Dissertations / Theses: 'Iranian languages'

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Shirtz, Shahar. "Patterns of Morphosyntactic and Functional Diversification in the Usage of Cognate Verbs in Indo-Iranian." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22720.

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This is a study of processes of structural and functional diversification of the uses of three cognate verbs across the Indo-Iranian language family: “do/make”, “be/become”, and “give”. First, this study identifies over sixty distinct construction types in which these verbs are used, including complex predicate constructions, nominal predication constructions, serial verb constructions, and several distinct auxiliary constructions. Since the sets of verbs studied here are cognates, and share a common source, crosslinguistic differences in their uses are the result of grammatical change, and especially shared and parallel innovations of similar uses. Then, this study presents a taxonomy of different complex predication types with “do/make”, and shows that there are general patterns in the deployment of different types of complex predication to express different types of situations. These patterns exhibit “transitivity prominence” previously identified by typologists with “heavy” or “lexical” verbs. This study then shows that these patterns are the result of several distinct pathways of grammatical change, often motivated by analogy to existing constructions, giving raise to different types of N-V complex predication constructions. Then, this study shows that despite the fact that Indo-Iranian speakers can potentially deploy distinct constructions to encode each of the six nominal predication functions, sets of such functions are often co-expressed by the same structural coding means, especially clauses with cognate “be/become” verbs. This study uses a novel method, based on bipartite network graphs, to compare of the degree to which nominal predication functions are co-expressed in different languages. Finally, this study shows that the three sets of cognate verbs are more likely to be used similarity within branches and subbranches of Indo-Iranian than across branches. The scope of this branches, however, is different for different verbs: “do/make” and “give” behave more similarly in languages which belong to the same major branch, Iranian or Indo-Aryan, but “be/become” clusters are at different levels of subbranching. This is the result of the different types of innovations attested with these verbs: reanalysis and actualization motivated by analogy with “do/make” and “give”, and metaphorical and metonymy extensions with “be/become”.

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Sepehr, Parisa. "Semiotics and Marketing : A Case Study of the Renault Co. on Iranian Market." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69205.

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Jean Baudrillard (1968) suggests that “An object (Fr. objet) must become a ‘sign’ in order to be consumed” (Umiker-Sebeok 46). Following Baudrillard, the aim of this study is to investigate how considering a product as sign is associated with product consumption and consequently how marketers apply semiotics to analyse a product and a market in order to know customer’s needs and to understand the market potential. Manufacturers exploit customers’ needs and the market potential to launch a new product or modify their current products. From this, the customers’ buying intentions can be raised and a product will be consumed. In this case, the importance role of the semiotics as a tool in marketing comes into consideration. Moreover, the fundamental role of interpretation as culture specific in order to make signs meaningful is an important aspect of the semiotic analysis of product and market.

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Kargar, Dariush. "Ardāy-Vīrāf Nāma : Iranian Conceptions of the Other World." Doctoral thesis, Uppsala universitet, Iranska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-111264.

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The present thesis consists of an edition of an Iranian literary work whose theme is a journey to the Other World, namely the Ardāy-Vīrāf Nāma. The version of this work which is here edited and commented on is a prose version in the Zoroastrian Persian language. A discussion about Iranian conceptions of the Other World is also an integrated part of the thesis. The text of the Ardāy-Vīrāf Nāma is edited employing a text critical method by using six manuscripts. The oldest manuscript, which has been used as the base manuscript for editing the text, was written in 896 A.Y. (Yazdgirdī)/1527 A.D. The edited text is also translated into English, and followed by a Commentary on names, unusual words and Zoroastrian terms used in the text. Other Iranian documents about journeys to the Other World are studied in this thesis as well, and all are compared to the Ardāy-Vīrāf Nāma. The Zoroastrian Persian version of this work is also compared to its Parsig version. The differences between the Zoroastrian Persian and the Parsig versions indicate that they have their background in two different world views. To prove this theory, some significant elements in the Zoroastrian Persian version, which demonstrate that this is a pre-Zoroastrian epic narrative, have been compared to some elements in the Parsig version that show that this is a religious Zoroastrian account. Possible reasons for the change in Ardāy-Vīrāf Nāma from a pre-Zoroastrian epic narrative into a Zoroastrian-religious one are also suggested. A king named Davānūs is one of the Ardāy-Vīrāf Nāma personages. In an appendix, the historical personality of Davānūs is discussed with reference to Arabic, Persian and Greek historiography.

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Barjasteh, Delforooz Behrooz. "Discourse Features in Balochi of Sistan : (Oral Narratives)." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-129832.

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This work presents a first study of discourse features in Balochi narratives of Sistan. Discourse analysis investigates what are the properties that make for well-formed texts in a language. There are many approaches to discourse analysis and most approaches focus on a particular aspect of text formation. The approach to text linguistics or discourse analysis taken in this work is based on Dooley and Levinsohn’s Analyzing Discourse: A manual of basic concepts (2001). Their methodology has been refined over years of practical use and, among diverse methodologies, they follow a functional and cognitive approach. In this dissertation, Roberts’ (2009) application of Dooley and Levinsohn’s methodology to Persian is followed in the study of our Sistani Balochi text corpus. In chapters 2-7 this approach is applied to Balochi narrative text. Chapter two introduces the reader to the discourse-pragmatic structuring of sentences in BS and chapter three shows how different syntactic devices can distinguish foreground and background information in BS oral texts. In chapter four we study the deixis of time and place and how the concept of proximal and distal deixis applies across a range of deictic elements. Chapter five examines some basic connectives and how they link propositions in the discourse context, and in chapter six reported speech is studied. Chapter seven illustrates how different participants are introduced into a discourse and how their activation status is signalled throughout the discourse. Appendix 1 contains details of the Balochi text-corpus used, and Appendix 2 contains interlinearized versions of ten of the main texts used in the study. A CD with nine audio files and one video file of the ten texts from Appendix 2, plus one extra video file, is also included.

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Longerich, Linda. "Acoustic conditioning for the RUKI rule." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/MQ36148.pdf.

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Jahed, Yasaman. "Simin Daneshvar's Savushun: Examining Gender Under Patriarchy." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/462.

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The author covers issues of gender and Iranian national identity as reflected in Iran’s first published woman novelist, Simin Daneshvar. Her novel, Savushun, is the first novel to be published by an Iranianwoman in 1969. The novel depicts Iran at the start of the country’s governmental factions in 1941 when Reza Shah Pahlavi overthrew years of Iranian dynasty and established a monarchy. This thesis explores how the novel is a vital part of Iran’s historical literature as well as essential to the present day discussion of gender and politics, especially for women within the patriarchal paradigm.

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Salehi, Ali. "CONSTRAINTS ON IZĀFA IN SORANI KURDISH." UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/31.

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This study examines the distribution and the status of the izāfa particle in Sorani Kurdish (Central Kurdish). It uses a corpus-based analysis to investigate the forms and the pattern of distribution of the izāfa particle in Sorani, a dominant dialect of Kurdish among the Western Iranian languages. The study details an investigation of the appearance of izāfa in various NPs using a variety of data mostly from the corpus but supplemented by the grammaticality judgments of native speakers. I show that next to parallel properties seen in other Western Iranian languages, Sorani Kurdish izāfa shows a form alternation. I examine the morphological status of the izāfa and other nominal morphological features in Kurdish as well as the sensitivity of izāfa form variation to specificity in Kurdish NPs. I argue that the differences and distributional incoherence of the izāfa within Sorani and across Western Iranian languages calls for a morphomic approach, which can be formally described using a constructional approach to grammar. The study focuses on the following questions: What type of head does the izāfa mark? What is the function of this marker? What are the constraints on its distribution? What are the syntactic and morphological rules governing its distribution?

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Rönnqvist, Hanna. "Fusion, exponence, and flexivity in Hindukush languages : An areal-typological study." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-120357.

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Surrounding the Hindukush mountain chain is a stretch of land where as many as 50 distinct languages varieties of several language meet, in the present study referred to as “The Greater Hindukush” (GHK). In this area a large number of languages of at least six genera are spoken in a multi-linguistic setting. As the region is in part characterised by both contact between languages as well as isolation, it constitutes an interesting field of study of similarities and diversity, contact phenomena and possible genealogical connections. The present study takes in the region as a whole and attempts to characterise the morphology of the many languages spoken in it, by studying three parameters: phonological fusion, exponence, and flexivity in view of grammatical markers for Tense-Mood-Aspect, person marking, case marking, and plural marking on verbs and nouns. The study was performed with the perspective of areal typology, employed grammatical descriptions, and was in part inspired by three studies presented in the World Atlas of Language Structures (WALS). It was found that the region is one of high linguistic diversity, even if there are common traits, especially between languages of closer contact, such as the Iranian and the Indo-Aryan languages along the Pakistani-Afghan border where purely concatenative formatives are more common. Polyexponential formatives seem more common in the western parts of the GHK as compared to the eastern. High flexivity is a trait common to the more central languages in the area. As the results show larger variation than the WALS studies, the question was raised of whether large-scale typological studies can be performed on a sample as limited as single grammatical markers. The importance of the region as a melting-pot between several linguistic families was also put forward. Språkkontakt och språksläktskap i Hindukushregionen, Vetenskapsrådet, Projektnummer: 421-2014-631

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Suleymanov, Murad. "A Grammar of the Tat Dialect of Şirvan." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEP058.

