluster is broken up by the process of anaptyxis; while in sequences of falling sonority, the cluster is resolved through the process of prothesis. It is argued that, this pattern uniformly holds true at least as far as the dictionary-derived data in the present study are concerned. For the exceptional cases of /SN/ and /SL/ clusters-not attested in our data set, but still present and frequently referred to in the literature-we propose the addition of two positional faithfulness constraints of the DEP-V/X_Y family (Fleischhacker 2001) to our set of universal constraints to account for all the possible cases of loanword syllabic adaptation in Persian.

A comparative study of the conceptual metaphors of time in Persian and English

Journal of Applied Studies in Language, Jun 2019

From a cognitive perspective, metaphor is viewed as one of the important aspects and a fundamenta... more From a cognitive perspective, metaphor is viewed as one of the important aspects and a fundamental part of the everyday use of language. Metaphor is generally defined as a means to talk about a more abstract conceptual domain in terms of another, more concrete domain. The mapping between the two domains is expressed through some conceptual metaphors. The present study is a comparative analysis of the conceptual metaphors of time in Persian and English. In doing so, different expressions of time in the two languages were categorised into the relevant conceptual metaphors, to be compared to find any similarities and differences in this respect. The expressions of time were analysed under eight different conceptual metaphors. It is revealed that the two languages show a very similar conceptualisation of time-related expressions. Except for a few minor differences, both languages generally appear to use the same metaphoric structures to express time. The use of similar collocations with time words in most cases counts as evidence for the similarities between the two languages in their conceptualisation of time.

زبان و فضای پیرامون

زبان و شناخت, Mar 2019

1 ‫کوتزیتارو‬ ‫کارمن‬ ‫الرا‬ 2 ‫قربان‬ ‫امیر‬ ‫برگردان:‬ ‫پور‬ 3 ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬ ‫تهران‬... more 1 ‫کوتزیتارو‬ ‫کارمن‬ ‫الرا‬ 2 ‫قربان‬ ‫امیر‬ ‫برگردان:‬ ‫پور‬ 3 ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬ ‫تهران‬ ‫مدرس،‬ ‫تربیت‬ ‫دانشگاه‬ ‫شناسی،‬ ‫چکیده‬ ‫علمی‬ ‫فیلم‬ -‫تحسین‬ ‫بسیار‬ ‫تخیلی‬ ‫شدۀ‬ ‫ورود‬ 4 ( 2016 ‫از)‬ ‫تعمیمی‬ ‫واقع‬ ‫در‬ ‫(و‬ ‫پایۀ‬ ‫بر‬ ) ‫فرضیه‬ ‫فرضیۀ‬ ‫به‬ ‫مصطلح‬ ‫ای‬ " ‫ساپیر‬ -‫وورف‬ " 5 ‫نظریه‬ ‫است؛‬ ‫نخست‬ ‫نیمۀ‬ ‫در‬ ‫که‬ ‫زبانی‬ ‫ای‬ ‫را‬ ‫واقعیت‬ ‫از‬ ‫او‬ ‫درک‬ ‫چگونگی‬ ‫فرد‬ ‫هر‬ ‫بومی‬ ‫زبان‬ ‫آن،‬ ‫اساس‬ ‫بر‬ ‫و‬ ‫شد‬ ‫مطرح‬ ‫بیستم‬ ‫قرن‬ ‫و‬ ‫زبان‬ ‫شناخت‬ -‫شماره‬ ‫پنج‬ 42 ‫عنوان‬ ‫تحت‬ ‫که‬ ‫داشت‬ " ‫زبانی‬ ‫جبرگرایی‬ " 1 ‫طرح‬ ‫بر‬ ‫ضروری‬ ‫اما‬ ‫کوتاه‬ ‫بسیار‬ ‫مروری‬ ‫است.‬ ‫مطرح‬ ‫نقطۀ‬ ‫دوازده‬ ‫در‬ ‫همزمان‬ ‫طور‬ ‫به‬ ‫فرازمینی‬ ‫فضایی‬ ‫سفینۀ‬ ‫دوازده‬ ‫که‬ ‫است‬ ‫قرار‬ ‫این‬ ‫از‬ ‫فیلم‬ ‫داستان‬ ‫می‬ ‫فرود‬ ‫ما‬ ‫سیارۀ‬ ‫بر‬ ‫مختلف‬ ‫نشانه‬ ‫هیچ‬ ‫ابراز‬ ‫بدون‬ ‫و‬ ‫آیند‬ ‫باقی‬ ‫آنجا‬ ‫در‬ ‫دشمنی‬ ‫و‬ ‫خصومت‬ ‫از‬ ‫ای‬ ‫می‬ ‫قدرت‬ ‫به‬ ‫مانند.‬ ‫هش‬ ‫نظامی‬ ‫بزرگ‬ ‫های‬ ‫می‬ ‫داده‬ ‫دار‬ ‫آن‬ ‫و‬ ‫شود‬ ‫می‬ ‫سعی‬ ‫ها‬ ‫ورود‬ ‫این‬ ‫از‬ ‫هدف‬ ‫کنند‬ ‫فرازمینی‬ ‫زبان‬ ‫(یک‬ ‫بنکس‬ ‫لوئیس‬ ‫متحده،‬ ‫ایاالت‬ ‫در‬ ‫دریابند.‬ ‫را‬ ‫ها‬ ‫توسط‬ ‫چندزبانه)‬ ‫پژوهشگر‬ ‫و‬ ‫شناس‬ ‫می‬ ‫گرفته‬ ‫خدمت‬ ‫به‬ ‫ارتش‬ ‫فرازمینی‬ ‫بیگانگان‬ ‫این‬ ‫زبان‬ ‫مورد‬ ‫در‬ ‫تا‬ ‫شود‬ -‫هفت‬ ‫موجود‬ ‫دو‬ ‫پای‬ ‫عظیم‬ ‫م‬ ‫درون‬ ‫از‬ ‫را‬ ‫خود‬ ‫که‬ ‫الجثه‬ ‫می‬ ‫نشان‬ ‫شفاف‬ ‫دیوار‬ ‫یک‬ ‫پشت‬ ‫در‬ ‫خزنی‬ ‫دهند‬ -‫کند.‬ ‫تحقیق‬ ‫زبان‬ ‫و‬ ‫فضای‬ ‫پیرامون‬ 47 ‫سیاره‬ ‫حرکات‬ ‫توسط‬ ‫که‬ ‫است‬ ‫عینی‬ ‫و‬ ‫می‬ ‫تحمیل‬ ‫را‬ ‫معلولی‬ ‫و‬ ‫علت‬ ‫روابط‬ ‫که‬ ‫ای‬ ‫می‬ ‫تعیین‬ ‫کنند‬ ‫شود،‬ ‫آن‬ ‫در‬ ‫که‬ ‫مفهوم‬ ‫ها‬ " ‫توالی‬ " ‫می‬ ‫ایجاد‬ ‫را‬ ‫قوانین‬ ‫مکان‬ ‫عنوان‬ ‫به‬ ‫زمان‬ ‫و‬ ‫فضا‬ ‫کند.‬ ‫در‬ ‫عینی‬ ‫نماهای‬ ‫گرفته‬ ‫قرار‬ ‫ما‬ ‫اختیار‬ ‫آن‬ ‫وجود‬ ‫(یعنی‬ ‫اند‬ ‫قا‬ ‫تا‬ ‫ندارد)‬ ‫بستگی‬ ‫ما‬ ‫ادراک‬ ‫به‬ ‫ها‬ ‫صحیح‬ ‫طور‬ ‫به‬ ‫باشیم‬ ‫در‬ ‫عدم‬ ‫(یک‬ ‫محیط‬ ‫بودن‬ ‫غیرطبیعی‬ ‫کنیم.‬ ‫عمل‬ ‫دیگر،‬ ‫جهانی‬ ‫نه‬ ‫و‬ ‫جهان،‬ ‫این‬ ‫در‬ ‫عمر‬ ‫یک‬ ‫طول‬ ‫در‬ ‫می‬ ‫که‬ ‫آنچه‬ ‫میان‬ ‫تقارن‬ ‫می‬ ‫خود‬ ‫زندگی‬ ‫تجربۀ‬ ‫از‬ ‫که‬ ‫آنچه‬ ‫و‬ ‫بینیم‬ ‫واکنش‬ ‫است‬ ‫ممکن‬ ‫دانیم)‬ ‫های‬ ‫آزمایش‬ ‫در‬ ‫برانگیزد:‬ ‫را‬ ‫احشایی‬ ‫زمینی‬ ‫های‬ ‫نقاط‬ ‫فقدان‬ ‫دربرگیرندۀ‬ ‫که‬ ‫ای‬ ‫عدم‬ ‫هستند،‬ ‫مرجع‬ ‫فضایی‬ ‫جهت‬ ‫پدیده‬ ‫باعث‬ ‫یابی‬ ‫می‬ ‫کردن‬ ‫غش‬ ‫تا‬ ‫ساده‬ ‫سرگیجۀ‬ ‫یک‬ ‫از‬ ‫هایی‬ ‫تیم‬ ‫فیلم،‬ ‫در‬ ‫که‬ ‫حالی‬ ‫(در‬ ‫شود‬ ‫می‬ ‫راه‬ ‫تونل‬ ‫یک‬ ‫سقف‬ ‫روی‬ ‫بر‬ ‫تحقیقاتی‬ ‫ندارند).‬ ‫آن‬ ‫با‬ ‫مشکلی‬ ‫و‬ ‫روند‬ ‫و‬ ‫زبان‬ ‫شناخت‬ -‫شماره‬ ‫پنج‬ 48 ‫محدودیت‬ ‫توانایی‬ ‫محیطی‬ ‫و‬ ‫زیستی‬ ‫های‬ ‫فرضی‬ ‫زبان‬ ‫رمزگشایی‬ ‫که‬ ‫است‬ ‫فراگیر‬ ‫چنان‬ ‫ما‬ ‫های‬ ‫دشوار‬ ‫بسیار‬ ‫را‬ ‫فرازمینی‬ ‫نژاد‬ ‫یک‬ -‫غی‬ ‫نه‬ ‫اگر‬ ‫رممکن‬ -‫می‬ ‫الگوریتم‬ ‫از‬ ‫ما‬ ‫که‬ ‫چرا‬ ‫سازد،‬ ‫ریاضی‬ ‫های‬ ‫ای‬ ‫بر‬ ‫که‬ DNA ‫می‬ ‫استفاده‬ ‫است‬ ‫حاکم‬ ‫خودمان‬ ‫زبان‬ ‫یک‬ ‫که‬ ‫کنیم‬ ‫فرض‬ ‫چنین‬ ‫که‬ ‫است‬ ‫عاقالنه‬ ‫کنیم.‬ ‫می‬ ‫شکل‬ ‫بیگانه‬ ‫نژاد‬ ‫آن‬ ‫محیط‬ ‫توسط‬ ‫مشابه‬ ‫طور‬ ‫به‬ ‫نیز‬ ‫بیگانه‬ ‫باشد‬ ‫قادر‬ ‫که‬ ‫طوری‬ ‫به‬ ‫گیرد،‬ ‫واقعیت‬ ‫آن‬ ‫خود‬ ‫های‬ ‫اگر‬ ‫کند.‬ ‫توصیف‬ ‫را‬ ‫ها‬ ‫مشترکی‬ ‫چیز‬ ‫هیچ‬ ً ‫مطلقا‬ ‫دیگری‬ ‫سیارۀ‬ ‫و‬ ‫زمین‬ ‫کرۀ‬ ‫نمی‬ ‫نمی‬ ‫ما‬ ‫صورت‬ ‫این‬ ‫در‬ ‫داشتند،‬ ‫می‬ ‫مشاهده‬ ‫که‬ ‫چیزهایی‬ ‫توانستیم‬ ‫زیرا‬ ‫دهیم،‬ ‫تشخیص‬ ‫را‬ ‫کردیم‬ ‫آن‬ ‫ما‬ ‫صورت،‬ ‫این‬ ‫در‬ ‫نداشتند.‬ ‫مطابقت‬ ‫ما‬ ‫دنیای‬ ‫در‬ ‫چیزی‬ ‫هیچ‬ ‫با‬ ‫ها‬ ‫زبان‬ ‫و‬ ‫فضای‬ ‫پیرامون‬ 49 ‫زبان‬ ‫بزرگ‬ ‫نظر‬ ‫این‬ ‫با‬ ‫توازن،‬ ‫برای‬ ‫بتوان،‬ ‫شاید‬ ‫است)،‬ ‫نبوده‬ ‫شناختی‬ ‫زبان‬ ‫ترین‬ ‫تمام‬ ‫اروپایی‬ ‫شناس‬ ‫دوران،‬ ‫سوسور‬ ‫دو‬ ‫فردینان‬ 1 ‫که:‬ ‫کرد‬ ‫مخالفت‬ ، ‫مهم‬ ‫دیگری‬ ‫چیز‬ ‫هر‬ ‫از‬ ‫گفتار‬ ‫جوامع،‬ ‫و‬ ‫افراد‬ ‫زندگی‬ ‫در‬ ... ‫اما‬ /.../ ‫است.‬ ‫تر‬ -‫متناقض‬ ‫پیامدی‬ ‫این‬ ‫و‬ ‫عالقه‬ ‫و‬ ‫توجه‬ ‫از‬ ‫زبان‬ ‫روی‬ ‫بر‬ ‫که‬ ‫است‬ ‫ای‬ ‫است‬ ‫شده‬ ‫نهاده‬ ‫شناسی‬ -‫وجود‬ ‫دیگری‬ ‫رشتۀ‬ ‫هیچ‬ ‫دیدگاه‬ ‫از‬ ‫باشد.‬ ‫گرفته‬ ‫شکل‬ ‫پوچ‬ ‫تخیالت‬ ‫و‬ ‫توهمات،‬ ‫تعصبات،‬ ‫مفاهیم،‬ ‫از‬ ‫بسیاری‬ ‫آن‬ ‫در‬ ‫که‬ ‫ندارد‬ ‫روان‬ ‫زبان‬ ‫وظیفۀ‬ ‫اما‬ ‫هستند،‬ ‫توجه‬ ‫جالب‬ ‫اشتباهات‬ ‫این‬ ‫شناختی،‬ ‫دیگری،‬ ‫چیز‬ ‫هر‬ ‫از‬ ‫بیش‬ ‫شناس،‬ ‫آن‬ ‫کردن‬ ‫محکوم‬ ‫آن‬ ‫زدودن‬ ‫و‬ ‫ها‬ ‫(سوسور،‬ ‫است‬ ‫ممکن‬ ‫شکل‬ ‫بهترین‬ ‫به‬ ‫ها‬ 1916 : 7 .)

