scholarly journals TERMS MADE FROM THE ORIGINAL IRANIAN VOCABULARY IN PERSIAN

2020 ◽  
pp. 137-145
Keyword(s):  
Foreign Language ◽  
Social Functions ◽  
Language Reform ◽  
Persian Language ◽  
The Social ◽  
Language And Literature ◽  
Development Methods ◽  
Constitutional Revolution ◽  
Selection Of ◽  
Technical Terms

In the twentieth century, scientific and technical terms and concepts developed along with the great current. Closer to the 30s, attempts to study the field of terminology began in both European and Eastern countries. In eastern countries at the same time there was a specific approach to terminology. Attempts to preserve the social functions of the new language swelled. As a result of the "Constitutional Revolution" of 1906-1911 in Iran, foreign language voyages joined and borrowed into the Persian language in a huge wave. These lengthy movements have contributed to increased dissatisfaction and opposition among the intelligentsia. Under such conditions, it was necessary to prevent the promiscuous state of the Persian language and to carry out language reform to streamline the ongoing processes: to eradicate Arabisms and borrowings from other languages of the Persian language, which came from other languages, based on the internal capabilities of the language to represent a synonym, and to start new attempts to preserve the purity of the language. That is, in 1936 the first - فرهنگستان ایرانfarhangestān-e irān “Iranian Academy” was created, in 1968 the second - فرهنگستان زبان ایرانfarhangestān-e zabān-e irān 1991 Iran farhangestān-e zabān vaفرهنگستان زبان و ادبیات ایران adabiyāt-e irān “Academy of Persian Language and Literature”. Today, the third Academy conducts its activities offering Persian equivalents to borrowings from all areas. This organization has created its development “Methods and rules for the selection of words”. To preserve the purity of Persian vocabulary, a number of proposals have been made. According to him, the activation of words existing in Iranian languages was expected, and with their help to establish the creation of industry-specific terms. The article is about an academy created in Iran, a derivational analysis of terms formed in the process of its activity, in particular terms formed from the vocabulary of Iranian languages, is also made.

A Statement of Editorial Policy

PMLA ◽  
2004 ◽  
Vol 119 (5) ◽  
pp. 1205-1205
Keyword(s):  
Foreign Language ◽  
Editorial Policy ◽  
Significant Problem ◽  
Word Count ◽  
Theoretical Perspectives ◽  
The Social ◽  
Language And Literature ◽  
Heterogeneous Association ◽  
The Ideal

PMLA welcomes essays of interest to those concerned with the study of language and literature. As the publication of a large and heterogeneous association, the journal is receptive to a variety of topics, whether general or specific, and to all scholarly methods and theoretical perspectives. The ideal PMLA essay exemplifies the best of its kind, whatever the kind; addresses a significant problem; draws out clearly the implications of its findings; and engages the attention of its audience through a concise, readable presentation. Manuscripts in languages other than English are accepted for review but must be accompanied by a detailed summary in English (generally of 1,000–1,500 words) and must be translated into English if they are recommended to the Editorial Board. Articles of fewer than 2,500 words or more than 9,000 words are not considered for publication. The word count includes notes but excludes works-cited lists and translations, which should accompany foreign language quotations. The MLA urges its contributors to be sensitive to the social implications of language and to seek wording free of discriminatory overtones.

MORALITY IN CULTURAL ELEMENTS IN FAIRYTALE AND ITS IMPLICATION IN LEARNING FRENCH AS FOREIGN LANGUAGE

2015 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Ninuk Lustyantie
Keyword(s):  
Foreign Language ◽  
Human Life ◽  
Close Relation ◽  
Way Of Life ◽  
Cultural Elements ◽  
Language And Culture ◽  
The Social ◽  
Language And Literature ◽  
Language Behavior ◽  
Patterns Of Behavior

The culture of a society is closely related to the language used by the speakers. Moreover, there are opinions saying that in a language there will be patterns of behavior, materials, ideas (beliefs and knowledge), and sentiments (attitudes and norms) of a society that are formed and exposed. This fact is in accordance with the opinion that a language is more than just a communion; it is the relation between individual and sociocultural values. Among all characteristics of culture, language is the most prominent distinguishing feature, since each social group feel themselves as a different entity from other groups. For certain social groups, language is used as the social identity/symbol. Close relation between language and culture is reflected in words used by the society. A concept or way of life in a society can be supported by words and language. Someone’s language behavior generally follows the culture of a society where he/she lives, including how the cultural elements appear in the equipment of human life, livelihood, social system, language (and literature) system either written or oral, various of arts, knowledge system, and religious system. Sapir-Whorf Hypothesis states that there is a close relation between the language used by people and how they understand the world and behave in it. Based on 17th Century French fairytales, this article will review the moral values contained in the cultural elements and the implications in learning French as a foreign language.