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Cette « Grammaire du dialecte tat du Şirvan » est une description linguistique d’un dialecte du tat, langue iranienne à tradition orale, parlée dans le Nord de l’Azerbaïdjan, au Daghestan et en Géorgie. La thèse s’appuie sur un corpus de discours spontané, ainsi que des contes, des légendes, des anecdotes et autres textes de nature folklorique, collectés de première main au cours d’enquêtes de terrain. Elle présente une analyse détaillée, appuyée sur la typologie des langues, des différents domaines de la grammaire, ainsi qu’une comparaison des traits les plus caractéristiques avec ceux des dialectes et langues apparentées comme le persan, ou parlées dans la même région comme l’azéri. Outre la mise en valeur de phénomènes originaux pour les langues iraniennes, la thèse apporte une contribution aux études caucasiennes en tant que description d’une variété linguistique située au cœur d’une zone d’intenses contacts entre plusieurs familles de langues “A Grammar of the Tat Dialect of Şirvan” is a grammatical description of a dialect of Tat, a non-written Iranian language spoken in the north of Azerbaijan, in Dagestan and in Georgia. The project draws on a corpus of Tat spontaneous speech, as well as tales, legends, anecdotes and other folkloric texts collected during interviews with native speakers. It contains a detailed typology-based analysis of different aspects of the grammar, as well as comparisons of the most characteristic features with those of closely related dialects and languages, such as Persian, or languages spoken in the same region, such as Azeri. In addition to highlighting phenomena that are novel for Iranian languages, the work contributes to Caucasian studies as a description of a linguistic variety spoken in the heart of an area of intense contact of several language families

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Hashabeiky, Forogh. "Persian Orthography : Modification or Changeover? (1850-2000)." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis, : Uppsala University Library [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5784.

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Narin, Matilda. "Phonological features of Yazghulami : A field study." Thesis, Stockholms universitet, Institutionen för lingvistik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131719.

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Yazghulami is a South-East Iranian language spoken in the Pamir area of Tajikistan by about 9000 people. This study gives an account of the phonology of the language by describing contrastive segments and their distribution and realizations, as well as describing suprasegmental features such as syllable structure and stress patterns. Field research was carried out in a community of Yazghulami speakers in Dushanbe, the capital of Tajikistan, by recording, transcribing and annotating spoken language. Yazghulami is analyzed as having 8 vowel phonemes of which one pair contrasts in length, and 36 consonant phonemes with a considerable display of palatal, velar and uvular phonemes, of which a set of three labialized plosives and three labialized fricatives is found. The syllable structure of Yazghulami allows for clusters of no more than two consonants in the onset and two in the coda; clusters in both positions do not occur in one and the same syllable. The stress generally falls on the last syllable of a word, although when nouns are inflected with suffixes, the stress instead falls on the last syllable of the stem. With these results, a foundation for further efforts to develop and increase the status of this endangered language is laid. Yazghulami är ett sydöst-iranskt språk som talas i Pamirområdet i Tadzjikistan av cirka 9000 personer. Studien redogör för språkets fonologi genom beskrivning av dess kontrastiva segment och hur dessa distribueras och realiseras, samt en beskrivning av dess suprasegmentella drag så som stavelsestruktur och betoningsmönster. Fältstudier bedrevs bland yazghulami-talare i Dusjanbe, Tadzjikistans huvudstad, genom inspelning, transkribering och annotering av talat språk. Analysen visar på att yazghulami har 8 vokalfonem, där ett par kontrasterar i längd, och 36 konsonantfonem med en nämnvärd uppsättning av palatala, velara och uvulara fonem, varav ett set med tre labialiserade klusiler och tre labialiserade frikativor. Stavelsestrukturen i yazghulami tillåter kluster med upp till två konsonanter i ansatsen och två i kodan, men kluster förekommer inte i båda positioner inom en och samma stavelse. Betoningen faller generellt på den sista stavelsen av ett ord, men för substantiv böjda med suffix faller betoningen istället på den sista stavelsen i stammen. Dessa resultat kommer ligga till grund för vidare arbete med att utveckla och öka statusen av detta hotade språk.

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Sanauddin, Noor. "Proverbs and patriarchy : analysis of linguistic sexism and gender relations among the Pashtuns of Pakistan." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6243/.

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This study analyses the ways in which gender relations are expressed and articulated through the use of folk proverbs amongst Pashto-speaking people of Pakistan. Previous work on Pashto proverbs have romanticised proverbs as a cultural asset and a source of Pashtun pride and ethnic identity, and most studies have aimed to promote or preserve folk proverbs. However, there is little recognition in previous literature of the sexist and gendered role of proverbs in Pashtun society. This study argues that Pashto proverbs encode and promote a patriarchal view and sexist ideology, demonstrating this with the help of proverbs as text as well as proverbs performance in context by Pashto speakers. The analysis is based on more than 500 proverbs relating to gender, collected from both published sources and through ethnographic fieldwork in the Khyber Pakhtunkhwa province of Pakistan. Qualitative data was collected through 40 interviews conducted with Pashto-speaking men and women of various ages and class/educational backgrounds, along with informal discussions with local people and the personal observations of the researcher. The study is informed by a combination of theoretical approaches including folkloristics, feminist sociology and sociolinguistics. While establishing that patriarchal structures and values are transmitted through proverbs, the study also reveals that proverbs’ meanings and messages are context-bound and women may, therefore, use proverbs in order to discuss, contest and (sometimes) undermine gender ideologies. More specifically, it is argued that: (1) Proverbs as ‘wisdom texts’ represent the viewpoint of those having the authority to define proper and improper behaviour, and as such, rather than objective reality represent a partial and partisan reality which, in the context of the present research, is sexist and misogynist. (2) While proverbs as ‘texts’ seem to present a more fixed view of reality, proverbs as ‘performance in context’ suggest that different speakers may use proverbs for different strategic purposes, such as to establish and negotiate ethnic and gendered identities and power which varies on the basis of gender, age, ethnicity, and class of the interlocutors. The thesis concludes that, rather than considering folk proverbs as ‘factual’ and ‘valuable’ sources of cultural expression, scholars should pay more attention to their ‘performatory’, ‘derogatory’ and ‘declaratory’ aspects as these often relegate women (and ‘other’, weaker groups) to a lesser position in society.

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Fallahzadeh, Mehrdad. "Persian Writing on Music : A study of Persian musical literature from 1000 to 1500 AD." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Uppsala universitetsbibliotek [distributör], 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5864.

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Shafiefar, Simin. "Language profile of Iranian immigrants in Montréal compared to Toronto." Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/32985.

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Comme le nombre d'immigrants Iraniens a augmenté au Canada au cours des dernières décennies, les nouvelles recherches sont nécessaires sur cette population. Étant donné que la transmission des langues immigrantes est une composante du processus d'établissement des immigrants et que les immigrants iraniens ont rarement fait l'objet d'études canadiennes, le but de cette recherche est d'étudier le profil linguistique des immigrants Iraniens à Montréal par rapport à Toronto. En utilisant les données du questionnaire long du recensement canadien de 2001, 2006 et 2011, nous avons étudié l'influence des facteurs sociodémographiques, familiaux et migratoires sur la langue que les immigrants Iraniens parlent le plus souvent à la maison à Montréal et à Toronto. Pour ce faire, nous avons procédé à différentes analyses descriptives pour déterminer si les immigrants Iraniens sont plus susceptibles de parler en langue non officielle (langue ancestrale) à la maison ou en langues officielles. Dans le but d'approfondir le profil linguistique des immigrants Iraniens à la maison, j'étends mes recherches en effectuant des régressions logistiques. Les résultats montrent que les immigrantes iraniennes par rapport à leurs homologues masculins, immigrants légalement mariés, les iraniens qui ont immigré au Canada à l'âge de 15 ans et plus ainsi que les immigrants iraniens arrivés au Canada après 1980 parlaient dans une langue non officielle à la maison plus que les langues officielles à Montréal ainsi qu’à Toronto. As the number of Iranian immigrants has increased in Canada in recent decades, more research is necessary on this population. Given that immigrant-language transmission is one component of immigrant settlement process and also, Iranian immigrants have rarely been the subject of Canadian studies, thus, the purpose of this research is to study the home language profile of Iranian immigrants in Montreal compared to Toronto. Using the data of long form census questionnaire 2001, 2006 and 2011, we have studied the influence of socio-demographic, familial and migratory factors on language Iranian immigrants spoke most often at home in Montreal and Toronto. In doing so, we have carried out various descriptive analyzes to discover if Iranian immigrants are more likely to speak in nonofficial language (heritage language) at home or in official languages. For the purpose of further investigation of home language profile of Iranian immigrants I expand my research by running logistic regressions. The results show that Iranian female immigrants compared to their male counterparts, legally married immigrants, those Iranians who have immigrated to Canada at the age of 15 years old and over as well as Iranian immigrants who have arrived in Canada after 1980 spoke in non-official language at home more than official languages in both Montreal and Toronto.