Hiatus resolution in Persian: The case of [ɟ]-epenthesis

Acta Linguistica Academica, Mar 2019

This paper analyses the case of hiatus resolution in the /e-i/ and /e-ɑ/ environments in tetrasyl... more This paper analyses the case of hiatus resolution in the /e-i/ and /e-ɑ/ environments in tetrasyllabic words in Persian, within an Optimality-theoretic framework. Hiatus is avoided in Persian by the insertion of an epenthetic consonant which varies considerably depending on the morpho-phonemic environment in which hiatus occurs. It is argued that the insertion of [ɟ] as a hiatus-resolving consonant in Persian is historically driven. We follow Naderi and van Oostendorp (2011) in assuming that the hiatus-resolving [ɟ] is actually a latent segment at the end of bases ending in /e/ – in some words as a relic from the Middle (Pahlavi) Persian and in others as a matter of analogy – surfacing only in certain morpho-phonemic contexts. We argue that the two hiatus-resolving consonants realised in an /e-i/ environment in Persian – i.e., the phonetically-driven [ʔ] and the historically-driven [ɟ] – are in complementary distribution depending on the grammatical class of the output word. Within an OT framework, we aimed to achieve a unified explanation and a set order of constraints active for hiatus resolution in the /e-i/ and /e-ɑ/ environments.

زبان‌شناسی زیست‌محیطی: گفتگویی با پروفسور پیتر مولهاوسلر

زبان و شناخت, Mar 2018

‫زبان‬ ‫زیست‬ ‫شناسی‬ ‫محیطی‬ ‫با‬ ‫گفتگویی‬ ‫مولهاوسلر‬ ‫پیتر‬ ‫پروفسور‬ ١ ( ‫استاد‬ ‫زبان‬ ‫دان... more ‫زبان‬ ‫زیست‬ ‫شناسی‬ ‫محیطی‬ ‫با‬ ‫گفتگویی‬ ‫مولهاوسلر‬ ‫پیتر‬ ‫پروفسور‬ ١ ( ‫استاد‬ ‫زبان‬ ‫دانشگاه‬ ‫شناسی‬ ‫الیا‬ ‫استر‬ ‫آدالید،‬ ) ‫برگردان‬ : ‫قربان‬ ‫امیر‬ ‫پور‬ 2 ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬ ‫ان‬ ‫تهر‬ ‫مدرس،‬ ‫تربیت‬ ‫دانشگاه‬ ‫شناسی،‬ ‫مختصر‬ ‫معرفی‬ ‫مولهاوسلر‬ ‫پیتر‬ ‫پروفسور‬ 3 ‫زبان‬ ‫بازنشستۀ‬ ‫استاد‬ ‫آدالید‬ ‫دانشگاه‬ ‫شناسی‬ 4 ‫او‬ ‫است.‬ ‫الیا‬ ‫استر‬ ‫استلنبوش‬ ‫(دانشگاه‬ ‫جنوبی‬ ‫آفریقای‬ ‫در‬ ‫و‬ ‫بوده‬ ‫آلمان‬ ‫ایبورگ‬ ‫فر‬ ‫متولد‬ 5 ‫(دانشگاه‬ ‫بریتانیا‬ ،) ‫ریدینگ‬ 6 ‫الیا‬ ‫استر‬ ‫ملی‬ ‫(دانشگاه‬ ‫الیا‬ ‫استر‬ ‫و‬ ) 7 ‫در‬ ‫او‬ ‫است.‬ ‫داده‬ ‫انجام‬ ‫ا‬ ‫ر‬ ‫خود‬ ‫تحصیالت‬ ) ‫برلین‬ ‫فنی‬ ‫دانشگاه‬ 8

Vowel shortening in Persian: A phonological analysis

Poznan Studies in Contemporary Linguistics, Oct 2017

This study is a phonological analysis of the process of vowel shortening in Persian. The aim was ... more This study is a phonological analysis of the process of vowel shortening in Persian. The aim was to find out whether there are any rules governing the different cases of vowel shortening in simple and complex words of formal standard Persian, and to analyse the conditions under which the long vowels /ɑ, i, u/ change into the corresponding short vowels /æ, e, o/. In doing so, data were gathered from a 75000-word contemporary dictionary of Persian, and all the instances undergoing vowel shortening were extracted. Analysing the data showed that the change of /ɑ/ into [æ] is the most frequent type of vowel shortening in Persian. In addition, it turned out that vowel shortening rarely occurs inside simple words in the formal standard form of the language (only in 35 entries out of 519 words in total; i.e. 6.7%); while on the contrary, in complex words it happens quite frequently. Furthermore, regarding the phonemic environment in which vowels undergo shortening, it was found that vowel shortening is most frequent before the glot-tal consonant /h/, next frequent before nasals /n/ and /m/, and then before /r/. The process also occurs rather frequently in morpheme-final positions in affixation. Lastly, it turns out that another important factor in vowel shortening is the syllable structure of the word; as the super-heavy and ultra-heavy syllables of Persian tend to lose one mora and become lighter in certain positions in the word.

