The Rise and Decline of Literary Schools
manuchehr
haghighi
.
author
text
article
2000
per
The paper deals mainly with the definition of the term "literary schools" and the factors or elements that contribute to the rise or decline of a literary school. Considering the opinions expressed by various critics, one can conclude that despite discrepancy of opinion among critics on the name or label of literary schools, study of literary schools and movements can be helpful in the understanding and appreciation of different literary periods. Concerning the factors influencing the rise or decline of a -literary -school,: there , is no unanimity among critics. While some critics rega�4, socio-political factors as the most influential in the rise or decline of a literary school, others emphasize the role of philosophical and scientific theories; still others attribute the change of literary schools to literary causes. One may say that a combination of several factors rather than any single factor may bring about the rise or decline of a literary school. The extent of writers' commitment to the principles of literary schools varies in different schools. In realism, neo-classicism and naturalism the degree of commitmentseems to be higher than those of rumnnticisrn, svmbnlism of surrenlism
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
1
14
https://ltr.atu.ac.ir/article_6227_99fc87699a01a697ff75f6c910d8d587.pdf
dx.doi.org/10.22054/ltr.2000.6227
On the problems of English language Acqision for Iranian Learners
jahangir
kakavand
.
author
text
article
2000
per
Although both English and Persian languages arc of lndo-European source, due to the passage of time and the fact that they belong to different cultures, there is a large gap between them. On the other hand, Iranian learners of English as a foreign language encounter a lot of difficulties because of the wrong methods of language teaching in Iran. This article attempts to first analyze th_e errors made by students and probe the are involved factors that responsible for them; then some categories in both languages will be studied. This study has led into the conclusion that as both English and Persian belong to the same language family, the Iranian Learners of English do not face much difficulty, and in order to improve language teaching in Iran the similarities and differences between these two languages are to be investigated and taken advantage of, Audio-visual facilities are to be provided and knowledgeable, enthusiastic teachers should be employed.
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
15
36
https://ltr.atu.ac.ir/article_6228_4e64502229d219870cbb8a1faec72224.pdf
dx.doi.org/10.22054/ltr.2000.6228
On the Translation of main and subordinate clauses in Arabic language
reza
nazemian
.
author
text
article
2000
per
The key to full comprehension and successfu! translation of long SL sentences into TL is the recognition of main and subordinate clauses, in the source language sentences and expressing them in the target language, using appropriate linking words. Since we have to follow target language rules in translation, at times when we are dealing with complementary phrases it proves inevitable not to follow the order of sentences in the source language. On the other hand, the translator should not limit himself/herself to the syntactic structures of the source language, rather s/hc should modify these structures keeping in mind certain principles. One of these cases is changing the tense of a sentence which is divided into two parts: Structure and style.
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
37
45
https://ltr.atu.ac.ir/article_6229_8b616795da31c734005a8ebe48da59ed.pdf
dx.doi.org/10.22054/ltr.2000.6229
Vowel shortening in persian
abasali
vafaei
.
author
text
article
2000
per
All phenomena arc constantly changing and language is not an exception. This change in. different aspects of language particularly, lcxis and sentences is more tangible. Due lo many reasons these changes occur beyond the scope of the present article. "Economy" in language is one of the most salient factors contributing to changes. Vowel shortening in the Persian language is one of those categories concerned with changes in lexical items in language. Vowel shortening can not be considered as an exception to linguistic rules Although nor much has been written on this issue. Thus. this article attempts to both clarify and look for the rules describing the process of shortening in /a:l/i:/ and U among the ? vowels as well as txlJe! and among the short ones.
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
46
57
https://ltr.atu.ac.ir/article_6230_b80b084904c7bfa37ec57eec4db9684a.pdf
dx.doi.org/10.22054/ltr.2000.6230
Doublets in Translation
hoseyn
mollanazar
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2000
per
This paper reviews the literature on the translation of 'doublets'and reports a product-oriented descriptive study on the translation of doublets in the corpus of study, three Persian books translated into English: Bizhun & Manizha (an epic poetry), Selected Poems Divan-e from Shams-e Tubrizi and Man and his Destiny (a religious text). These books vary in genre and cover a lime span of over one thousand years. The frequency of doublets are compared lo those of other conjoint phrases in the original texts, the relevant adjustments made in · their translation are surveyed, and different types of doublets and their equivalents are compared and analysed.
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
59
73
https://ltr.atu.ac.ir/article_6316_0abb3bbcf78cb24613293eed46285984.pdf
dx.doi.org/10.22054/ltr.2000.6316
How to Teach The Suprasegmentals of English To Farsi-speakers Learning English as a Foreign Language
mohammad
poursina
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2000
per
The major objective of the present writer is to survey some of the problems that Iranian learners of English encounter as to the use of English stress patterns and Intonation. It seems rather obvious that the main source of difficulty in the use of English stress and intonation is the interference comingfrom the learners' mother tongue, i.e. Persian. The present writer also tries to offer some solutions to the fundamental problems of Iranian learners of English in the area of stress and Intonation.
