scholarly journals A Thematic and Etymological Glossary of Aquatic and Bird Genera Names in Iranian Bundahišm

Author(s):  
Golnar Ghalekhani ◽  
Mahdi Khaksar

The purpose of this study is to present a thematic and etymological glossary of aquatic and bird genera names which have been mentioned in Iranian Bundahišn. In this research, after arranging animal names in Persian alphabetic order in their respective genus, first the transliteration and transcription of animal names in middle Persian language are provided. Afterwards, the part of Bundahišn that contains the actual animal names and the relevant translations are mentioned. The etymology of every animal name is described by considering the morphemic source. Finally, mention is made of the mythology connected to the animal and the animal category in Iranian Bundahišn (if available), and the way in which the words have changed from Old Persian up to now. Changes in the name of every animal from the ancient languages such as Indo-European, Sanskrit, Old Persian and Avestan to middle languages such as Pahlavi, Sogdian, Khotanese, and Chorasmian and how the name appears in new Iranian languages and dialects such as Behdini (Gabri), Kurdi, Baluchi and Yaghnobi are also referred to.

2021 ◽  
Vol 13 (3) ◽  
pp. 411-430

The current paper aimed to investigate taboo language using animal names in Facebook Messenger in the Jordanian setting based on the context where it appeared. A total of (100) male and female university students answered a questionnaire devised to examine the way how students use taboo language. It was noticed that "pig" recorded the highest frequency of occurrence comprising (11.59) of the total number of the taboo words followed by "dog" and "bitch". Important differences were observed in the frequency and use of taboo words by male (68. 8 %) and female (32.2%) students. The study explained the reasons why such words were deemed taboo in the Jordanian setting taking into consideration the socio-cultural and religious norms of the society. The study also concluded that taboo language was used to express different themes such as humor, relaxation, anger and abuse. Keywords: Taboo Language, Gender Differences, Themes, Socio-Pragmatic, Facebook Messenger.


Author(s):  
Seyed Mostafa Assi

The history of lexicography in Iran dates back to more than 2,000 years ago, to the time of the compilation of bilingual and monolingual lexicons for the Middle Persian language. After a review of the long and rich tradition of Persian lexicography, the chapter gives an account of the state of the art in the modern era by describing recent advances and developments in this field. During the last three or four decades, in line with the advancements in western countries, Iranian lexicography evolved from its traditional state into a modern professional and academic activity trying to improve the form and content of dictionaries by implementing the following factors: the latest achievements in theoretical and applied linguistics related to lexicography; and the computer techniques and information technology and corpus-based approach to lexicography.


2012 ◽  
Vol 2 (1) ◽  
pp. 23-44 ◽  
Author(s):  
Yadgar KARIMI

This paper presents an attempt to investigate the origins of ergativity in Iranian languages, drawing upon diachronic and synchronic analyses. In so doing, I will trace the development of the ergative structure back to Old and Middle Persian where, it is argued, the roots of ergativity lie. I will specifically show that the ergative pattern as currently obtained in the grammatical structure of some Iranian languages has evolved from a periphrastic past participle construction, the analogue of which is attested in Old Persian. It will further be argued that the predecessor past participle construction imparted a resultative construal in Old Persian and, subsequently, in the transition to Middle Persian, has assumed a simple past reading. The bottom-line of the analysis will be represented as a proposal regarding the nature of the ergative verb, to the effect that an ergative verb, as opposed to a regular (non-ergative) transitive verb, is semantically transitive, but syntactically intransitive.


2012 ◽  
Vol 55 (2) ◽  
pp. 119-137
Author(s):  
Paul Widmer

AbstractThis paper investigates the formal and functional properties of cleft sentences in Avestan and Old Persian, a construction whose existence has not been recognised in these languages hitherto. In Avestan, cleft sentences mainly function as focussing device, whereas in Old Persian, their principal function consists in the structuring of information on a text level. It is, furthermore, pointed to the fact that the usage of cleft sentences increases considerably in Middle Persian where this construction developed a much wider range of formal and functional properties as compared to the older stages of Iranian.