گفتمان‌های مخرب در بازنمایی محیط زیست: حیوانات در قالب دنیایی نمادین

زبان و شناخت, Sep 2017

رمزگشایی خوانش‌پریشی

زبان و شناخت, Mar 2017

1 ‫ك‬ ‫ریچارد‬ ‫واگنر‬ ‫ی.‬ 2 ، ‫كانتر‬ ‫تی.‬ ‫پاتریشیا‬ 3 ‫برگردان:‬ ‫قربان‬ ‫امیر‬ ‫پور‬ 4 ‫زبا... more 1 ‫ك‬ ‫ریچارد‬ ‫واگنر‬ ‫ی.‬ 2 ، ‫كانتر‬ ‫تی.‬ ‫پاتریشیا‬ 3 ‫برگردان:‬ ‫قربان‬ ‫امیر‬ ‫پور‬ 4 ‫زبان‬ ‫دكتری‬ ‫دانشجوی‬ ‫ان‬ ‫تهر‬ ‫مدرس،‬ ‫تربیت‬ ‫دانشگاه‬ ‫شناسی،‬ ‫چکیده‬ ‫خوانش‬ ‫(دیسلکسیا‬ ‫پریشی‬ 5 ) 6 ‫در‬ ‫فرد‬ ‫ناتوانی‬ ‫با‬ ‫كه‬ ‫است‬ ‫زبانی‬ ‫اختاللی‬ ‫اگیری‬ ‫فر‬ ‫مه‬ ‫ارت‬ ‫در‬ ‫خواندن‬ ‫علی‬ ‫مطلوب،‬ ‫سطح‬ ‫می‬ ‫شناخته‬ ‫طبیعی،‬ ‫هوش‬ ‫و‬ ‫كافی‬ ‫بینایی‬ ‫وجود‬ ‫رغم‬ ‫ش‬ ‫ود.‬ ‫اختالل‬ ‫این‬ ‫اغلب‬ ‫یادگیری‬ ‫سال‬ ‫در‬ ‫در‬ ‫خواندن‬ ‫اگیری‬ ‫فر‬ ‫ابتدایی‬ ‫های‬ ‫سنین‬ ‫دی‬ ‫مدرسه‬ ‫ده‬ ‫می‬ ‫به‬ ‫كمک‬ ‫ای‬ ‫بر‬ ‫شده‬ ‫احی‬ ‫طر‬ ‫مداخالت‬ ‫اعمال‬ ‫جهت‬ ‫آن‬ ‫زودهنگام‬ ‫تشخیص‬ ‫و‬ ‫شود‬ ‫روان‬ ‫منظری‬ ‫از‬ ‫حاضر‬ ‫مقالۀ‬ ‫است.‬ ‫برخوردار‬ ‫باالیی‬ ‫اهمیت‬ ‫از‬ ‫مبتال‬ ‫اد‬ ‫افر‬ ‫به‬ ‫شناختی‬ ‫یافته‬ ‫برخی‬ ‫بررسی‬ ‫خوانش‬ ‫ماهیت‬ ‫مورد‬ ‫در‬ ‫مهم‬ ‫های‬ ‫و‬ ‫پریشی،‬ ‫چگون‬ ‫افر‬ ‫شناسایی‬ ‫گی‬ ‫اد‬ ‫به‬ ‫مبتال‬ ‫اختالل‬ ‫این‬ ‫آن‬ ‫به‬ ‫كمک‬ ‫منظور‬ ‫به‬ ‫ها‬ ، ‫می‬ ‫پردازد.‬ ‫کلیدواژه‬ ‫ها:‬ ‫خوانش‬ ‫واجی.‬ ‫پردازش‬ ‫واجی،‬ ‫هوشیاری‬ ‫دیسلکسیا،‬ ‫پریشی،‬ 1 . ‫مقدمه‬ ‫می‬ ‫كودكان‬ ‫اكثر‬ ‫آموزش‬ ‫با‬ ‫توانند‬ ‫بین‬ ‫اما‬ ‫گیرند؛‬ ‫ا‬ ‫فر‬ ‫ا‬ ‫ر‬ ‫خواندن‬ ‫مهارت‬ ‫مؤثر‬ ‫های‬ 3 ‫تا‬ 20 ‫درصد‬ ‫مطلوب‬ ‫سطح‬ ‫در‬ ‫خواندن‬ ‫یادگیری‬ ‫به‬ ‫موفق‬ ‫استفاده،‬ ‫مورد‬ ‫خاص‬ ‫ارزیابی‬ ‫معیارهای‬ ‫به‬ ‫بسته‬ ‫كودكان،‬ 1 ‫این‬ ‫مقال‬ ‫ه‬ ‫مقاله‬ ‫از‬ ‫است‬ ‫تلخیصی‬ ‫و‬ ‫ترجمه‬ ‫مقاالت‬ ‫مجموعه‬ ‫در‬ ‫كه‬ ‫عنوان‬ ‫همین‬ ‫با‬ ‫ای‬ « ‫نوآوری‬ ‫هایی‬ ‫روان‬ ‫در‬ ‫شناسی‬ ‫تربیتی‬ » ‫اشترنبرگ،‬ ‫و‬ ‫ایس‬ ‫(پر‬ 2010 ‫است.‬ ‫رسیده‬ ‫چاپ‬ ‫به‬ )

Ecolyrics in pop music: A review of two nature songs

Language and Ecology, Jun 2016

This paper is an ecolinguistic analysis of the lyrics of two nature songs – coined in this paper ... more This paper is an ecolinguistic analysis of the lyrics of two nature songs – coined in this paper as 'eco-lyrics'. The aim was to analyse the underlying stories that lie behind the lyrics, and how they model the natural world. The two songs chosen were We Kill the World by Boney M. (1981) and Johnny Wanna Live by Sandra (1990). In particular, the use of metaphors and appraisal patterns in Boney M.'s song and the use of salience patterns (through personification, naming and activation) in Sandra's – in terms of Stibbe's (2015) general classification of the 'stories we live by' – were looked at, in order to shed light on how the more-than-human world is represented in each of these songs.

Head position parameter in Persian: An Optimality-theoretic approach

The present study aims to explore the issue of head position in Persian syntactic phrases within ... more The present study aims to explore the issue of head position in Persian syntactic phrases within an Optimality-theoretic framework. Making use of syntactic alignment constraints of the type HeadLeft/HeadRight proposed by Grimshaw (2002) – which is alternatively notated in this paper as Align-Left/Right(X, XP) (McCarthy, 2008) –, the study seeks to arrive at a consistent ranking of the relevant constraints active in Persian with respect to the relative position of heads and complements within phrases. Bearing in mind the non-uniformity of head position across Persian syntactic phrases, it is concluded that the general constraint Align-Left(X, XP) is highly active and determinant in most of the syntactic structures in the language; and, the exceptions of head-finality, i.e. that of verb phrases and the direct object case marker 'rā', are accounted for by the more specific, higher ranked constraints of the opposite value – namely Align-Right(V, VP) and Align-Right(K, KP), respectively.

We don’t need no education: A stylistic analysis of Pink Floyd’s ‘Another Brick in the Wall’

Idil Journal of Art and Language, Jan 2016

This study is a stylistic analysis of Pink Floyd's song lyrics Another Brick in the Wall (parts 1... more This study is a stylistic analysis of Pink Floyd's song lyrics Another Brick in the Wall (parts 1 and 2) and the interlude between them The Happiest Days of Our Lives. The aim was to explore various stylistic devices used in the verses to convey the main theme of the lyrics at different levels of language (phonetics/phonology, lexico-grammar, and semantics), and to see how all these stylistic features interact to make the lyrics mean what they do. The study covers different aspects of style including rhythm and rhyme patterns at the level of sounding, tense selection and transitivity structure at the level of wording and grammar, and the use of metaphor and irony at the level of meaning. The analysis shows that the verses make use of a variety of stylistic techniques to communicate the main theme of the lyrics, which is centred around the sense of isolation and abandonment, and to fit into the musical rhythm and feeling connected to it.

پارامتر جایگاه هسته در زبان فارسی: رویکرد نظریۀ بهینگی

علم زبان, Jan 2015

The present study aims at exploring head position in Persian syntactic phrases within the Optimal... more The present study aims at exploring head position in Persian syntactic phrases within the Optimality Theory framework. Making use of syntactic alignment constraints proposed by Grimshaw (2002), which is alternatively notated in this paper as Align-Left/Right(X, XP) (McCarthy, 2008), the study seeks to arrive at a consistent ranking of the relevant constraints being active in Persian with respect to the relative position of heads and complements within phrases. Bearing in mind the non-uniformity of head position across Persian syntactic phrases, it is concluded that the general constraint Align-Left (X, XP) is highly active and determinant in most of the syntactic structures in the language; also, the exceptions of head-finality, i.e. verb phrases and the direct object case marker 'rā', are accounted for by more specific, higher-ranked constraints of opposite value. These higher-ranked constraints are Align-Right(V, VP) and Align-Right(K, KP), respectively.

The effect of online forum participation on the EFL learners’ writing performance and their attitudes towards learning English

Barnolipi Journal, Feb 2013

In recent years, the increasing use of the Internet has made online discussion forums a common pa... more In recent years, the increasing use of the Internet has made online discussion forums a common part of educational courses in general, and language learning courses in particular. This asynchronous form of computer-mediated communication (CMC) can provide EFL learners with opportunity for more interaction with others in English, and to practise their language skills. This study is a small scale research aimed at investigating the effect of participation in an online discussion forum (located in Yahoo! groups) on the Iranian EFL learners’ writing performance at intermediate level, and also on their attitudes towards learning English this way. A total number of 30 intermediate EFL learners were chosen and randomly assigned to two groups of 15, one as an experimental group and the other as a control group. By administering a writing test at the end of a two-month term, and comparing the mean scores of two groups, it was revealed that the treatment (i.e. the online activity) had positive effects on the experimental group students’ writing performance. Also data about the perceived effectiveness of the online forum were gathered through questionnaires, which indicated that students in general held a positive view about the online activity they participated in.