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Kassam, Shelina. "The language of Islamism : Pakistan's media response to the Iranian revolution." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69615.

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In recent Muslim history, the Iranian Revolution of 1978/79 has been a watershed event which has had--and continues to have--a significant impact on Muslim societies. Indeed, the Revolution is often perceived as the single most important example in contemporary times of the manner in which Islamism has been utilized as a revolutionary tool. The success of the Revolution in utilizing ideological Islam has had important implications for Pakistan, given the latter's reliance upon Islamism in its public life. This thesis examines editorial response in the Pakistani press to the Iranian Revolution of 1978/79 and analyzes the factors which influenced this reaction. Pakistan's response to the Iranian Revolution provides a glimpse into the nature of a country coming to terms with itself and its own interpretation of its dominant socio-political ideology. The Revolution highlighted already-existing tensions within the Pakistani national psyche: questions were raised with regard to the ideological direction of the country, its pragmatic concerns for security as well as the role of Islam in the formation of a public identity. The Iranian Revolution, by presenting differing perspectives on some of these issues--though all were framed within the context of the language of Islamism--served to deepen the collective Pakistani soul-searching. The nature of Pakistani response was essentially one of an intricate balancing act amongst competing loyalties, perspectives and imperatives. This response highlighted Pakistan's somewhat tense relationship with itself and its reliance upon Islam as a dominant socio-political ideology. (Abstract shortened by UMI.)

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Kassam, Shelina. "The Language of Islamism: Pakistan's Media Repsonse to the Iranian Revolution." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=108787.

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The role of Islam in the public life of Pakistan has been a complex and changing one.Since the country' s inception in 1947, Islamism has been the primary language of itspublic discourse in political, cultural, economie and social matters. Nevertheless, there hasbeen little consensus with respect to a c1ear definition of this concept. Islamism hasprovided a fairly flexible and yet powerful mechanism - or language - through whichdifferent political actors have attempted to dorninate public discourse in the country. [...] Le rôle de l'Islam dans la vie publique du Pakistan a été complexe et variable. Depuis la naissance du pays en 1947,,l'Islamisme a été le langage premier de son discours publique en tout ce qui concerne la vie politique, culturelle, économique et sociale . Malgré cela, il y a eu très peu de consensus quant à une définition claire de ce concept. L'Islamisme a fourni un mécanisme - ou un langage - assez flexible mais aussi très puissant avec lequel les différents acteurs politiques ont tenté de dominer le discours publique du pays. [...]

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Meyer, Robin. "Iranian-Armenian language contact in and before the 5th century CE." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:38e2dcfa-4051-4e5f-a761-844526cc6449.

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This study provides new insights into the historical language contact between Classical Armenian and West Middle Iranian, specifically Parthian. Next to an up-to-date account of known lexical, morphological, and phraseological Iranian loans in Armenian, the discussion focuses on one major and three minor syntactic patterns which, it is argued, are the result of pattern replication. The major pattern, the Classical Armenian periphrastic perfect, has previously been the focus of numerous papers owing to its unusual construction: while intransitive verbs construe with nominative subjects and an optional form of the copula in subject agreement, transitive verbs exhibit genitive agents, accusative objects and an optional copula in a invariable 3.sg form. Based on a discussion of morphosyntactic alignment patterns in general, and of Armenian and West Middle Iranian in particular, it is shown that previous accounts cannot satisfactorily explain the syntax of the perfect. In a new approach, it is argued that Armenian exhibits tripartite morphosyntactic alignment as the result of 'copying' and adapting the ergative alignment pattern of the West Middle Iranian past tense. This analysis is supported both by the historical morphology of the perfect participle and by a corpus analysis of five major works of Armenian 5th-century historiography. The minor patterns - ezāfe-like nominal relative clauses, subject resumption and switch-reference marking using the anaphoric pronoun Arm. ink'n, and the quotative use of Arm. (e)t'ē - are equally linked to parallel constructions in West Middle Iranian, which may have served as syntactic models for their Armenian counterparts. The final part of the study discusses the Armenian-Iranian relationship from a language contact point of view and, making use of historical, epigraphic, and literary sources, proposes that a superstrate shift of the Parthian-speaking ruling class of Armenia to Armenian as their primary language best explains the amount of Parthian linguistic material and patterns in Armenian.

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Hosseini, Saeideh. "Iranian Immigrant Women’s Gender Identities, Agency, and Investment in Second Language Learning." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510770475232966.

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Taghizadeh, R. "Pragmatic competence in the target language : a study of Iranian learners of English." Thesis, University of Salford, 2017. http://usir.salford.ac.uk/42206/.

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Despite the growing body of research on the importance of pragmatic competence in the target language as well the introduction of teaching methodologies about the inclusion of pragmatics in language classrooms in last two decades, there are a number of uncertainties which are associated with the concept of pragmatic competence in the target language. This research targets those understudied areas in this field to clarify this notion further, especially its measurability and teachability. This study demonstrates that, while current teaching theories and pedagogies refer to pragmatics as a teachable notion, there are some aspects of pragmatics which are non-linguistic and cannot be taught. Therefore, this study recommends a reconsideration of the existing methodologies on teaching pragmatics in the target language. Moreover, clarifications of the two concepts of pragmatic and communicative competence which are crucial to this subject has been another research objective. While pragmatic and communicative competence have been referred to and defined differently by a number of applied linguists and their views are also reflected in the main theories of communicative competence, like those by Canale and Swain (1980, 1981) and Bachman and Palmer (1996), this study argues that the initial definitions of these two concepts presented by Chomsky (1980) and Hymes (1972) share more similarities rather than differences. Consequently, these models should be approached more cautiously, especially when used as references for communicative competence in the target language. Also, another main focus of this study has been on the data collection methods in pragmatics research. While DCTs which are designed to study speech acts have dominated the realm of pragmatics research, this study develops a new questionnaire to measure the knowledge of conversational implicatures and presuppositions of Farsi learners of English. The results indicate that Iranian learners of English lack the knowledge of conversational implicatures and presuppositions in English.

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Mohabbatsafa, Mona. "The impact of language games on classroom interaction in an Iranian EFL primary classroom." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/376647/.

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Merghati, Khoei Effat Public Health &amp Community Medicine Faculty of Medicine UNSW. "Language of love in culture of silence: Iranian women???s sexual understandings and sociocultural context." Awarded by:University of New South Wales, 2006. http://handle.unsw.edu.au/1959.4/35212.

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Sexuality is a culturally embedded phenomenon that needs in-depth exploration. Quantifying people???s sexuality without examining it through their own eyes is not enough to allow us to address sexual health goals. This qualitative study explored the development of the sexual understandings of Iranian women who migrated to Australia after the age of 16. The study used women???s life history and sexual stories as the foundation for understanding their experiences, perceptions and beliefs with the aim of contributing to the literature on women???s health, sexual health and sexual development. Data for this study was collected from 2003 to early 2005 using a multi-method design incorporating informal ethnographic encounters, five focus group discussions with 33 women aged 19 to 82, and 22 in-depth individual interviews. Thematic and narrative analyses explored the information elicited. The findings showed considerable individual variation in women???s life experiences. Nonetheless, all sought reproductive sexuality within heterosexual marriage. The language women used to express sexuality shaped their sexual understandings and expression of sexuality. Childhood experiences were shown to be important to the development of gender identity and awareness of sexuality, and revealed the family management of sexuality during childhood. Puberty and its intensive social management contributed to women???s overall understandings of gender role, sex role and sexual self-image as ???a precious sexual being???. Finally, sexual selfhood was transformed through the institution of marriage, leading to the acquisition of sexual subjectivity understood in sometimes conflicting terms as a ???proper wife??? and/or a ???sexually successful woman???. Sexuality in later life and the impact of attitudes to menopause on women???s sense of self, especially sexual self-negation, were also explored. The study revealed the inadequacy of a cultural influence model of sexuality built on an essentialist biological base, showing that even women???s ability to experience sexual sensation was culturally constructed. On the foundation of androcentricity, women???s sexuality is regulated and silenced at both the individual and social levels. Finally, some suggestions are made for sexual health care in multicultural settings like Australia and for social change to address the empowerment and sexual agency of women.

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Khalili, Niloofar. "Contact-induced cross-dialectal phonetic variability in an endangered Iranian language| The case of Taleshi." Thesis, University of Colorado at Boulder, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10151059.