2010 ◽  
Vol 40 (2) ◽  
pp. 179-196
Author(s):  
Pinfan Zhu

Cross-cultural blunders caused by inappropriate use of language are a common problem in international professional communication. They cause misunderstanding, lead to business failures, and tend to be offensive at times. Such blunders may occur in business ads, slogans, products names, and instructions. Understanding their causes and finding solutions to them are of importance in international professional communication. By examining specific cases, the article analyzes the causes that lead to such blunders from a semantic perspective and concludes that indiscriminate use of the semantic meaning of a word, a lexical form, lexical sound, numbers, color words, and animal names of the target language is the major cause of causing cultural blunders in international professional communication. Along the way, the article also offers solutions to the problems identified.


2020 ◽  
Vol 3 (1) ◽  
pp. 77-82
Author(s):  
Ali Ghorbani ◽  

Background & Objectives: Phonological awareness is a part of metalinguistic knowledge that is significantly associated with a wide range of language skills and processes, including literacy, and reading and writing skills. The purpose of the present study was to investigate the phonological awareness skills in bilingual five years old Qashqai- Persian children with monolingual Persian speaking children. Methods: 15 bilingual and 15 monolingual children (10 girls and 5 boys) were selected from kindergartens in Firouzabad, Fars, in February and early March 2020 and evaluated by Auditory Test of Phonological Awareness Skills (ASHA-5) for 5-6 years old Persian speaking children. Results: The results implied that the mean total score (P=0.733), as well as the mean score of each component of phonological awareness skills, including syllable awareness (P=0.328), rhyme awareness (P=0.625), and phonemic awareness (P=0.946) in monolingual 5-year-old children, were higher than the Qashqai-Persian bilingual group, but the differences were not significant (P≥0.05). Conclusion: The findings of the present study demonstrated that phonological awareness skills in the Persian language are higher in monolingual children than in Qashqai-Persian bilingual children, but the differences were not significant. Therefore, paying more attention and increasing knowledge about this aspect of language in bilingual children can be more effective in planning for education, evaluation, and treatment of phonological disorders in this group of children, especially in pre-school ages.


2021 ◽  
Vol 16 (1) ◽  
pp. 40-49
Author(s):  
Rafał Rosół ◽  

This article examines the Greek noun σαγγάνδης ‘messenger’ which is attested in two lexica, dated to the Roman or early Byzantine periods: the Cambridge Rhetorical Lexicon by an anonymous author and Difficult Words in the Attic Orators by Claudius Casilo. In both works, σαγγάνδης appears together with three words of likely Iranian provenance: ὀροσάγγης ‘benefactor of the Persian king; bodyguard’, παρασάγγης ‘parasang; messenger’ and ἄγγαρος ‘messenger, courier; workman, labourer’. The word σαγγάνδης is analysed in comparison with ἀσγάνδης/ ἀστάνδης ‘messenger’ occurring for the first time in Plutarch’s works and closely linked to the Achaemenid administration. According to the hypothesis put forward in the present paper, both σαγγάνδης and  σγάνδης (with its secondary variant  στάνδης) are connected to Manichaean Middle Persian/Parthian ižgand ‘messenger’, Sogdian (a)žγand/(ɔ) žγand/ž(i)γant ‘id.’, Jewish Aramaic ʾîzgaddā ‘id.’, Syriac izgandā/izgaddā ‘id.’, Mandaic ašganda ‘helper, assistant, servant; the Messenger’, and go back to Old Persian *zganda- or to early Middle Persian/early Parthian *žgand- (or *zgand-) with the original meaning ‘mounted messenger’. The reconstructed noun is derived from the Proto-Iranian root *zga(n)d- ‘to go on, gallop, mount’, attested in Avestan (Younger Avestan zgaδ(/θ)- ‘to go on horseback, gallop’) and in some Middle and Modern Iranian languages. The original form of the loanword in Greek was probably *σγάνδης which then underwent certain transformations.