Media Reviews by Amir Ghorbanpour

Read naturally live

TESL-EJ, Feb 2014

Web-based reading program Platform Windows XP and higher Mac OS X 10.4 and higher Minimum hardwar... more

Creating interactive web-based exercises in Hot Potatoes

TESL-EJ, Dec 2012

Book Reviews by Amir Ghorbanpour

Book review: Xenolinguistics: Towards a science of extraterrestrial language

Glottotheory: International Journal of Theoretical Linguistics, Nov 2024

Book review: Ecolinguistics and environment in education: Language, culture and textual analysis

Language and Education, Sep 2024

Promoting ecoliteracy through communication: How language can shape our relationship with the more-than-human world

Environmental Communication, Aug 2024

Book review: Econarrative: Ethics, ecology, and the search for new narratives to live by

Human Affairs, Jul 2024

Incorporation or quasi‐incorporation? A constructionist account in Persian

by Amir Ghorbanpour and Sahar Bahrami-Khorshid

Studia Linguistica, Sep 1, 2021

Noun incorporation is generally defined as a word formation process in which a noun, typically th... more Noun incorporation is generally defined as a word formation process in which a noun, typically the direct object, is incorporated into the verb to form a compound verb. The present study, adopting a Construction Morphology perspective, examines the characteristics of the so‐called incorporative structure in Persian, to shed light on the process and to see as what kind of structure it can actually be regarded. Construction Morphology is a lexeme‐based theory taking the words as the starting point of morphological analysis. It makes use of the notion of “construction”, which is defined as a pairing of form and meaning, to describe the properties of complex words. Examining the characteristics of the incorporative structures in Persian makes it clear that these NV sequences form compounds with a specific constructional meaning that often denotes a nameworthy and conventional activity. The qualities examined suggest that this process in Persian and the resulting structure can best be analysed as a case of quasi‐incorporation, schematised as [N0 V0]V0, rather than a purely morphological incorporation.

Loanword syllable adaptation in Persian: An Optimality-theoretic account

Journal of Universal Language, Sep 1, 2019

The present paper examines the process of loanword syllable adaptation in tetrasyllabic words in ... more The present paper examines the process of loanword syllable adaptation in tetrasyllabic words in Persian, within an Optimality-theoretic framework. In Persian, consonant clusters are avoided in onset position. As a result, the loanwords borrowed from other languages which have complex onsets, when introduced into Persian, are adapted to fit the syllable structure of the target language. When placed word-initially, the onset cluster is generally resolved by the insertion of an epenthetic vowel. However, this vowel epenthesis occurs in a split pattern, as it does in many other languages. In this study, following Gouskova's (2001) proposal, we argue that this split pattern in loanword syllabic adaptation can best be explained to be an effect of the Syllable Contact Law (SCL). That is, when the two segments in the onset cluster have a rising sonority sequence, the cluster is broken up by the process of anaptyxis; while in sequences of falling sonority, the cluster is resolved through the process of prothesis. It is argued that, this pattern uniformly holds true at least as far as the dictionary-derived data in the present study are concerned. For the exceptional cases of /SN/ and /SL/ clusters-not attested in our data set, but still present and frequently referred to in the literature-we propose the addition of two positional faithfulness constraints of the DEP-V/X_Y family (Fleischhacker 2001) to our set of universal constraints to account for all the possible cases of loanword syllabic adaptation in Persian.

A comparative study of the conceptual metaphors of time in Persian and English

Journal of Applied Studies in Language, Jun 2019

From a cognitive perspective, metaphor is viewed as one of the important aspects and a fundamenta... more From a cognitive perspective, metaphor is viewed as one of the important aspects and a fundamental part of the everyday use of language. Metaphor is generally defined as a means to talk about a more abstract conceptual domain in terms of another, more concrete domain. The mapping between the two domains is expressed through some conceptual metaphors. The present study is a comparative analysis of the conceptual metaphors of time in Persian and English. In doing so, different expressions of time in the two languages were categorised into the relevant conceptual metaphors, to be compared to find any similarities and differences in this respect. The expressions of time were analysed under eight different conceptual metaphors. It is revealed that the two languages show a very similar conceptualisation of time-related expressions. Except for a few minor differences, both languages generally appear to use the same metaphoric structures to express time. The use of similar collocations with time words in most cases counts as evidence for the similarities between the two languages in their conceptualisation of time.

زبان و فضای پیرامون

زبان و شناخت, Mar 2019

1 ‫کوتزیتارو‬ ‫کارمن‬ ‫الرا‬ 2 ‫قربان‬ ‫امیر‬ ‫برگردان:‬ ‫پور‬ 3 ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬ ‫تهران‬... more 1 ‫کوتزیتارو‬ ‫کارمن‬ ‫الرا‬ 2 ‫قربان‬ ‫امیر‬ ‫برگردان:‬ ‫پور‬ 3 ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬ ‫تهران‬ ‫مدرس،‬ ‫تربیت‬ ‫دانشگاه‬ ‫شناسی،‬ ‫چکیده‬ ‫علمی‬ ‫فیلم‬ -‫تحسین‬ ‫بسیار‬ ‫تخیلی‬ ‫شدۀ‬ ‫ورود‬ 4 ( 2016 ‫از)‬ ‫تعمیمی‬ ‫واقع‬ ‫در‬ ‫(و‬ ‫پایۀ‬ ‫بر‬ ) ‫فرضیه‬ ‫فرضیۀ‬ ‫به‬ ‫مصطلح‬ ‫ای‬ " ‫ساپیر‬ -‫وورف‬ " 5 ‫نظریه‬ ‫است؛‬ ‫نخست‬ ‫نیمۀ‬ ‫در‬ ‫که‬ ‫زبانی‬ ‫ای‬ ‫را‬ ‫واقعیت‬ ‫از‬ ‫او‬ ‫درک‬ ‫چگونگی‬ ‫فرد‬ ‫هر‬ ‫بومی‬ ‫زبان‬ ‫آن،‬ ‫اساس‬ ‫بر‬ ‫و‬ ‫شد‬ ‫مطرح‬ ‫بیستم‬ ‫قرن‬ ‫و‬ ‫زبان‬ ‫شناخت‬ -‫شماره‬ ‫پنج‬ 42 ‫عنوان‬ ‫تحت‬ ‫که‬ ‫داشت‬ " ‫زبانی‬ ‫جبرگرایی‬ " 1 ‫طرح‬ ‫بر‬ ‫ضروری‬ ‫اما‬ ‫کوتاه‬ ‫بسیار‬ ‫مروری‬ ‫است.‬ ‫مطرح‬ ‫نقطۀ‬ ‫دوازده‬ ‫در‬ ‫همزمان‬ ‫طور‬ ‫به‬ ‫فرازمینی‬ ‫فضایی‬ ‫سفینۀ‬ ‫دوازده‬ ‫که‬ ‫است‬ ‫قرار‬ ‫این‬ ‫از‬ ‫فیلم‬ ‫داستان‬ ‫می‬ ‫فرود‬ ‫ما‬ ‫سیارۀ‬ ‫بر‬ ‫مختلف‬ ‫نشانه‬ ‫هیچ‬ ‫ابراز‬ ‫بدون‬ ‫و‬ ‫آیند‬ ‫باقی‬ ‫آنجا‬ ‫در‬ ‫دشمنی‬ ‫و‬ ‫خصومت‬ ‫از‬ ‫ای‬ ‫می‬ ‫قدرت‬ ‫به‬ ‫مانند.‬ ‫هش‬ ‫نظامی‬ ‫بزرگ‬ ‫های‬ ‫می‬ ‫داده‬ ‫دار‬ ‫آن‬ ‫و‬ ‫شود‬ ‫می‬ ‫سعی‬ ‫ها‬ ‫ورود‬ ‫این‬ ‫از‬ ‫هدف‬ ‫کنند‬ ‫فرازمینی‬ ‫زبان‬ ‫(یک‬ ‫بنکس‬ ‫لوئیس‬ ‫متحده،‬ ‫ایاالت‬ ‫در‬ ‫دریابند.‬ ‫را‬ ‫ها‬ ‫توسط‬ ‫چندزبانه)‬ ‫پژوهشگر‬ ‫و‬ ‫شناس‬ ‫می‬ ‫گرفته‬ ‫خدمت‬ ‫به‬ ‫ارتش‬ ‫فرازمینی‬ ‫بیگانگان‬ ‫این‬ ‫زبان‬ ‫مورد‬ ‫در‬ ‫تا‬ ‫شود‬ -‫هفت‬ ‫موجود‬ ‫دو‬ ‫پای‬ ‫عظیم‬ ‫م‬ ‫درون‬ ‫از‬ ‫را‬ ‫خود‬ ‫که‬ ‫الجثه‬ ‫می‬ ‫نشان‬ ‫شفاف‬ ‫دیوار‬ ‫یک‬ ‫پشت‬ ‫در‬ ‫خزنی‬ ‫دهند‬ -‫کند.‬ ‫تحقیق‬ ‫زبان‬ ‫و‬ ‫فضای‬ ‫پیرامون‬ 47 ‫سیاره‬ ‫حرکات‬ ‫توسط‬ ‫که‬ ‫است‬ ‫عینی‬ ‫و‬ ‫می‬ ‫تحمیل‬ ‫را‬ ‫معلولی‬ ‫و‬ ‫علت‬ ‫روابط‬ ‫که‬ ‫ای‬ ‫می‬ ‫تعیین‬ ‫کنند‬ ‫شود،‬ ‫آن‬ ‫در‬ ‫که‬ ‫مفهوم‬ ‫ها‬ " ‫توالی‬ " ‫می‬ ‫ایجاد‬ ‫را‬ ‫قوانین‬ ‫مکان‬ ‫عنوان‬ ‫به‬ ‫زمان‬ ‫و‬ ‫فضا‬ ‫کند.‬ ‫در‬ ‫عینی‬ ‫نماهای‬ ‫گرفته‬ ‫قرار‬ ‫ما‬ ‫اختیار‬ ‫آن‬ ‫وجود‬ ‫(یعنی‬ ‫اند‬ ‫قا‬ ‫تا‬ ‫ندارد)‬ ‫بستگی‬ ‫ما‬ ‫ادراک‬ ‫به‬ ‫ها‬ ‫صحیح‬ ‫طور‬ ‫به‬ ‫باشیم‬ ‫در‬ ‫عدم‬ ‫(یک‬ ‫محیط‬ ‫بودن‬ ‫غیرطبیعی‬ ‫کنیم.‬ ‫عمل‬ ‫دیگر،‬ ‫جهانی‬ ‫نه‬ ‫و‬ ‫جهان،‬ ‫این‬ ‫در‬ ‫عمر‬ ‫یک‬ ‫طول‬ ‫در‬ ‫می‬ ‫که‬ ‫آنچه‬ ‫میان‬ ‫تقارن‬ ‫می‬ ‫خود‬ ‫زندگی‬ ‫تجربۀ‬ ‫از‬ ‫که‬ ‫آنچه‬ ‫و‬ ‫بینیم‬ ‫واکنش‬ ‫است‬ ‫ممکن‬ ‫دانیم)‬ ‫های‬ ‫آزمایش‬ ‫در‬ ‫برانگیزد:‬ ‫را‬ ‫احشایی‬ ‫زمینی‬ ‫های‬ ‫نقاط‬ ‫فقدان‬ ‫دربرگیرندۀ‬ ‫که‬ ‫ای‬ ‫عدم‬ ‫هستند،‬ ‫مرجع‬ ‫فضایی‬ ‫جهت‬ ‫پدیده‬ ‫باعث‬ ‫یابی‬ ‫می‬ ‫کردن‬ ‫غش‬ ‫تا‬ ‫ساده‬ ‫سرگیجۀ‬ ‫یک‬ ‫از‬ ‫هایی‬ ‫تیم‬ ‫فیلم،‬ ‫در‬ ‫که‬ ‫حالی‬ ‫(در‬ ‫شود‬ ‫می‬ ‫راه‬ ‫تونل‬ ‫یک‬ ‫سقف‬ ‫روی‬ ‫بر‬ ‫تحقیقاتی‬ ‫ندارند).‬ ‫آن‬ ‫با‬ ‫مشکلی‬ ‫و‬ ‫روند‬ ‫و‬ ‫زبان‬ ‫شناخت‬ -‫شماره‬ ‫پنج‬ 48 ‫محدودیت‬ ‫توانایی‬ ‫محیطی‬ ‫و‬ ‫زیستی‬ ‫های‬ ‫فرضی‬ ‫زبان‬ ‫رمزگشایی‬ ‫که‬ ‫است‬ ‫فراگیر‬ ‫چنان‬ ‫ما‬ ‫های‬ ‫دشوار‬ ‫بسیار‬ ‫را‬ ‫فرازمینی‬ ‫نژاد‬ ‫یک‬ -‫غی‬ ‫نه‬ ‫اگر‬ ‫رممکن‬ -‫می‬ ‫الگوریتم‬ ‫از‬ ‫ما‬ ‫که‬ ‫چرا‬ ‫سازد،‬ ‫ریاضی‬ ‫های‬ ‫ای‬ ‫بر‬ ‫که‬ DNA ‫می‬ ‫استفاده‬ ‫است‬ ‫حاکم‬ ‫خودمان‬ ‫زبان‬ ‫یک‬ ‫که‬ ‫کنیم‬ ‫فرض‬ ‫چنین‬ ‫که‬ ‫است‬ ‫عاقالنه‬ ‫کنیم.‬ ‫می‬ ‫شکل‬ ‫بیگانه‬ ‫نژاد‬ ‫آن‬ ‫محیط‬ ‫توسط‬ ‫مشابه‬ ‫طور‬ ‫به‬ ‫نیز‬ ‫بیگانه‬ ‫باشد‬ ‫قادر‬ ‫که‬ ‫طوری‬ ‫به‬ ‫گیرد،‬ ‫واقعیت‬ ‫آن‬ ‫خود‬ ‫های‬ ‫اگر‬ ‫کند.‬ ‫توصیف‬ ‫را‬ ‫ها‬ ‫مشترکی‬ ‫چیز‬ ‫هیچ‬ ً ‫مطلقا‬ ‫دیگری‬ ‫سیارۀ‬ ‫و‬ ‫زمین‬ ‫کرۀ‬ ‫نمی‬ ‫نمی‬ ‫ما‬ ‫صورت‬ ‫این‬ ‫در‬ ‫داشتند،‬ ‫می‬ ‫مشاهده‬ ‫که‬ ‫چیزهایی‬ ‫توانستیم‬ ‫زیرا‬ ‫دهیم،‬ ‫تشخیص‬ ‫را‬ ‫کردیم‬ ‫آن‬ ‫ما‬ ‫صورت،‬ ‫این‬ ‫در‬ ‫نداشتند.‬ ‫مطابقت‬ ‫ما‬ ‫دنیای‬ ‫در‬ ‫چیزی‬ ‫هیچ‬ ‫با‬ ‫ها‬ ‫زبان‬ ‫و‬ ‫فضای‬ ‫پیرامون‬ 49 ‫زبان‬ ‫بزرگ‬ ‫نظر‬ ‫این‬ ‫با‬ ‫توازن،‬ ‫برای‬ ‫بتوان،‬ ‫شاید‬ ‫است)،‬ ‫نبوده‬ ‫شناختی‬ ‫زبان‬ ‫ترین‬ ‫تمام‬ ‫اروپایی‬ ‫شناس‬ ‫دوران،‬ ‫سوسور‬ ‫دو‬ ‫فردینان‬ 1 ‫که:‬ ‫کرد‬ ‫مخالفت‬ ، ‫مهم‬ ‫دیگری‬ ‫چیز‬ ‫هر‬ ‫از‬ ‫گفتار‬ ‫جوامع،‬ ‫و‬ ‫افراد‬ ‫زندگی‬ ‫در‬ ... ‫اما‬ /.../ ‫است.‬ ‫تر‬ -‫متناقض‬ ‫پیامدی‬ ‫این‬ ‫و‬ ‫عالقه‬ ‫و‬ ‫توجه‬ ‫از‬ ‫زبان‬ ‫روی‬ ‫بر‬ ‫که‬ ‫است‬ ‫ای‬ ‫است‬ ‫شده‬ ‫نهاده‬ ‫شناسی‬ -‫وجود‬ ‫دیگری‬ ‫رشتۀ‬ ‫هیچ‬ ‫دیدگاه‬ ‫از‬ ‫باشد.‬ ‫گرفته‬ ‫شکل‬ ‫پوچ‬ ‫تخیالت‬ ‫و‬ ‫توهمات،‬ ‫تعصبات،‬ ‫مفاهیم،‬ ‫از‬ ‫بسیاری‬ ‫آن‬ ‫در‬ ‫که‬ ‫ندارد‬ ‫روان‬ ‫زبان‬ ‫وظیفۀ‬ ‫اما‬ ‫هستند،‬ ‫توجه‬ ‫جالب‬ ‫اشتباهات‬ ‫این‬ ‫شناختی،‬ ‫دیگری،‬ ‫چیز‬ ‫هر‬ ‫از‬ ‫بیش‬ ‫شناس،‬ ‫آن‬ ‫کردن‬ ‫محکوم‬ ‫آن‬ ‫زدودن‬ ‫و‬ ‫ها‬ ‫(سوسور،‬ ‫است‬ ‫ممکن‬ ‫شکل‬ ‫بهترین‬ ‫به‬ ‫ها‬ 1916 : 7 .)