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This work presents the first large-scale empirical analysis of vowel variation in the three dialects (Northern, Central, Southern) of the spoken Iranian Taleshi. The vowel system of this minority language is underdocumented. My data provide unique and important insight, therefore, into this contracting language variety. Acoustic analyses are conducted on 6252 realizations of the Taleshi central vowels /[schwa]/ and /i/ in the spontaneous and controlled speech of 142 men and women living in Iran, in order to explore the impact centuries of contact with Farsi and other languages has had (and continues to have) on Taleshi. Fine-grained analyses in the F2 vowel formant reveal subtle permutations of the Taleshi sound system suggestive of convergence with neighboring languages (Farsi, Turkish). Specifically, this work identifies convergence between schwa /[schwa]/ (a vowel in Taleshi) and /o/ (a vowel in Farsi) as well as the convergence between /i/ (a vowel also in Taleshi) and /u/ (again in Taleshi and Farsi) in the three dialects of Taleshi. The impact of language contact is evident in significant F2 differences between speakers of the Central dialect, who have geographically less contact with other languages (Farsi, Turkish, etc.) vs. those speaking the Northern and the Southern dialects who have more contact with other languages. Statistical analyses controlling for internal factors (the target words' phonetic environment) and external factors (speaker age, education, settlement, and gender) known to contribute to formant variation, identify factors driving variation. Furthermore, the influence of language contact becomes evidenced in enhanced phonological convergence (F2 differences) in words that overlap phonologically, orthographically, and semantically (cognates and loanwords) with Farsi compared to words that do not share such interlingual similarity. Lastly, the degree of language activation in different speech settings would also support a contact explanation, in that convergence is most apparent in the speech reflecting increased activation of the contact language (as measured by percentage of language use in different speech settings during data collection). These comparisons demonstrate the role that convergence plays in the sound variations that are already inherent in Taleshi and contribute new data to the field of language contact. The paper argues that the sound variations in Taleshi are a consequence of both long-term language contact as well as more general social factors.

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Abdzadeh, Yasmina. "Raising cultural awareness in Iranian English language classroom : can a tailored course make a difference?" Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/417780/.

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English learners come from a variety of backgrounds and are predominantly taught using teaching methodologies that downplay the importance of culture for teaching. The extra-linguistic side of these courses is mainly limited to discussions of ‘culture’ in English-speaking countries. Due to the complex relationship between language and culture (e.g., Hua, 2014; Risager, 2007) and the added difficulty in case of English as a lingua franca (Baker, 2011a, 2011b), finding a definite answer to the question of culture representation while teaching language is not a straightforward task (e.g., Kramsch, 2006; Byram, 1997). Iran, the context of this study, presents a relatively culturally homogenous context, which offers learners little opportunity to experience intercultural interactions. The language learners are exposed to two English teaching systems. English is as an obligatory subject at state schools with the cultural side focusing on Islamic values in line with policy-makers’ wishes. Additionaly popular private language institutesfollow the dominant worldwide approach. To what extent the learners will eventually be prepared for possible participation in intercultural communication is questionable. The overarching aim of this study is to establish a course to increase Iranian teenage language learners’ cultural awareness based on their language learning objectives and within the possibilities of the Iranian context. This Action Research thesis involved a group of ten students, aged between sixteen and eighteen, studying English at private institutes and state schools in Iran. A general structure of two action research phases was followed. For the first phase, four focus group interviews (overall student number = 17) were conducted and qualitatively analysed. These were designed to gain insight into the cultural aspect of learners’ objectives. Additionally, two exemplar English textbooks that are used in the two systems were analysed. The results suggest that students’ English ‘ideal selves’ (e.g., Dörnyei, 2009) mainly involved intercultural communication encounters; however, neither of the textbooks suffices to meet students’ learning objectives. The second phase consisted of a ten-hour teaching intervention with ten students over a period of five weeks, aimed at increasing the learners’ level of cultural awareness. Different data collection tools, i.e., classroom recordings and transcriptions, students’ reflective writings at the end of each session, and written assignments during the course were used., The findings suggest an overall increase in the language learners’ cultural awareness. In addition, individual differences among the learners were found to influence the process of development, an intresting route for further investigation to maximise learners’ progress. This Action Research thesis involved a group of ten students, aged between sixteen and eighteen, studying English at private institutes and state schools in Iran. A general structure of two action research phases was followed. For the first phase, four focus group interviews (overall student number = 17) were conducted and qualitatively analysed. These were designed to gain insight into the cultural aspect of learners’ objectives. Additionally, two exemplar English textbooks that are used in the two systems were analysed. The results suggest that students’ English ‘ideal selves’ (e.g., Dörnyei, 2009) mainly involved intercultural communication encounters; however, neither of the textbooks suffices to meet students’ learning objectives. The second phase consisted of a ten-hour teaching intervention with ten students over a period of five weeks, aimed at increasing the learners’ level of cultural awareness. Different data collection tools, i.e., classroom recordings and transcriptions, students’ reflective writings at the end of each session, and written assignments during the course were used., The findings suggest an overall increase in the language learners’ cultural awareness. In addition, individual differences among the learners were found to influence the process of development, an intresting route for further investigation to maximise learners’ progress.

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Sarab, Mohammad Reza Anani. "Communication strategies in second language teacher talk with special reference to Iranian teachers of English." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/764/.

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The focus of this study is the use of communication strategies in teacher talk in ESL/EFL classrooms. Communication strategies consist of adjustments made by speakers to the formulation of their talk in order to facilitate communication, and these are clearly a potentially important aspect of teacher talk. Limiting communication strategies to those adaptations evident in the details of the interaction, the study uses a mixed method design to investigates firstly the type and frequency of communication strategies and their patterns of relationship across teachers grouped in terms of language background and teaching institution; and secondly the type and frequency of strategy use in relation to the focus of talk across the different phases of a standard lesson. The participants were three native speaker and six non-native speaker teachers, across three different ESL/EFL instructional settings. The data consist of a total of twenty seven recordings, made up of three lessons with each teacher. The study reports results from three phases of analysis. The categonsation phase leads to an operational definition of communication strategies which integrates conversational modifications with lexical -compensatory strategies. The quantification phase of the analysis shows that the two types of strategy occur with different frequencies and functions. No important differences were found between NS and NNS teachers. However, significant taskrelated differences were detected. Finally a case study of three teachers revealed a relationship between the focus of talk and the incidence of communication strategies across the phases of the analysed lesson. The implications of these results are firstly that communication strategies are indeed a central element of teacher talk; secondly, that lexical compensatory strategies and meaning negotiation strategies both contribute significantly to the construct; thirdly, that their use is important for both native speaker and non-native speaker teachers; fourthly, that they are used with significantly different frequencies and functions; and finally, that their use is influenced by teaching focus and activity type. It is also likely to be affected by factors such as teaching style. The thesis argues that, on the basis of the findings, further research into the use of communication strategies in teacher talk could make a significant contribution to teacher education.

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Arefi, Marzieh, of Western Sydney Nepean University, and Faculty of Education. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis." THESIS_FE_XXX_Arefi_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/366.

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A major question asked is whether literacy skills from a first language are able to be transferred to a second language that does not share the same writing features, grammar, graphic conventions or even the same type of writing system. The purpose of this study was to analyse the role of first language literacy in second language acquisition where languages are quite different. Specifically, it was designed to investigate the relationships between first language(Persian) writing skills and second language(English) writing performance. That is, it investigated the extent to which Iranian primary school children who were already literate in their first language drew upon literacy skills and concept knowledge of literacy from their first language to use in their second language. It was hypothesised that second language learning might be affected by both learners' and parents' attitudes and motivations. Subjects for the study were 70 Iranian students in grades 3, 4, and 5 who attended NSW state primary schools plus Persian School on Saturday and Sunday. Results of the study indicated that the first language Farsi writing skills specifically linguistic and holistic skills were transferred to the English language. Parents' influence on children's English writing skills were not found to be an important determinate in linguistic and holistic writing measures, although there was a relationship between the active parental influence variable and students' English writing technical skills. Doctor of Philosophy (PhD)

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Rafiee, Abdorreza. "Variables of communicative incompetence in the performance of Iranian learners of English and English learners of Persian." Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283460.

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Kowalik, Richard. "Case and case alignment in the Greater Hindukush : An areal-typological survey." Thesis, Stockholms universitet, Avdelningen för allmän språkvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118563.