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
74
90
https://ltr.atu.ac.ir/article_6317_c9df972446a06bc0419e6b88338fe228.pdf
dx.doi.org/10.22054/ltr.2000.6317
Collaboration in Classroom
farideh
ma'refat
هیئت لمی دانشکاه علامه طباطبایی
author
text
article
2000
per
Due to their nature, writing classes are often boring for the students and teachers find it so challenging and still the least rewarding. For sometime now studies that focus on the processes a learner enguges in when constructing meaning are best valued among researchers. Seen in this light , collaboration is a useful too/for reinforcing student language abilities and a good vehicle for increasing student confidence. Collaboration provides conditions for students lo learn WITH each other. The interactions that lead to a final solution are in this way more important than the final solution. Teachers often find it difficult to implement theories in their classes. So any attempt to describe ways to encourage student interaction is worth undertaking. The present paper aims at introducing collaboration. In so doing, it characteriz. es collaboratione classes. Next, a detailed revelance is made to the new roles defined for teachers and learners, both. The article comes to an end with the theoretical foundations of collaboration.
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
91
107
https://ltr.atu.ac.ir/article_6318_5d63536e6659c59ca9ba46878527fb95.pdf
dx.doi.org/10.22054/ltr.2000.6318
THE DEVELOPMENT OF ENGLISH LISTENIG AND SPEAKING SKILLS
parvin dokht
nazem
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2000
per
This article clarifies the importance of listening and speaking in language development. Both represent two of the most difficult components of English language fores/ (Eglish as a second language) learners to acquire listening comprehension is central to second lani,r,uge aquisition. It also appears to be crucially important for advanced level learners. The main aspect of speaking is communication it takes place when there is sharing of experience, expression of social solidarity, decision- making and planning
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
108
119
https://ltr.atu.ac.ir/article_6319_57403c6be453098a01cf81bc13b6eed9.pdf
dx.doi.org/10.22054/ltr.2000.6319
The Effect ofAbbreviation as a Note- taking Aid On The Reproduction/Reconstruction of Class Lectures
mohammad hoseyn
keshavarz
هیئت علمی دانشگاه علامه طباطبایی
author
mojhgan
ebrahimian
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2000
per
This study aimed at investigating the use of abbreviation as a note-taking technique to help EFL students overcome their speed writing difficulties. /11 order to see whether using abbreviation while taking' notes of lectures has any improving effect 011 note-taking and reproduction of lectures, two ltomogeneous groups of EFL students were chosen as the subjects of this study: the control group (11=30) am/ the experimentat group (11=30). The experimental group undertook a treatment in the use of abbreviations in writing and note- taking. They were taught 1·0111e conventions (a set of soutul symbols) to he used in transcribing class lectures at the 1110111e111 they are delivered. Before ftny treatment was given, the students in both groups were pre tested through a proficiency test (TOEFL). A r-test was conducted for comparing the me1111 scores of the two groups 011 TOFEL. Tire result of the I-test demonstrated that the two groups were lro1110,:e11011s in terms of their tanguage proficiency. After the treatment period, in order to find 0111 whether any difference existed between the two groups' results, the notes of the students receiving instruction i11 note-taking with reduced form of language (symbols 1111d abbreviations) were ,·0111pare1/ with the notes of control group i11 terms of the 1111111ber of idea uuits recorded. Results of data unalysis showed that there was" significant difference between the two groups regarding their use of propositions. The experimental group produced 1979 proposittons, almost twice the 1111111ber ofpropositions produced by the control group, i.e., 1070. Thus, it ca11 be concluded that the 111e of abbreviations and symbols luts a great impact 011 lecture note-taking of EFL students
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
120
144
https://ltr.atu.ac.ir/article_6320_892daf0e87f3a834e23dbeea04fabb1e.pdf
dx.doi.org/10.22054/ltr.2000.6320
How is the Mother Tongue Acquired
mansour
fahim
هیئت علمی دانشگاه علامه طباطبایی
author
text
article
2000
per
The ability of children lo communicate, especially al the early stage of their lives, is quite remarkable. When they are very young, they start crying, cooing , babbling and gradually begin lo send a great number of messages, either vocally or nonvocally, and d't the same time they receive even more messages.
When they are about J 2 months old, they begin lo produce some of the speech sounds and even words they hear in their environment. They produce one word for one sentence which is known as "Holophrastic" utterances.
The number of words produced by children, by about 17 to 18 months, have remarkably multiplied, and they make specific attempts to make combination of their produced words in order to form two-word and even three-word "sentences".
This new combination of words are commonly reffered to as "telegraphic" utterances. From the stge 11{ 211 month, onward the child will gradually increase the production of more and more words on the one hand, and combine his two-and-three-word sentences on the other hand. When the child is about .1 years old, slhe can easily understand a surprising quantity of linguistic behavior. Her/ his speech capacity grows so rapidly thats/he can have continual conversation ass/he generates a lot of new structures, though slhe does not know the real meaning of the expressions slhe produces.
Since the subject matter iS somehow rather comprehensive, the article has to he submitted in two parts. the first part finishes at the end of "Stage Three" -Eraly Multi- Word production period (18-24 months of age), and the second part starts from "Stage Four" -Later Multi- word production period (24-30 months rage)
Literary Text Research
Allameh Tabataba’i University
2251-7138
3
v.
12
no.
2000
145
170
https://ltr.atu.ac.ir/article_6321_afb03a0de17f85d886c5032927b498ed.pdf
dx.doi.org/10.22054/ltr.2000.6321