Hiatus resolution in Persian: The case of [ɟ]-epenthesis

Acta Linguistica Academica, Mar 2019

This paper analyses the case of hiatus resolution in the /e-i/ and /e-ɑ/ environments in tetrasyl... more This paper analyses the case of hiatus resolution in the /e-i/ and /e-ɑ/ environments in tetrasyllabic words in Persian, within an Optimality-theoretic framework. Hiatus is avoided in Persian by the insertion of an epenthetic consonant which varies considerably depending on the morpho-phonemic environment in which hiatus occurs. It is argued that the insertion of [ɟ] as a hiatus-resolving consonant in Persian is historically driven. We follow Naderi and van Oostendorp (2011) in assuming that the hiatus-resolving [ɟ] is actually a latent segment at the end of bases ending in /e/ – in some words as a relic from the Middle (Pahlavi) Persian and in others as a matter of analogy – surfacing only in certain morpho-phonemic contexts. We argue that the two hiatus-resolving consonants realised in an /e-i/ environment in Persian – i.e., the phonetically-driven [ʔ] and the historically-driven [ɟ] – are in complementary distribution depending on the grammatical class of the output word. Within an OT framework, we aimed to achieve a unified explanation and a set order of constraints active for hiatus resolution in the /e-i/ and /e-ɑ/ environments.

زبان‌شناسی زیست‌محیطی: گفتگویی با پروفسور پیتر مولهاوسلر

زبان و شناخت, Mar 2018

‫زبان‬ ‫زیست‬ ‫شناسی‬ ‫محیطی‬ ‫با‬ ‫گفتگویی‬ ‫مولهاوسلر‬ ‫پیتر‬ ‫پروفسور‬ ١ ( ‫استاد‬ ‫زبان‬ ‫دان... more ‫زبان‬ ‫زیست‬ ‫شناسی‬ ‫محیطی‬ ‫با‬ ‫گفتگویی‬ ‫مولهاوسلر‬ ‫پیتر‬ ‫پروفسور‬ ١ ( ‫استاد‬ ‫زبان‬ ‫دانشگاه‬ ‫شناسی‬ ‫الیا‬ ‫استر‬ ‫آدالید،‬ ) ‫برگردان‬ : ‫قربان‬ ‫امیر‬ ‫پور‬ 2 ‫زبان‬ ‫دکتری‬ ‫دانشجوی‬ ‫ان‬ ‫تهر‬ ‫مدرس،‬ ‫تربیت‬ ‫دانشگاه‬ ‫شناسی،‬ ‫مختصر‬ ‫معرفی‬ ‫مولهاوسلر‬ ‫پیتر‬ ‫پروفسور‬ 3 ‫زبان‬ ‫بازنشستۀ‬ ‫استاد‬ ‫آدالید‬ ‫دانشگاه‬ ‫شناسی‬ 4 ‫او‬ ‫است.‬ ‫الیا‬ ‫استر‬ ‫استلنبوش‬ ‫(دانشگاه‬ ‫جنوبی‬ ‫آفریقای‬ ‫در‬ ‫و‬ ‫بوده‬ ‫آلمان‬ ‫ایبورگ‬ ‫فر‬ ‫متولد‬ 5 ‫(دانشگاه‬ ‫بریتانیا‬ ،) ‫ریدینگ‬ 6 ‫الیا‬ ‫استر‬ ‫ملی‬ ‫(دانشگاه‬ ‫الیا‬ ‫استر‬ ‫و‬ ) 7 ‫در‬ ‫او‬ ‫است.‬ ‫داده‬ ‫انجام‬ ‫ا‬ ‫ر‬ ‫خود‬ ‫تحصیالت‬ ) ‫برلین‬ ‫فنی‬ ‫دانشگاه‬ 8

Vowel shortening in Persian: A phonological analysis

Poznan Studies in Contemporary Linguistics, Oct 2017

This study is a phonological analysis of the process of vowel shortening in Persian. The aim was ... more This study is a phonological analysis of the process of vowel shortening in Persian. The aim was to find out whether there are any rules governing the different cases of vowel shortening in simple and complex words of formal standard Persian, and to analyse the conditions under which the long vowels /ɑ, i, u/ change into the corresponding short vowels /æ, e, o/. In doing so, data were gathered from a 75000-word contemporary dictionary of Persian, and all the instances undergoing vowel shortening were extracted. Analysing the data showed that the change of /ɑ/ into [æ] is the most frequent type of vowel shortening in Persian. In addition, it turned out that vowel shortening rarely occurs inside simple words in the formal standard form of the language (only in 35 entries out of 519 words in total; i.e. 6.7%); while on the contrary, in complex words it happens quite frequently. Furthermore, regarding the phonemic environment in which vowels undergo shortening, it was found that vowel shortening is most frequent before the glot-tal consonant /h/, next frequent before nasals /n/ and /m/, and then before /r/. The process also occurs rather frequently in morpheme-final positions in affixation. Lastly, it turns out that another important factor in vowel shortening is the syllable structure of the word; as the super-heavy and ultra-heavy syllables of Persian tend to lose one mora and become lighter in certain positions in the word.