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This thesis concerns languages in the Greater Hindukush, the area in northern Afghanistan and Pakistan, where a total of about 50 languages are spoken. The thesis’ topic is case systems and case alignment systems of nouns in an areal-typological perspective. This is investigated by using a representative sample. The grammatical relations of S, A and P, and the cases marking these, are investigated. The three attested alignment systems are accusative, ergative and split, and are clearly geogra-phically distributed, which indicates that their status is areal-typological. Based on the sample, there seems to be a tendency for the languages in the Greater Hindukush to exhibit split align-ment systems built on tense-aspect. Most languages employ accusative alignment in imperfect-tive, and ergative alignment in perfective tense-aspects. A comparison with a worldwide sample (WALS) is only partly possible, as this sample uses more categories than accusative, ergative and split, but the present sample supports the results in those categories which can be compared. A predominant pattern in core case syncretism is observed, with an opposition of the nominative singular versus the nominative plural and the oblique in both numbers. Denna uppsats behandlar språk i Hindukush i norra Afghanistan och Pakistan, där sammanlagt ca 50 språk talas. Ämnet för studien är kasussystem och kasusmarkeringssystem vid substantiv ur ett arealtypologiskt perspektiv, vilket undersöks utifrån grammatikor i ett representativt urval av språken. De grammatiska relationerna mellan S, A och P och de kasus som markerar dessa undersöks. Belagda kasusmarkeringssystem är ackusativ- och ergativsystem samt kluvet system. Systemen uppvisar en distinkt geografisk distribution, vilket antyder att kasusmarkeringssystemen är ett arealtypologiskt drag. Vidare pekar resultaten på ett kluvet system baserat på klyvning i tempus-aspekt som det dominerande kasusmarkeringssystemet i Hindukush. De flesta av språken använder ett ackusativt kasusmarkeringssystem i imperfektiva, och ett ergativt kasusmarke-ringssystem i perfektiva tempus-aspekt. En jämförelse med ett globalt sampel (WALS) är bara till viss del möjlig, eftersom studien i WALS använder fler kategorier än ackusativa, ergativa och kluvna system, men den här studien bekräftar resultaten i de kategorier som kan jämföras. Ett dominerande mönster för kärnkasussynkretism kan observeras, med sammanfall av nominativ plural och oblik i båda numerus. Språkkontakt och språksläktskap i Hindukushregionen, Vetenskapsrådet, Projektnummer: 421-2014-631

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Kazemi, Zadeh Gol Narges. "A Contrastive Study of the Speech Act of Refusal; Iranian ESL Learners and Native English Speaking Americans." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1370217643.

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Arefi, Marzieh. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030617.095305/index.html.

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Taleghani-Nikazm, Carmen Masoomeh. "Politeness in native-nonnative speakers' interaction : some manifestations of Persian taarof in the interaction among Iranian speakers of German with German native speakers /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Arefi, Marzieh. "The relationship between first and second language writing skills for Iranian students in Sydney : an application of the interdependence hypothesis." Thesis, View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/366.

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A major question asked is whether literacy skills from a first language are able to be transferred to a second language that does not share the same writing features, grammar, graphic conventions or even the same type of writing system. The purpose of this study was to analyse the role of first language literacy in second language acquisition where languages are quite different. Specifically, it was designed to investigate the relationships between first language(Persian) writing skills and second language(English) writing performance. That is, it investigated the extent to which Iranian primary school children who were already literate in their first language drew upon literacy skills and concept knowledge of literacy from their first language to use in their second language. It was hypothesised that second language learning might be affected by both learners' and parents' attitudes and motivations. Subjects for the study were 70 Iranian students in grades 3, 4, and 5 who attended NSW state primary schools plus Persian School on Saturday and Sunday. Results of the study indicated that the first language Farsi writing skills specifically linguistic and holistic skills were transferred to the English language. Parents' influence on children's English writing skills were not found to be an important determinate in linguistic and holistic writing measures, although there was a relationship between the active parental influence variable and students' English writing technical skills.

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32

Katoozian, Katayoon. "Analyse des erreurs orthographiques des étudiants iraniens en langue française." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030010.

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L’objectif de cette recherche consiste à décrire les types d’erreurs d’orthographe des étudiants iraniens en langue française et à mener une analyse qualitative et quantitative de l’évolution de chaque type d’erreur pendant les quatre années de licence dans le système de l’enseignement supérieur de la discipline « Langue française » en Iran. Cette analyse descriptive est suivie d’une discussion étiologique de ces erreurs d’orthographe sur la base de deux hypothèses majeures : le rôle de la dissemblance entre les deux systèmes phonologiques français et persan et les formes de l’enseignement supérieur de la langue française en Iran. Afin d’atteindre cet objectif, une dictée traditionnelle d’un texte sélectif a été menée auprès de 313 étudiants iraniens de la première à la quatrième et dernière année de licence de langue française de toutes les universités publiques et privées de la ville de Téhéran. Les erreurs orthographiques desdits étudiants ont été classées selon la typologie proposée par A.Chervel et D.Manesse (1989), légèrement modifiée, qui comprend huit types d’erreurs appartenant aux domaines de « langue », de « grammaire » et de « lexique ». L’étude des différents types d’erreurs orthographiques des étudiants iraniens de notre échantillon montre que leurs erreurs orthographiques les plus fréquentes sont de deux types : 1- erreurs préorthographiques (domaine « langue ») comportant les erreurs de non-reconnaissance du mot et les erreurs de type phonétique ; 2- erreurs orthographiques d’orthographe grammaticale. L’étude de l’évolution des erreurs orthographiques desdits étudiants montre que les types d’erreurs restent les mêmes de la première à la dernière année de licence et que leur fréquence diminue quoiqu’elle n’atteigne pas le degré zéro. La fréquence élevée, chez les étudiants de notre échantillon, des erreurs de type phonétique et des erreurs d’orthographe grammaticale confirme les deux hypothèses déjà mentionnées de cette recherche The aim of this research is to describe the types of orthographical errors of Iranian students in French language and to conduct a qualitative and quantitative analysis of the evolution of each type of error during the four years of bachelor degree (B.A.) in the system of higher education of the French language discipline in Iran. This descriptive analysis is followed by a etiological discussion of orthographical errors based on two key assumptions : the role of the dissimilarity between the two phonological systems of French and Persian languages and the characteristics of higher education of French language in Iran. To achieve this objective, an oral dictation with a selective text was read out to 313 Iranian students from the first to the fourth year of undergraduate French language in all public and private universities in Tehran city. The orthographical errors of these students were classified according to the typology proposed by A.Chervel and D.Manesse (1989), slightly modified, with eight types of errors from the categories of "language", "grammar" and "lexicon". The study of different types of orthographical errors of Iranian students in our sample showed that their most common errors are of two types : 1 – preorthographical errors ("language" category) which contain errors on the non-recognition of the word and on the phonetical errors ; 2 – orthographical errors which contain the grammatical errors. The study of the evolution of orthographical errors of these students showed that the errors will remain the same from the first to the last year of B.A. degree and decrease in frequency but not reach to zero level. The high frequency of phonological and grammatical orthographical errors among students in our sample confirms the mentioned assumptions of this research

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Avanaki, Hussein Jamshidi. "University teacher-training in change : the English and Iranian experience : English language teaching in the two systems with ESL/ESP as a case study." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/14896/.

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This study critically examines teacher education in the English system and in Iran so as to compare the two systems with the aim of identifying effective English language teaching strategies that are applicable to the Iranian system. - The reason for examining this topic was the problem that I faced for many years during my teaching in Iranian universities. The main problem was the lack of the use of spoken English by the Iranian university students and graduates. In addition, the context of ESL/ESP in Iranian universities was investigated because little research in Iran has been conducted to explore the influence of oral discourse analysis to improve fluency. The reason is that I believe teacher education, teaching approaches and related issues, such as textbooks and teacher-student relationships, are not separate issues and can be studied as one package. This study includes a critical literature review on methodological elements so as to reach a more practical and effective English language teaching approach in Iran, in particular for the use of English. I was able to identify the central problems of the study, in particular the improvement of speaking skills through, oral discourse analysis. The study has shown how university students can make use of effective strategies through oral discourse analysis introduced to improve their English speaking. The students' needs, the English textbooks, context of situation and the relationships between the students and teachers as well as a critical literature review are studied. Issues such as the need for a more fluent discourse and exchanging views, building on teaching experience, preventing past mistakes, and utilising fully the available resources and the provision of required educational aids are introduced. In this study I shall also present the barriers to innovation and offer suitable solutions. To facilitate the research I employed two types of questionnaires: an English teachers' and students' questionnaire. Twelve interviews were also carried out as a supplementary research instrument to the nine sessions of teaching. The critical literature review, interviews, and the analyses of questionnaires and the teaching sessions supported my initial subjective experience regarding how to resolve the problems of Iranian English Language Teaching. This also resulted in significant improvement of fluency of the participant students. The general discussions, conclusion and recommendations are provided at the end of the study.

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Moradi, Sedigheh. "LAKI VERBAL MORPHOSYNTAX." UKnowledge, 2015. http://uknowledge.uky.edu/ltt_etds/9.