Author(s):  
Э.Б. Сатцаев

На иранских языках говорили многочисленные племена и народности, сыгравшие важную роль в мировой истории. К основным иранским языкам относятся персидский, таджикский, дари, афганский (пушту), осетинский, курдский, белуджский и др. Наиболее распространенным и статусным иранским языком в настоящее время является персидский. Предок современного персидского языка древнеперсидский сформировался еще в середине I тыс. до н.э. на территории западной части Иранского нагорья в области Фарс. После подчинения Александром Македонским царства Ахеменидов в нем официальным языком стал греческий, функционировавший долгие столетия, и лишь в III в. н.э. с установлением гегемонии Сасанидов официальным языком в государстве стал персидский. В результате завоевания Ирана арабами в 637-652 гг. н.э. официальное функционирование среднеперсидского языка надолго прекратилось. Официальным языком арабского Халифата стал арабский. Это продолжалось до IX в. С начала X в. началось бурное развитие новоперсидского языка и персидской литературы. В настоящее время персидский является государственным языком большого и многонационального государства Иран. Персы доминирующий этнос в государстве. На персидском происходит обучение и в школах, начиная с 1-го класса. Делопроизводство также осуществляется исключительно на персидском. Другие языки в официальной сфере не используются. Исторически персидский язык оказал огромное влияние не только на иранские, но и на многие тюркские и индийские языки. На базе классического персидского языка сформировались современный персидский, таджикский и дари. Высоким является и статус таджикского языка. Он полностью используется во всех сферах деятельности. Объем научных исследований таджикского языка не уступает персидскому. Дариязычное население проживает в Афганистане. Оно составляет около 40 жителей страны. Афганцы (пуштуны) являются одним из крупнейших ираноязычных этносов. Они живут в Афганистане и Пакистане. В Афганистане язык пушту является официальным наряду с дари. Другой иранский народ осетины живет в центральной части Кавказа по обеим сторонам Главного Кавказского хребта. В результате ассимиляционных процессов численность осетиноговорящего населения имеет тенденцию к сокращению. Крупными иранскими языками являются также курдский и белуджский. Несмотря на многочисленность курдоговорящего населения, этот язык не имеет высокого официального статуса. Лишь в Ираке в курдских районах курдский был объявлен официальным наряду с арабским. Другой крупный иранский язык белуджский ни в одном государстве не имеет официального статуса. Однако белуджи хорошо чувствуют и охраняют языковую норму. The Iranian languages were spoken by numerous tribes and nationalities, which played an important role in world history. The main Iranian languages include Persian, Tajik, Dari, Afghan (Pashto), Ossetian, Kurdish, Balochi, etc. The most common and status Iranian language is currently Persian. The ancestor of the modern Persian language ancient Persian was formed in the middle of the first millennium BC in the western part of the Iranian highlands in the region of Fars. After Alexander the Great had subjugated the Achaemenid kingdom, Greek became an official language there, functioning for centuries, and only in the 3rd c. AD with the establishment of hegemony of the Sassanids, Persian became the official language in the state. As a result of the conquest of Iran by the Arabs in 637-652 AD the official functioning of the Middle Persian language ceased for a long time. The official language of the Arabic Caliphate is Arabic. This continued until the 9th century. The rapid development of the New Persian language and Persian literature began in the early 10th century. It is currently the state language of the large and multinational state of Iran. Persians are the dominant nation in the state. It takes place in schools, starting from the 1st grade. Office work is also carried out exclusively in Persian. Other languages are not used in the official sphere. Historically, the Persian language has had a huge impact not only on Iranian, but also on many Turkic and Indian. On the basis of the classical Persian language, modern Persian, Tajik and Dari were formed. The status of the Tajik language is also high. It is fully used in all fields of activity. The volume of scientific studies of the Tajik language is not inferior to the Persian. Daria-speaking population lives in Afghanistan. It makes up about 40 of the countrys population. Afghans (Pashtuns) are one of the largest Iranian-speaking ethnic groups. They live in Afghanistan and Pakistan. In Afghanistan, the Pashto language is an official language alongside with Dari. Another Iranian people, the Ossetians, live in the central part of the Caucasus, on both sides of the Main Caucasian Range. As a result of assimilation processes, the Ossetian-speaking population tends to decline. The major Iranian languages are also Kurdish and Balochi. Despite the large Kurdish-speaking population, this language does not have a high official status. Only in Iraq in Kurdish areas Kurdish was declared official alongside with Arabic. The other major Iranian language, Balochi, has no official status in any state. However, the Baluchis feel and properly preserve the linguistic norm.


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