گفتمان‌های مخرب در بازنمایی محیط زیست: حیوانات در قالب دنیایی نمادین

زبان و شناخت, Sep 2017

رمزگشایی خوانش‌پریشی

زبان و شناخت, Mar 2017

1 ‫ك‬ ‫ریچارد‬ ‫واگنر‬ ‫ی.‬ 2 ، ‫كانتر‬ ‫تی.‬ ‫پاتریشیا‬ 3 ‫برگردان:‬ ‫قربان‬ ‫امیر‬ ‫پور‬ 4 ‫زبا... more 1 ‫ك‬ ‫ریچارد‬ ‫واگنر‬ ‫ی.‬ 2 ، ‫كانتر‬ ‫تی.‬ ‫پاتریشیا‬ 3 ‫برگردان:‬ ‫قربان‬ ‫امیر‬ ‫پور‬ 4 ‫زبان‬ ‫دكتری‬ ‫دانشجوی‬ ‫ان‬ ‫تهر‬ ‫مدرس،‬ ‫تربیت‬ ‫دانشگاه‬ ‫شناسی،‬ ‫چکیده‬ ‫خوانش‬ ‫(دیسلکسیا‬ ‫پریشی‬ 5 ) 6 ‫در‬ ‫فرد‬ ‫ناتوانی‬ ‫با‬ ‫كه‬ ‫است‬ ‫زبانی‬ ‫اختاللی‬ ‫اگیری‬ ‫فر‬ ‫مه‬ ‫ارت‬ ‫در‬ ‫خواندن‬ ‫علی‬ ‫مطلوب،‬ ‫سطح‬ ‫می‬ ‫شناخته‬ ‫طبیعی،‬ ‫هوش‬ ‫و‬ ‫كافی‬ ‫بینایی‬ ‫وجود‬ ‫رغم‬ ‫ش‬ ‫ود.‬ ‫اختالل‬ ‫این‬ ‫اغلب‬ ‫یادگیری‬ ‫سال‬ ‫در‬ ‫در‬ ‫خواندن‬ ‫اگیری‬ ‫فر‬ ‫ابتدایی‬ ‫های‬ ‫سنین‬ ‫دی‬ ‫مدرسه‬ ‫ده‬ ‫می‬ ‫به‬ ‫كمک‬ ‫ای‬ ‫بر‬ ‫شده‬ ‫احی‬ ‫طر‬ ‫مداخالت‬ ‫اعمال‬ ‫جهت‬ ‫آن‬ ‫زودهنگام‬ ‫تشخیص‬ ‫و‬ ‫شود‬ ‫روان‬ ‫منظری‬ ‫از‬ ‫حاضر‬ ‫مقالۀ‬ ‫است.‬ ‫برخوردار‬ ‫باالیی‬ ‫اهمیت‬ ‫از‬ ‫مبتال‬ ‫اد‬ ‫افر‬ ‫به‬ ‫شناختی‬ ‫یافته‬ ‫برخی‬ ‫بررسی‬ ‫خوانش‬ ‫ماهیت‬ ‫مورد‬ ‫در‬ ‫مهم‬ ‫های‬ ‫و‬ ‫پریشی،‬ ‫چگون‬ ‫افر‬ ‫شناسایی‬ ‫گی‬ ‫اد‬ ‫به‬ ‫مبتال‬ ‫اختالل‬ ‫این‬ ‫آن‬ ‫به‬ ‫كمک‬ ‫منظور‬ ‫به‬ ‫ها‬ ، ‫می‬ ‫پردازد.‬ ‫کلیدواژه‬ ‫ها:‬ ‫خوانش‬ ‫واجی.‬ ‫پردازش‬ ‫واجی،‬ ‫هوشیاری‬ ‫دیسلکسیا،‬ ‫پریشی،‬ 1 . ‫مقدمه‬ ‫می‬ ‫كودكان‬ ‫اكثر‬ ‫آموزش‬ ‫با‬ ‫توانند‬ ‫بین‬ ‫اما‬ ‫گیرند؛‬ ‫ا‬ ‫فر‬ ‫ا‬ ‫ر‬ ‫خواندن‬ ‫مهارت‬ ‫مؤثر‬ ‫های‬ 3 ‫تا‬ 20 ‫درصد‬ ‫مطلوب‬ ‫سطح‬ ‫در‬ ‫خواندن‬ ‫یادگیری‬ ‫به‬ ‫موفق‬ ‫استفاده،‬ ‫مورد‬ ‫خاص‬ ‫ارزیابی‬ ‫معیارهای‬ ‫به‬ ‫بسته‬ ‫كودكان،‬ 1 ‫این‬ ‫مقال‬ ‫ه‬ ‫مقاله‬ ‫از‬ ‫است‬ ‫تلخیصی‬ ‫و‬ ‫ترجمه‬ ‫مقاالت‬ ‫مجموعه‬ ‫در‬ ‫كه‬ ‫عنوان‬ ‫همین‬ ‫با‬ ‫ای‬ « ‫نوآوری‬ ‫هایی‬ ‫روان‬ ‫در‬ ‫شناسی‬ ‫تربیتی‬ » ‫اشترنبرگ،‬ ‫و‬ ‫ایس‬ ‫(پر‬ 2010 ‫است.‬ ‫رسیده‬ ‫چاپ‬ ‫به‬ )

Ecolyrics in pop music: A review of two nature songs

Language and Ecology, Jun 2016

This paper is an ecolinguistic analysis of the lyrics of two nature songs – coined in this paper ... more This paper is an ecolinguistic analysis of the lyrics of two nature songs – coined in this paper as 'eco-lyrics'. The aim was to analyse the underlying stories that lie behind the lyrics, and how they model the natural world. The two songs chosen were We Kill the World by Boney M. (1981) and Johnny Wanna Live by Sandra (1990). In particular, the use of metaphors and appraisal patterns in Boney M.'s song and the use of salience patterns (through personification, naming and activation) in Sandra's – in terms of Stibbe's (2015) general classification of the 'stories we live by' – were looked at, in order to shed light on how the more-than-human world is represented in each of these songs.

Head position parameter in Persian: An Optimality-theoretic approach

The present study aims to explore the issue of head position in Persian syntactic phrases within ... more The present study aims to explore the issue of head position in Persian syntactic phrases within an Optimality-theoretic framework. Making use of syntactic alignment constraints of the type HeadLeft/HeadRight proposed by Grimshaw (2002) – which is alternatively notated in this paper as Align-Left/Right(X, XP) (McCarthy, 2008) –, the study seeks to arrive at a consistent ranking of the relevant constraints active in Persian with respect to the relative position of heads and complements within phrases. Bearing in mind the non-uniformity of head position across Persian syntactic phrases, it is concluded that the general constraint Align-Left(X, XP) is highly active and determinant in most of the syntactic structures in the language; and, the exceptions of head-finality, i.e. that of verb phrases and the direct object case marker 'rā', are accounted for by the more specific, higher ranked constraints of the opposite value – namely Align-Right(V, VP) and Align-Right(K, KP), respectively.

We don’t need no education: A stylistic analysis of Pink Floyd’s ‘Another Brick in the Wall’

Idil Journal of Art and Language, Jan 2016

This study is a stylistic analysis of Pink Floyd's song lyrics Another Brick in the Wall (parts 1... more This study is a stylistic analysis of Pink Floyd's song lyrics Another Brick in the Wall (parts 1 and 2) and the interlude between them The Happiest Days of Our Lives. The aim was to explore various stylistic devices used in the verses to convey the main theme of the lyrics at different levels of language (phonetics/phonology, lexico-grammar, and semantics), and to see how all these stylistic features interact to make the lyrics mean what they do. The study covers different aspects of style including rhythm and rhyme patterns at the level of sounding, tense selection and transitivity structure at the level of wording and grammar, and the use of metaphor and irony at the level of meaning. The analysis shows that the verses make use of a variety of stylistic techniques to communicate the main theme of the lyrics, which is centred around the sense of isolation and abandonment, and to fit into the musical rhythm and feeling connected to it.

پارامتر جایگاه هسته در زبان فارسی: رویکرد نظریۀ بهینگی

علم زبان, Jan 2015

The present study aims at exploring head position in Persian syntactic phrases within the Optimal... more The present study aims at exploring head position in Persian syntactic phrases within the Optimality Theory framework. Making use of syntactic alignment constraints proposed by Grimshaw (2002), which is alternatively notated in this paper as Align-Left/Right(X, XP) (McCarthy, 2008), the study seeks to arrive at a consistent ranking of the relevant constraints being active in Persian with respect to the relative position of heads and complements within phrases. Bearing in mind the non-uniformity of head position across Persian syntactic phrases, it is concluded that the general constraint Align-Left (X, XP) is highly active and determinant in most of the syntactic structures in the language; also, the exceptions of head-finality, i.e. verb phrases and the direct object case marker 'rā', are accounted for by more specific, higher-ranked constraints of opposite value. These higher-ranked constraints are Align-Right(V, VP) and Align-Right(K, KP), respectively.