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Most western Iranian languages, despite their broad differences, show a common quality when it comes to the verbal agreement of past transitive verbs. Dabir-moghaddam (2013) and Haig (2008) discuss it as a grammaticalized split-agreement to encode S, A, and P, which is sensitive to tense and transitivity, and uses split-ergative constructions for its past transitive verbs. Laki shows vestiges of the same kind of verb-agreement ergativity (Comrie 1978) by using a mixture of affixes and clitics for subject and object marking. In this thesis, I investigate how the different classes of verbs show agreement using four distinct property classes. Considering the special case of the {3 sg} and using Hopper and Traugott's pattern for the cline of grammaticality (2003), I argue that although Laki has already lost the main part of its ergative constructions, the case of the {3 sg} marking is yet another sign that this language is in the process of absolute de-ergativization and its hybrid alignment system is moving toward morphosyntactic unity. As a formal representation of the Laki data, the final part of the thesis provides a morphosyntactic HPSG analysis of the agreement patterns in Laki, using the grammar of cliticized verb-forms (Miller and Sag 1997).

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Rezaei, Abbas Ali. "Test-taking strategies and test performance : a study of the effects of using test-taking strategies on the performance of Iranian students in multiple-choice language tests." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273014.

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Driver, Sahar DeAnne. "Decolonizing human rights| The challenges of ensuring the dignity and freedom of Iranians through a human rights framework." Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643099.

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The human rights industry today generates and organizes knowledge about the Islamic Republic of Iran and Iranians. The cultural archive it produces has been used to advance the global North's geopolitical interests and the accumulation of capital and power that leads to human rights abuses in the first place. Use of the human rights framework as a political strategy among Iranian–Americans and other allies acting from across geographic, political, economic, religious and other boundaries is therefore risky. The dangers it introduces should be examined alongside its tactical uses. This dissertation presents a close analysis of certain observables that make visible "human rights" discourse or activity related to the Islamic Republic of Iran today. It presents an examination of a series of texts that give "human rights" its shape: from academic and journalistic accounts to online data aggregators, film, social media, and related policies. It traces its use by competing actors: from activists and politicians to business leaders and academics. In so doing, the dissertation reveals important political, emotional, intellectual, and socio-economic contestations that arise through use of the human rights framework. The dissertation sheds light on the motivations and methods of entities that take up the human rights framework as a political strategy. It narrates the relations between observables, revealing the architecture of a human rights "industry" that consumes and produces knowledge about Iranians and the Islamic Republic of Iran. In so doing, this dissertation reveals the vulnerability of the human rights discourse and activities to other projects and finds that the human rights industry motors a form of (neo)Orientalism that should be interrupted if the network of actors around the world that are set up to address violations of "human rights" are to be effective at helping to maintain or uphold the dignity and freedom of Iranians in a sustainable way.

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Khalifa, Ayoub. "Analyse du discours onusien : le dialogue autour du nucléaire iranien (2005-2015)." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0017.

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Notre recherche, ancrée dans les Sciences du Langage, s’inscrit dans une démarche interdisciplinaire basée essentiellement sur l’Analyse de Discours. Elle articule Traitement Automatique des Langues, Lexicométrie, Sociologie, Sémantique Argumentative et Rhétorique aristotélicienne. Il s'agit d'étudier le discours onusien sur la crise nucléaire iranienne pendant les dix années entre 2005 et 2015. Une étude basée sur l’Analyse de Discours, est menée sur un corpus clos et prédéfini afin de discerner les différents procédés linguistiques et discursifs qui commandent le discours. Il s’agit également d’appréhender les enjeux et les origines juridiques et politiques de cette crise diplomatique. Notre défi majeur est ainsi de saisir le discours sous ses multiples dimensions, linguistiques, discursives, politiques et juridiques. Au moyen de quels procédés discursifs l’Organisation des Nations-Unies construit, représente-elle son identité et vise à « maintenir la paix et la sécurité internationales » ? Quel rôle jouent les systèmes de valeurs de l’Organisation dans l’argumentation, la construction de son identité, ainsi que dans la légitimation des politiques adoptées ? Comment le discours opère par sa normativité au profit de l’argumentation dans le discours, et vient en renfort des mesures adoptées par les différents organes des Nations-Unies ? Telles sont les interrogations auxquelles nous répondons dans ce travail. L’appréhension des incidences linguistiques et discussives se réalise à la lumière des données politiques et juridiques qui constituent un cadre interprétatif à l’analyse. L’objectif est d’identifier la construction d’une identité onusienne à travers des notions de valeurs, par des mécanismes discursifs Our research, rooted in the Language Sciences, is part of an interdisciplinary approach based essentially on Critical Discourse Analysis. The study articulates Naturel Language Processing, Lexicometry, Argumentative Semantics and Aristotelian Rhetoric. It is a question of studying the United Nations discourse on the Iranian nuclear crisis during the ten years between 2005 and 2015. The study is conducted on a closed and predefined corpus, in order to discern the various linguistic and discursive processes that command the discourse. It is also a question of apprehending the stakes as well as the legal and political origins of this diplomatic crisis. Our major challenge is to understand the discourse in its multiple dimensions, linguistic, discursive, political and legal. By what discourse processes does the UN build, represent its identity and aims at « maintaining international peace and security »? What role does the Organization's value system play in argumentation, in the construction of its identity, as well as in the legitimacy of the policies adopted? How the discourse operates, through its normativity in favor of the argumentation, with a view to further reinforcement of the measures adopted by the various organisms of the United Nations? These are the questions we respond in this thesis. The apprehension of linguistic and discursive impacts is realized in the light of the political and legal data that constitute an interpretive framework for the analysis. The objective is to identify the construction of the United Nations identity through notions of values, by discursive mechanisms

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Ebrahimi, Anita. "L'acquisition de la compétence de communication dans l'enseignement du français, langue étrangère en contexte universitaire iranien." Thesis, Angers, 2018. http://www.theses.fr/2018ANGE0060/document.

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Ce travail est une contribution théorique, méthodologique et pratique qui propose la contextualisation des tâches communicatives pour développer la compétence de communication en français, langue étrangère, chez les étudiants iraniens. Les tâches proposées dans un manuel de FLE jouent un rôle central dans l’acquisition des compétences communicatives. Ainsi, il est important que les étudiants acquièrent les compétences à travers des tâches pertinentes qui correspondent à leur environnement socioculturel. Cette thèse tente d’établir une relation logique entre les activités communicatives intégrées au manuel de FLE iranien et les aspects culturels de l’Iran. Elle met en lumière la contextualisation des tâches grâce aux documents écrits, audiovisuels, images fixes et animées. Cette thèse tente de rendre l’autonomie aux étudiants en proposant des activités adaptées à leur contexte socioculturel This work is a theoretical, methodological and practical contribution that proposes the contextualization of communicative tasks to develop communication skills in learning French, as a foreign language in the context of Iranian students.The tasks proposed in a FLE textbook play a central role in the acquisition of communication skills. As such, it is important that students acquire skills through relevant tasks that fit their socio-cultural environment. This thesis attempts to establish a logical relationship between communication activities, as part of an Iranian textbook of FLE, and the cultural aspects of Iran. It highlights the contextualization of tasks by means of written documents, audio-visual media, and still and animated images. This thesis attempts to enhance students’ learning autonomy by proposing activities adapted to their socio-cultural context

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Mazhari, S. "The pre-and post-Revolutionary political representation of the self in French-language autobiographical works by two Iranian exiles : Les Nuits féodales by Fereydoun Hoveyda (1983) and Persepolis by Marjane Satrapi (2000-2003)." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1369584/.

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The autobiographies of Hoveyda and Satrapi represent the self as defying closure by the totalitarian systems of the Pahlavi Shahs and the mullahs, refusing to be confined to a fixed national identity. This thesis explores the interlinking of the self with its socio-political context, whereby dissent from dictatorship implies a mental space where democratic sensibility develops through childhood and adolescent experiences. The theoretical framework is Claude Lefort’s reflection on the birth of modern democracy and human rights during the eighteenth-century revolutions. Both authors’ adoption of French and the Enlightenment tradition helps to define the self in terms of ‘the political’, that is, the decision to dissent from the demand that all subjects’ lives must conform to the official discourse of totalitarianism. Lefort’s analysis of totalitarianism supports a critique of Hoveyda’s flawed theory of a ‘Rostam complex’ crushing Iranians’ revolutionary potential, but shows how that theory invalidates the fusion of politics with myth. Hoveyda represents, through conversations about modernism’s threat to spirituality, the need to separate politics and religion, while retaining his own faith in democratic revolution and free literary self-expression. The democratic significance of Satrapi’s antagonism to the 1979 Revolution’s theocratic aftermath finds confirmation in Lefort’s analysis of 1789. She mediates her self-representation through gender inequality (the veil), persecution of the intelligentsia, and the traumatic Iran-Iraq War. Official condemnation of Persepolis as classist and Islamophobic impels discussion of truth in politics and autobiography. Marjane’s interviews with a senior mullah who accepts her separation of her political and religious identity constitute a rare dialogue between autocratic rule and dissent. The conclusion compares and contrasts the political self in the two works, and proposes a provisional synthesis in the context of Iran’s present moment, dynamised by non-violent protest at home and political writing in the diaspora.