The effect of online forum participation on the EFL learners’ writing performance and their attitudes towards learning English

Barnolipi Journal, Feb 2013

In recent years, the increasing use of the Internet has made online discussion forums a common pa... more In recent years, the increasing use of the Internet has made online discussion forums a common part of educational courses in general, and language learning courses in particular. This asynchronous form of computer-mediated communication (CMC) can provide EFL learners with opportunity for more interaction with others in English, and to practise their language skills. This study is a small scale research aimed at investigating the effect of participation in an online discussion forum (located in Yahoo! groups) on the Iranian EFL learners’ writing performance at intermediate level, and also on their attitudes towards learning English this way. A total number of 30 intermediate EFL learners were chosen and randomly assigned to two groups of 15, one as an experimental group and the other as a control group. By administering a writing test at the end of a two-month term, and comparing the mean scores of two groups, it was revealed that the treatment (i.e. the online activity) had positive effects on the experimental group students’ writing performance. Also data about the perceived effectiveness of the online forum were gathered through questionnaires, which indicated that students in general held a positive view about the online activity they participated in.

Read naturally live

TESL-EJ, Feb 2014

Web-based reading program Platform Windows XP and higher Mac OS X 10.4 and higher Minimum hardwar... more

Creating interactive web-based exercises in Hot Potatoes

TESL-EJ, Dec 2012

Book review: Xenolinguistics: Towards a science of extraterrestrial language

Glottotheory: International Journal of Theoretical Linguistics, Nov 2024

Book review: Ecolinguistics and environment in education: Language, culture and textual analysis

Language and Education, Sep 2024

Promoting ecoliteracy through communication: How language can shape our relationship with the more-than-human world

Environmental Communication, Aug 2024

Book review: Econarrative: Ethics, ecology, and the search for new narratives to live by

Human Affairs, Jul 2024

Reseña del libro: Lenguas imposibles

Symbolos: Revista Digital Multidisciplinaria, May 2024

Book review: Corpus-assisted ecolinguistics

by Hossein Davari and Amir Ghorbanpour

Journal of World Languages, Apr 2024

Book review: Freire and environmentalism: Ecopedagogy

Educational Philosophy and Theory, Mar 2024

Freire and Environmentalism: Ecopedagogy, as a compelling addition to the Freire in Focus series,... more Freire and Environmentalism: Ecopedagogy, as a compelling addition to the Freire in Focus series, delves into the intersection of Freirean environmental teaching and broader environmentalism. Though Paulo Freire did not directly address environmental concerns, his revolutionary critical pedagogy has shaped the emerging field of ecopedagogy (Misiaszek, 2020a). The book, authored by G. w. Misiaszek, builds upon Freire's educational theory and critical pedagogy movements, offering a concise and accessible exploration of this new concept. with its introduction and seven chapters, this book provides a short and accessible introduction to ecopedagogy-Freirean environmental teaching and environmentalism. The 'introduction' effectively frames the purpose and goals of the book, which is to explore how Freire's critical pedagogy (see Giroux, 2020) can inform and ground ecopedagogy. The author clearly defines ecopedagogy as teaching students to take action to end environmental injustice and unsustainability through critical democratic dialogue, literacy and praxis. The key components of Freire's work that resonate with ecopedagogy are highlighted-such as his emphasis on democratic, authentic dialogue; problem-posing and bottom-up approaches; goals of praxis to end oppressions; historical and political problematising; and utopian hope. The author then argues that these elements allow for the type of critical analysis of environmental issues needed to move toward socio-environmental justice and planetary sustainability. in this regard, important concepts such as environmental violence, politics, justice versus domination, and anthropocentric versus non-anthropocentric perspectives are defined and explained. The contested terrain of environmental education is discussed-how it can challenge or reinforce systems of oppression. Banking models of education are critiqued for sustaining injustice by failing to engage students in the type of critical discourse and praxis that Freire advocates. in fact, this introduction effectively conveys the book's focus on using Freire's theories and reinventions of his work by others to reinvent and strengthen environmental pedagogies. it additionally notes concisely that the book serves as an introduction to these issues, not an exhaustive treatment of them. Chapter 1, titled 'Freirean Foundations of environmentalism, ' establishes connections between Freire's critical pedagogy and ecopedagogy. it analyzes Freire's writings on nature and the environment, especially his view of the interconnectedness of social and environmental justice. key Freirean concepts are linked to environmental concerns, such as conscientisation, reading the world, unfinishedness, limit situations and fatalism versus utopia. Freire's critique of banking models of education is connected to how such models fail to foster the critical discourse and praxis needed to challenge environmental harms. in his view, banking models position students as passive objects rather than active subjects. This hampers their ability to be agents of socio-environmental transformation. The chapter argues that dominant epistemologies can justify environmental violence and that teaching through diverse epistemologies is essential. it critiques notions of human supremacy over nature. overall, the chapter effectively establishes Freire's theories as foundational for ecopedagogy through his focus on conscientisation, praxis, critical literacy, utopian thinking, and the links between oppression and environmental destruction. it undoubtedly makes a compelling case for using Freirean frameworks to develop pedagogies for socio-environmental justice and sustainability. Chapter 2, 'ecopedagogical Teaching, ' provides an in-depth look at key components of ecopedagogical teaching practices. it emphasises ecopedagogical literacy to understand and take action against environmental injustice and unsustainability. Developing literacy requires

زبان‌شناسی زیست‌محیطی: زبان، محیط زیست، و داستان‌هایی که با آنها زندگی می‌کنیم (ویراست دوم). آرن استیبی؛ لندن: راتلج، 2021؛ 260 صفحه

زبان و زبان‌شناسی, Mar 2024

Book review: English as a foreign language for deaf and hard of hearing learners: Teaching strategies and interventions

Bellaterra Journal of Teaching and Learning Language and Literature, Mar 1, 2023

Reseña del libro: Ecolinguistics: Language, ecology and the stories we live by (2da ed.)

by Amir Ghorbanpour and Ivonne Camacho

Language and Ecology, Jan 2023

Book review: Impossible languages

Journal of Universal Language, Mar 1, 2022

Impossible Languages, written by the Italian linguist and neuroscientist Andrea Moro (2016), take... more Impossible Languages, written by the Italian linguist and neuroscientist Andrea Moro (2016), takes a new look at the biological foundations of language and explores what makes human language distinct from any other communication system-the "fingerprint" of human language, as the author puts it. The book is divided into 11 chapters and, together with the list of references and an index at the end of the book, contains a total of 145 pages. Moro begins his book by arguing that the ultimate goal of linguistics is to define the class of possible human languages, and then he poses two main questions to be addressed in the book: "Do impossible human languages exist at all? What is a language made of

معرفی کتاب حیوانات محو شده: گفتمان، محیط زیست، و پیوند دوباره با جهان طبیعت

زیست سپهر, Dec 2021

معرفی کتاب زبان‌شناسی زیست‌محیطی: زبان، محیط زیست، و داستان‌هایی که با آن‌ها زندگی می‌کنیم

زیست سپهر, Sep 2021

Book review: Ecolinguistics: Language, ecology and the stories we live by (2nd ed.)

Language and Ecology, Feb 2021

Language Needs Analysis of Physical Education Students: Considerations for ESP Course Design

by Narges Saadatian and Amir Ghorbanpour

With the ever-increasing spread of English as an international language, and the significant role... more With the ever-increasing spread of English as an international language, and the significant role it plays in different areas of life including academic growth and achievement, the careful design and planning of English courses become more and more important; especially, when it comes to the EAP course design where students are to be prepared to know the technical language of their own field of study in order to keep their knowledge and expertise up to date and at the highest level possible. The present study is an attempt to investigate the English language needs of Iranian students of physical education. The study draws on various data gathered from a number of sources, including the students’ responses to questionnaires concerning their language needs, their current ESP class observations, interviews with professors, and course book analyses. The results can have implications for ESP/EAP course design and material development in the field of physical education.

English for Music Students: Basics

This course book is designed for the beginner students of music whose first language is not Engli... more This course book is designed for the beginner students of music whose first language is not English and, used either as a classroom course book or a self-study book, it provides learners with a basic course on specialised English for music. The content of the book and the level of language covered in the texts, concerning musical knowledge, starts from the very beginning level with the basic concepts and terms used in music language. However, as for the level of English used, it assumes a minimum of intermediate knowledge of general English on the part of learners, so that they can fully understand the concepts and technical language of music as they progress through the units. As English is becoming more and more important in today's world of music, this book can be a good guide for the novice musicians and music students to learn the technical language of the field.

حيوانات محو شده: گفتمان، محيط زيست، و پيوند دوباره با جهان طبيعت

چندزبانگی: درک تنوع زبانی

بلوچ و دیگران؛ بلوچ و همسایگان: چشم‌اندازهای زبان‌شناختی، تاریخی، سیاسی و اجتماعی

زبا‌ن‌های ناممکن

مبانی تکنولوژی آموزشی: رویکردهای تلفیقی و دیدگاه‌های میان‌رشته‌ای

درآمدی بر نشانه‌شناسی دیداری پیرسی

حيوانات محو شده: گفتمان، محيط زيست، و پيوند دوباره با جهان طبيعت

چگونه زبان موسیقی را بخوانیم

چگونه نخستین رمان خود را بنویسیم

زبان‌شناسی زیست‌محیطی: زبان، محیط زیست، و داستان‌هایی که با آن‌ها زندگی می‌کنیم

‫سرشناسه‬ ‫است‬ ‫یب،‬ ‫آرن‬ Stibbe, Arran ‫پدیدآور‬ ‫نام‬ ‫و‬ ‫عنوان‬ ‫زبانشنناسن‬ ‫ی‬ ‫ز‬ ‫یسن‬ ... more ‫سرشناسه‬ ‫است‬ ‫یب،‬ ‫آرن‬ Stibbe, Arran ‫پدیدآور‬ ‫نام‬ ‫و‬ ‫عنوان‬ ‫زبانشنناسن‬ ‫ی‬ ‫ز‬ ‫یسن‬ ‫مح‬ ‫یطی‬ ‫مح‬ ‫زبان،‬ : ‫یط‬ ‫ز‬ ‫ی‬ ‫سن‬ ‫اا‬ ‫داسنتان‬ ‫و‬ ‫یی‬ ‫زندگ‬ ‫آنها‬ ‫با‬ ‫که‬ ‫ی‬ ‫م‬ ‫ی‬ ‫کن‬ ‫یم‬ ‫ن‬ / ‫و‬ ‫یسنده‬ ‫آرن‬ ‫است‬ ‫یبی‬ ‫ز‬ ‫مترجمان‬ ‫گروه‬ ‫ترجمه‬ ‫؛‬ ‫یر‬ ‫نظر‬ ‫دکتر‬ ‫آقاگل‬ ‫فردوس‬ ‫زاده.‬ ‫نشر‬ ‫مشخصات‬ ‫پارسی،‬ ‫نویسه‬ ‫نشر‬ : ‫تهران‬ 5931 . ‫ظااری‬ ‫مشخصات‬ 933 ‫ص.:‬ ‫نمودار.‬ ‫جدول،‬ ‫مصور،‬ ‫شابک‬ 1 -93 -0797 -077 -309 ‫نویسی‬ ‫فهرس‬ ‫وضعی‬ ‫فی‬ ‫پا‬ ‫یادداش‬ ‫کتابنامه‬ ‫یادداش‬ ‫اصل‬ ‫عنوان‬ ‫ی‬ . : Ecolinguistics : language, ecology and the stories we live by ‫دیگر‬ ‫عنوان‬ ‫مح‬ ‫زبان،‬ ‫یط‬ ‫ز‬ ‫یس‬ ‫اا‬ ‫داستان‬ ‫و‬ ‫یی‬ ‫زندگ‬ ‫آنها‬ ‫با‬ ‫که‬ ‫ی‬ ‫م‬ ‫ی‬ ‫کن‬ ‫یم‬ . ‫موضوع‬ ‫زبان‬ ‫شناس‬ ‫ی‬ ‫زیس‬ ‫محیطی‬ ‫موضوع‬ Ecolinguistics ‫افزوده‬ ‫شناسه‬ ‫آقاگل‬ ‫زاده،‬ ‫فردو‬ ‫س،‬ 5991 -، ‫ناظر‬ . ‫کنگره‬ ‫بندی‬ ‫رده‬ ‫ا‬ ‫ل‬ ‫ف‬ / 1 / 3 9 P 9 ‫ز‬ 1 5931 ‫دیویی‬ ‫بندی‬ ‫رده‬ 4 4 / 0 7 9 ‫ملی‬ ‫کتابشناسی‬ ‫شماره‬ 4993519 ‫از:‬ ‫است‬ ‫ای‬ ‫ترجمه‬ ‫کتاب‬ ‫این‬ Ecolinguistics: Language, Ecology and the Stories We Live By Arran Stibbe ©2015 -Routledge Arran Stibbe ‫استیبی‬ ‫آرن‬ ‫نویسنده:‬ ‫زاده‬ ‫گل‬ ‫آقا‬ ‫فردوس‬ ‫دکتر‬ ‫نظر‬ ‫زیر‬ ‫مترجمان‬ ‫گروه‬ ‫ترجمه:‬ ‫پارسی‬ ‫نویسه‬ ‫نشر‬ ‫ناشر:‬ 021-77053246 ‫انتشارات:‬ ‫دفتر‬ 021-66957132 ‫فروشگاه:‬ 30004554554142 ‫کوتاه:‬ ‫پیام‬ ‫سامانه‬ www.neveeseh.com ‫وبگاه:‬ ‫محرابی‬ ‫محمد‬ ‫چاپ:‬ ‫فنی‬ ‫ناظر‬ ‫و‬ ‫آرایی‬ ‫صفحه‬ ‫گرافیک،‬ ‫جلد،‬ ‫طراح‬ www.mehraabi.com / 091251693545 1395 ‫اول،‬ ‫چاپ:‬ ‫نوبت‬ ‫نسخه‬ 300 ‫شمارگان:‬ 978-600-7030-25-7 ‫شابک:‬ ‫روز‬ ‫صحافی:‬ ‫و‬ ‫چاپ‬ ‫تومان‬ 28000 ‫قیمت:‬ ‫محیطی‬ ‫زیست‬ ‫شناسی‬ ‫زبان‬ ‫پیشگفتار‬ 7 ‫فصل‬ 0 ‫مقدمه‬ . 8 ‫داستان‬ ‫ز‬ ‫آنها‬ ‫با‬ ‫که‬ ‫هایی‬ ‫می‬ ‫ندگی‬ ‫کنیم‬ 18 « ‫زیست‬ ‫محیط‬ » ‫زبان‬ ‫در‬ ‫زیست‬ ‫شناسی‬ ‫محیطی‬ 18 « ‫زبان‬ ‫شناسی‬ » ‫زبان‬ ‫در‬ ‫زیست‬ ‫شناسی‬ ‫محیطی‬ 22 ‫زیست‬ ‫فلسفه‬ ‫محیطی‬ 25 ‫زیست‬ ‫فلسفه‬ ‫کتاب‬ ‫این‬ ‫در‬ ‫محیطی‬ 28 ‫کتاب‬ ‫این‬ ‫ساختار‬ 82 ‫فصل‬ 0 ‫گفتمان‬ ‫و‬ ‫ایدئولوژی‬ . 58 ‫گفتمان‬ ‫مخرب‬ ‫های‬ 54 ‫گفتمان‬ ‫دوپهلو‬ ‫های‬ 52 ‫گفتمان‬ ‫مفید‬ ‫های‬ 55 ‫روش‬ ‫ها‬ 53 ‫نئوکالسیک‬ ‫اقتصاد‬ ‫گفتمان‬ 40 ‫فصل‬ 5 ‫قالب‬ . ‫قالب‬ ‫و‬ ‫ها‬ ‫سازی‬ 77 ‫قالب‬ ‫توسعه‬ ‫سازی‬ 37 ‫فصل‬ 7 ‫استعاره‬ . ‫ها‬ 101 ‫استعاره‬ « ‫است‬ ‫شخص‬ ‫یک‬ ‫شرکت‬ » 117 ‫فصل‬ 3 ‫یابی‬ ‫ارز‬ . ‫ارزشی‬ ‫الگوهای‬ ‫و‬ ‫ها‬ 128 ‫هوا‬ ‫و‬ ‫آب‬ ‫و‬ ‫ارزیابی‬ 158 ‫فصل‬ 7 ‫هویت‬ . ‫ها‬ 155 ‫مردان‬ ‫سالمت‬ ‫مجله‬ ‫در‬ ‫بدن‬ ‫و‬ ‫جنسیت‬ ‫هویت،‬ 172 ‫فصل‬ 4 ‫و‬ ‫باورها‬ . ‫واقع‬ ‫الگوهای‬ ‫بودگی‬ 135 ‫واقع‬ ‫اقلیمی‬ ‫ات‬ ‫تغییر‬ ‫ضدجنبش‬ ‫در‬ ‫بودگی‬ 200 ‫فصل‬ 8 ‫محوسازی‬ . 218 ‫اکوسیستم‬ ‫ارزیابی‬ ‫زبان‬ ‫در‬ ‫محوسازی‬ 224 ‫فصل‬ 1 ‫برجسته‬ . ‫مجدد‬ ‫تداعی‬ ‫و‬ ‫سازی‬ 285 ‫برجسته‬ ‫نو‬ ‫طبیعت‬ ‫نوشتار‬ ‫در‬ ‫سازی‬ 252 ‫مطالب‬ ‫فهرست‬ ‫فصل‬ 02 ‫نتیجه‬ . ‫گیری‬ 245 ‫نظریه‬ 244 ‫انتقادات‬ 271 ‫جمع‬ ‫بندی‬ 275 ‫واژه‬ ‫نامه‬ 231 ‫پیوست‬ 288 ‫مقدمه‬ / 1 ‫فصل‬ ‫قدرت‬ ‫روابط‬ ‫سننلطه،‬ ‫و‬ ‫و‬ ‫آن‬ ‫غیر‬ ‫می‬ ‫آشننکار‬ ، ‫و‬ ‫مثال،‬ ‫ای‬ ‫(بر‬ ‫سننازد‬ ‫ن‬ ‫دایک‬ 1 ، 2003 ‫فرکالف‬ ‫؛‬ 2 ، 2015 ‫و‬ ،) ‫زبنان‬ ‫در‬ ‫همچنین‬ ‫شننناختی‬ ‫شنننناسننی‬ ، ‫به‬ ‫هم‬ ‫که‬ « ‫اسننتعاره‬ ‫می‬ ‫زندگی‬ ‫آنها‬ ‫با‬ ‫که‬ ‫هایی‬ ‫کنیم‬ 3 » ‫(لیکاف‬ 4 ‫و‬ ‫جانسنن‬ 5

زبان و بازنمایی جهان طبیعت: حیوانات درون دنیایی نمادین

The 5th National Conference on Environmental Education, 2022

Book Series: Bloomsbury Advances in Ecolinguistics

Bloomsbury Advances in Ecolinguistics explores the role that linguistics can play in addressing t... more Bloomsbury Advances in Ecolinguistics explores the role that linguistics can play in addressing the great challenges faced by humanity and countless other species. While linguistics has typically focused on oppression in human communities and overlooked other species and the wider ecosystems that support life, in contrast, this book series treats language as an intrinsic part of both human societies and wider ecosystems. It explores the role that different areas of linguistic enquiry, such as discourse analysis, corpus linguistics, language diversity and cognitive linguistics, can play at a time of ecological emergency. The series contributes to linguistic theory by placing language fully in its social and ecological context, and to practical action by describing the role that linguistics can play in addressing ecological issues.

Language and Ecology bibliography 2015–2023

Oriolingo language learning application

by Omid Gheysar and Amir Ghorbanpour

Language Learning Application, 2017

Journal of Language and Cognition [Zabān va Shenākht] - Volume 2 - Issue 3

Language and Cognition [Zabān va Shenākht], Mar 2018

Journal of Language and Cognition [Zabān va Shenākht] - Volume 2 - Issue 2

Language and Cognition [Zabān va Shenākht], Sep 2017

Journal of Language and Cognition [Zabān va Shenākht] - Volume 1 - Issue 1

Language and Cognition [Zabān va Shenākht], Mar 2017