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Aghaei, Bibirobabeh. "Le constructivisme en didactique du FLE dans le cadre institutionnel iranien chez les apprenant(e)s persanophones." Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL052.pdf.

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Où se trouvent les origines des obstacles rencontrés lors de la mise en place des nouvelles méthodes pédagogiques du français, issues des approches constructiviste et actionnelle en Iran ? Partant de cette interrogation et nous fondant sur une étude de terrain menée auprès des apprenant(e)s et des enseignant(e)s de Français Langue Étrangère (FLE) en Iran, nous avons tenté d’y apporter des réponses en abordant le constructivisme, l’un des paradigmes les plus en vogue en sciences (exactes, humaines et sociales). L'objectif de cette étude était de mesurer qualitativement et quantitativement, les attitudes et les croyances des apprenant(e)s et des enseignant(e)s de français dans les instituts de langues étrangères, en proposant quelques recommandations pour l'amélioration du système actuel d'enseignement du français. Le résultat de notre étude nous a menée par ailleurs à nous concentrer sur l’influence de la culture dans l'enseignement du français dans la société iranienne Where are the origins of the obstacles encountered during the implementation of new teaching methods informed by constructivist and action-oriented approaches to French in Iran? Based on this question and a field study in Iran with students and instructors of French as a Foreign Language, we will try to provide answers by addressing constructivism as one of the latest paradigms in all sciences (exact, human and social). The objective of this study is to qualitatively and quantitatively measure the attitudes and beliefs of learners and teachers of French in the foreign language centers, offering some recommendations for the improvement of the current system of teaching French. The result of our study will further stress the importance of culture in language instruction in Iranian society

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Venetz, Jacqueline. "Lexico-Semantic Areality in the Greater Hindu Kush : An Areal-Typological Study on Numerals and Kinship Terms." Thesis, Stockholms universitet, Institutionen för lingvistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170385.

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The Greater Hindu Kush designates a mountainous area extending from Afghanistan over Pakistan, Tajikistan and India to the westernmost parts of China. It is home to over 50 lan- guages from six different phyla; Indo-Aryan, Iranian, Nuristani, Turkic, Tibeto-Burman and the language isolate Burushaski. Due to its unique geographical setting, it is characterised by language contact and isolation, which lays the perfect ground for research on linguistic diversity, language convergence and genealogical relations. The present study relies on data from the entire region and attempts to identify structural similarities based on lexical items from core vocabulary, numerals and kinship terms. The study reexamines the genealogical affiliation through lexical similarity and investigates areal patterns of vergence, i.e. the branching out or mergence of these patterns. Results reconfirm the established classification of the languages and indicate a certain level of structural simi- larity across language families for some features such as numeral bases, numeral composition and the terms for ‘parents’ and ‘parents-in-law’, yet it also shows great diversity for other features such as ‘grandchildren’ and one’s siblings’ partner. Language contact and relatedness in the Hindukush region (421-2014-631)

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Sirous, Reza. "Identifying and overcoming barriers in launching sustainable energy projects in the industrial sector using multi-methodology." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/19093.

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Mestrado em Engenharia e Gestão Industrial The aim of this essay has been to try out Soft Systems Methodology in development of a multidisciplinary framework to launch energy sustainability in Iranian industry sector. A petrochemical industry, one small sized company from the automobile industry and an energy service company are studied due to their diversity in conditions. The petrochemical industry is recognized to possibly have more gains in terms of improving energy consumption. Beyond SSM, the AHP model, MCIR framework, UML, and financial feasibility study methods are used in the development of CSEL framework. The AHP model applied in this study transforms qualitative data into quantitative decision making results. The MCIR framework classifies the barriers which have interrelated nature and identifies the gaps of energy sustainability in industry. NPV and SPB of financial analysis methods are applied in this framework and finally UML diagrams depict the information process in the latter subsystem of this framework. O objectivo desta tese é definir uma metodologia multidisciplinar, usando Soft Systems Methodology, com vista a analisar o sector da Indústria no Irão do ponto de vista de lançamento de novos projectos de sustentabilidade energética. Para a metodologia proposta uma indústria petroquímica, uma pequena empresa do ramo automóvel e uma empresa que faz consultoria em energia são analisadas. A indústria petroquímica surge como a que potencialmente terá maiores ganhos do ponto de vista de poupança energética. Para além de SSM, o modelo AHP, a framework MCIR, diagramas UML e um estudo de viabilidade financeira são usados para o desenvolvimento da metodologia proposta. O modelo AHP usado neste estudo permite trabalhar dados qualitativos de uma forma quantitativa. A framework MCIR classifica as barreiras interrelacionadas e identifica as necessidades de sustentabilidade energética na indústria. Métodos de análise financeira são usados na metodologia proposta e, por último, diagramas UML mostram o processo de informação.

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"Progressive constructions in Iranian languages." Online publication, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91619.

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Novák, Ľubomír. "K problému archaismu a inovace ve východoíránských jazycích." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-322600.

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Problem of Archaism and Innovation in the Eastern Iranian Languages The presented dissertation aims to bring new information concerning the classification of the Eastern Iranian languages. Instead of commonly accepted two branches of Eastern Iranian (Northern and Southern) it seems that there can be classified at least five branches of Eastern Iranian languages, moreover, Avestan can form its own branch, which possibly may include also Khwārezmian. The main issue of the presented thesis was to show archaisms and innovations of the language group in focus. Such task is an issue for numerous studies so the main attention was paid to historical development of Sogdian and Yaghnōbī - two closely related Eastern Iranian languages. Linguistic proximity of Sogdian and Yaghnōbī has been observed shortly after discoveries of the first Sogdian documents in Chinese Turkestan on the beginning of the 20 th century, for a long time it has been supposed that Yaghnōbī is a modern descendent of Sogdian. By analysis of phonology, grammar and vocabulary of both languages I tried to find clues that may answer this question. From diachronic view there is no much difference between Sogdian and Yaghnōbī, individual changes may be interpreted as "dialectal", but there is one phenomenon that influenced different...

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Džunková, Katarína. "Morfonologické rysy sanskrtu a jejich slovanské paralely v kontextu vztahů mezi indo-íránskymi a balto-slovanskými jazyky." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-337620.

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The present diploma thesis deals with the common morphological and phonological features between Sanskrit and Slavic languages. It contains the list of common lexemes in Sanskrit and Slavic languages added at the end of the thesis. The point of departure of this thesis are the theories of comparative linguistics, which are mentioned in the introduction. Morphophonological parallels are researched in the context of the relationships between Indo- Iranian and Balto-Slavic languages, what helps to distinguish common features between the separated language branches: e. g. common features between Baltic languages and Sanskrit or common features between Slavic and Iranian languages. Iranian and Slavic language contact is analysed in the special chapter. The common features between Sanskrit and Slavic languages supposed to be generally the remnants of common Indo-European principles, which are preserved in both language branches. The special chapter is also devoted to the RUKI sound law, which is regarded as one of the most important common feature between Balto-Slavic and Indo-Iranian languages.

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Babaee, Naghmeh. "Heritage language maintenance and loss in an Iranian community in Canada: successes and challenges." 2014. http://hdl.handle.net/1993/23502.

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Research shows that many immigrant children in Canada face challenges in maintaining their heritage languages, i.e., languages other than English and French or Indigenous languages. Public schools might not recognize or promote the use of heritage languages, many schools do not provide heritage language instruction, and in some instances, students and their parents are actively discouraged from using their heritage language at home. Heritage languages, however, should be maintained to help immigrant students succeed socially and academically and maintain stronger familial bonds. Language maintenance can also lead to multilingualism in a society, facilitating socioeconomic and international relations in the globalized world. In light of these challenges and the importance of maintaining heritage languages, this qualitative case study, informed by the work of critical theorists in the field of additional language education, was undertaken to investigate language maintenance in a heritage language school in a major city in Canada. Issues under investigation included (1) students’, parents’, and teachers’ perspectives on language maintenance, (2) the availability of language maintenance resources at home, school, and in the first language (L1) community, (3) successes and challenges of the students in maintaining their heritage language at home, school, and in the L1 community, and (4) the parents’ and teachers’ effort in facilitating heritage language learning opportunities for children. Data were collected through in-depth, semi-structured interviews, field-observations, descriptive and reflective field notes, and participants’ journal writing. The emerging themes included (1) the importance of language maintenance, (2) language maintenance strategies, and (3) language maintenance challenges. This study sought to raise awareness of language maintenance issues faced by immigrants, in this instance a particular Iranian community in Canada, within the contexts of home, school, and L1 community. In documenting students’ successes and challenges in maintaining their heritage language, heritage language teachers’ experiences as non-mainstream educators, and parents’ efforts to provide heritage language learning opportunities for their children, the research aimed to challenge immigrant students’ education with regard to issues of equity. Results are intended to inform immigrant families and communities, and programming and policy to facilitate language maintenance opportunities for children in Canada and other immigrant-receiving contexts.

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Massaro, Angelapia. "Morfosintassi dell’accordo nel genitivo e sua correlazione con elementi del tipo D." Doctoral thesis, 2020. http://hdl.handle.net/2158/1188743.

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The aim of this dissertation is an analysis of agreement in relation to genitival constructions. It proposes that the Apulian non-prepositional enitives of San Marco in Lamis can be described as regulated by a definiteness agreement mechanism manifesting itself in the necessity of articled heads (excluding vocatives) and genitival nouns, coupled with an adjacency requirement which limits the realization of post-nominal modifiers of the head in a post-genitival position, where they might only refer to the genitive noun. This work thus proposes that such agreement for definiteness is the same holding in Romanian non-al genitives which result in the linker construction when agreement is disrupted. In chapter 1 we thus introduce Kartvelian genitives by Suffixaufnahme which notoriously represent a genitive-head noun morphological agreement phenomenon. Plank (1995) also shows that in a series of genitives, Suffixaufnahme shows up only on the last one, demonstrating that when it comes to agreement in genitives, local dynamics of sorts are often at stake (as it happens with the Costruct State). In 2 we move to linkers; linkers have been connected to agreement in Suffixaufnahme genitives at least since Plank (1995) and later works such as Larson and Yamakido (2006), Manzini et al (2016), and Manzini (2018), according to which linkers can be assimilated to agreement. In fact, in synthetic systems such as Romanian and Aromanian, Albanian and Arbëresh, and Kurdish varieties, linkers agree for φ with either the head or the genitive noun. Giurgea and Dobrovie-Sorin (2013: 126) further show that in Romanian non-linker constructions possessives agree for case with the head noun. In linker constructions, agreement for case is not present: it’s the linker itself which agrees with the head noun, this time for φ. Chapter 3 deals with genitival modification in Hebrew and a number of Arabic varieties. It proposes that the pseudoprepositions found in Arabic varieties are nouns in the Construct State. This was previously proposed for Palestinian Arabic in Mohammad (1999), which also shows that such elements agree for φ with the modified noun. 3.2 takes into account the Semitic preposition l-, dealing with the question of whether this lement can be characterized as possessive and locative as it happens for Romance a. 4 analyzes Apulian non-prepositional genitives and proposes as anticipated that the necessity of articled nouns in the construction is to be linked to an agreement relation taking place via D. Lastly, 5 subsumes the conclusions of this work. // Lo scopo di questa tesi è un'analisi dell’accordo in relazione alle costruzioni genitive. Propone, in particolare, che i genitivi non preposizionali del pugliese di San Marco in Lamis possono essere descritti come regolati da un meccanismo di accordo per definitezza che si manifesta nella necessità di teste (esclusi i vocativi) e genitivi articolati, unitamente a un requisito di adiacenza che limita la realizzazione dei modificatori postnominali della testa in una posizione post-genitivale, dove possono riferirsi solo al nome genitivo. Questo lavoro propone quindi che tale accordo per definitezza sia lo stesso dei genitivi romeni non-al che si traducono nella costruzione con linker in caso di interruzione dell'accordo. Nel capitolo 1 introduciamo quindi i genitivi cartvelici con Suffixaufnahme che notoriamente rappresentano un fenomeno di accordo morfologico del nome genitivo con il nome testa. Plank (1995) mostra inoltre che in una serie di genitivi, il Suffixaufnahme è presente solo sull'ultimo, dimostrando che quando si tratta di un accordo nei genitivi, spesso sono in gioco dinamiche locali (come accade con lo Stato Costrutto). In 2 passiamo ai linker; I linker sono stati collegati all'accordo nei genitivi con Suffixaufnahme almeno a partire da Plank (1995) e successivamente in lavori come Larson e Yamakido (2006), Manzini et al (2016) e Manzini (2018), in base ai quali i linker possono essere assimilati all'accordo. In effetti, in sistemi sintetici come il romeno e le varietà e aromene, l’albanese e l’arbëresh, e le varietà curde, i linker si accordano per φ con la testa o il nome genitivo. Giurgea e Dobrovie-Sorin (2013: 126) mostrano inoltre che nelle costruzioni non-al romene i possessivi si accordano per il caso con il nome testa. Nelle costruzioni con linker, l'accordo per il caso non è invece presente: è il linker stesso che si accorda con il nome testa, questa volta ovviamente per φ. Il capitolo 3 tratta di costruzioni genitive nell’ebraico e in alcune varietà arabe. Propone che le pseudopreposizioni delle varietà arabe sono in realtà nomi allo Stato Costrutto. Ciò è stato precedentemente proposto per l'arabo palestinese da Mohammad (1999), che dimostra inoltre che tali elementi si accordano per φ con il nome che modificano. 3.2 prende in considerazione la preposizione semitica l-, trattando la questione della sua caratterizzazione come possessiva e locativa come accade per il romanzo a. 4 analizza i genitivi non preposizionali pugliesi e propone, come anticipato, che la necessità di N articolati nella costruzione è collegata a una relazione di accordo tramite D. Infine, 5 trae le conclusioni di questo lavoro.

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Jalali, Minou. "Frequent translation strategies used by Iranian translators in subtitles to translate metaphors." Thèse, 2015. http://hdl.handle.net/1866/13678.

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En tant que moyen de communication qui détermine les structures de base des langues, la métaphore se classe parmi les enjeux les plus importants du domaine de la traductologie, d’où la complexité de la rendre traduisible. La nature indirecte de la métaphore étant problématique, celle-ci exige une étude approfondie, surtout vis-à-vis le transfert de la culture d’une langue à une autre. Un survol de la littérature académique traitant des théories et des approches différentes en traductologie révèle une façon de rendre possible la traduction de la métaphore. Cette étude traite de la traduction des métaphores du perse aux sous-titres anglais. Elle indique également les approches et les stratégies appliquées à la traduction des expressions linguistiques métaphoriques telles que proposées par Newmark (1988). En se fondant sur des exemples authentiques tirés des textes sources (deux films perses bien connus) et leurs traductions anglaises, cette étude démontre la façon dont certains traducteurs iraniens traduisent des expressions métaphoriques en se servant d’une des sept stratégies proposées par Newmark. Elle explique également comment certains éléments (par ex. les difficultés de la traduction) ont été influents sur leurs conclusions, tout en soutenant l’hypothèse que la reproduction d’une même image d’une langue source dans une langue cible ainsi que l’effacement sont respectivement la plus fréquente et la moins fréquente des stratégies employées par les sous-titreurs iraniens. Metaphor, as a means of communication that determines the basic structures of language, is currently one of the most important issues in the field of translation studies, especially its translatability. In fact, the indirect nature of metaphors is a problem that needs to be addressed in respect to the transfer of culture from one language to another one. An overview of the literature that explores different theories and approaches in the field of Translation Studies proposes a way to make metaphor translation possible. This study examines the translation of metaphors from Persian to English subtitles. It also highlights approaches and strategies for the translation of linguistic metaphorical expressions as proposed by Newmark (1988). By using authentic examples from two source texts (two well known Persian films) along with their English translations, this study illustrates how Iranian translators translate metaphorical expressions using Newmark’s seven proposed strategies. It also shows how certain elements (i.e. translation difficulties) have influenced their decisions and supports the hypotheses in which reproducing the same SL image in the target language and deletion, respectively, are the most frequent and the least frequent strategies used by Iranian subtitlers.

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Fazelimanie, Ayatollah. "A linguistic analysis of some ESP texts used in Iranian universities with special focus on cohesion in texts of business and commerce." Thesis, 2007. http://hdl.handle.net/2440/57107.

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"This study attempts primarily to bring together some of the existing literature on text coherence, cohesion, and thematic structure and the influence of these text characteristics on reading comprehension and EAP material preparation, particularly in an EFL/ESL context. The textual features of coherence, cohesion and comprehensibility are of primary concern... The results of the analysis suggest that thematic elements and cohesive devices, which act as signposts in directing the readers’ attention in the meaning making process, are to be taken into account in teaching and testing reading and writing." -- From abstract. Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

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Fazelimanie, Ayatollah. "A linguistic analysis of some ESP texts used in Iranian universities with special focus on cohesion in texts of business and commerce." 2007. http://hdl.handle.net/2440/57107.

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Title page, abstract and table of contents only. The complete thesis in print form is available from the University of Adelaide Library. "This study attempts primarily to bring together some of the existing literature on text coherence, cohesion, and thematic structure and the influence of these text characteristics on reading comprehension and EAP material preparation, particularly in an EFL/ESL context. The textual features of coherence, cohesion and comprehensibility are of primary concern... The results of the analysis suggest that thematic elements and cohesive devices, which act as signposts in directing the readers’ attention in the meaning making process, are to be taken into account in teaching and testing reading and writing." -- From abstract. http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1289484 Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2007

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Dissertations / Theses on the topic 'Iranian languages'

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