Fly Me to the Moon: A Survey of American Historical and Contemporary Simulation Entertainments

1997 ◽  
Vol 6 (5) ◽  
pp. 565-580 ◽  
Author(s):  
Judith Maloney
Keyword(s):  
The United States ◽  
World's Fair ◽  
Technological Innovations ◽  
The Moon ◽  
Social Functions ◽  
Time Period ◽  
The Social ◽  
Group Experiences ◽  
Historical Antecedents ◽  
Selection Of

Simulation experiences captivate the imagination of today's entertainment-seeking public. Once located exclusively at a few venues, these simulations are increasingly prevalent in a variety of locales including malls and casinos. While today's public may view these entertainments as novel, these forms of simulation have rich historical antecedents that can be traced to entertainment and technological innovations of the nineteenth century. Focusing on American examples from the time period of 1820 to the present, this paper examines a wide variety of immersive entertainments that attempted to simulate an experience, environment, or event so realistically that viewers accepted the imitation as authentic and realistic. This paper examines cycloramas, panoramas, historic recreations, and a selection of mechanical rides from amusement parks and world's fair midways that provided group experiences. An examination of the social functions of these precursors strengthens our understanding of the significance of contemporary simulation entertainments in the United States.

scholarly journals Quelle pragmatique enseigne-t-on en ce moment (2017) en Roumanie en filière LEA?

2018 ◽  
pp. 75-85
Author(s):  
Florinela Şerbǎnicǎ
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Description Language ◽  
Undergraduate Level ◽  
Teaching Aids ◽  
Traditional Courses ◽  
Language And Literature ◽  
Il Y A ◽  
The University ◽  
Selection Of

En Roumanie, l’enseignement du français langue étrangère au niveau de licence se réalise dans le cadre des deux filières: Langues et littératures ainsi que Langues Étrangères Appliquées (LEA). Initiée il y a plus d’une vingtaine d’années, la filière LEA a connu un réel succès auprès du public étudiant roumain et fonctionne actuellement dans plusieurs universités à côté de la formation littéraire traditionnelle. A travers une analyse panoramique de quelques documents de référence utilisés dans les universités roumaines (plans d’enseignement et fiches des disciplines), nous nous proposons de parvenir à une meilleure projection du cours de Pragmatique que nous assurons dans notre université, avec une sélection des contenus, méthodes et supports didactiques qui illustre mieux les principes de la filière LEA et qui offre à nos diplômés des compétences professionnelles appropriées au marché du travail actuel. Ce travail liminaire est une première exploration des fiches de formations dans lesquelles on retrouve des thèmes liés à la pragmatique. What pragmatics are we currently teaching (2017) in Romania in applied foreign languages study programmes? In Romania, French as a foreign language at the undergraduate level is taught in two study programmes: Languages and Literatures and Applied Foreign Languages (LEA). Initiated more than twenty years ago, the LEA programmes have been a real success with Romanian students and, alongside traditional courses in literature, are currently implemented in several universities. Having analysed some key reference documents of Romanian universities (mainly syllabi and course descriptions), I propose how to achieve better results in a course on pragmatics offered at the University of Piteşti. My proposals focus specifically on the selection of contents, methods and teaching aids aimed at equipping our students with professional skills appropriate to the current job market. Key words: course description; language and literature; LEA; syllabus; pragmatics.

A Statement of Editorial Policy

PMLA ◽  
2004 ◽  
Vol 119 (5) ◽  
pp. 1205-1205
Keyword(s):  
Foreign Language ◽  
Editorial Policy ◽  
Significant Problem ◽  
Word Count ◽  
Theoretical Perspectives ◽  
The Social ◽  
Language And Literature ◽  
Heterogeneous Association ◽  
The Ideal

PMLA welcomes essays of interest to those concerned with the study of language and literature. As the publication of a large and heterogeneous association, the journal is receptive to a variety of topics, whether general or specific, and to all scholarly methods and theoretical perspectives. The ideal PMLA essay exemplifies the best of its kind, whatever the kind; addresses a significant problem; draws out clearly the implications of its findings; and engages the attention of its audience through a concise, readable presentation. Manuscripts in languages other than English are accepted for review but must be accompanied by a detailed summary in English (generally of 1,000–1,500 words) and must be translated into English if they are recommended to the Editorial Board. Articles of fewer than 2,500 words or more than 9,000 words are not considered for publication. The word count includes notes but excludes works-cited lists and translations, which should accompany foreign language quotations. The MLA urges its contributors to be sensitive to the social implications of language and to seek wording free of discriminatory overtones.

A Statement of Editorial Policy

PMLA ◽  
2011 ◽  
Vol 126 (1) ◽  
pp. 5-5
Keyword(s):  
Foreign Language ◽  
Editorial Policy ◽  
Significant Problem ◽  
Word Count ◽  
Theoretical Perspectives ◽  
The Social ◽  
Language And Literature ◽  
Heterogeneous Association ◽  
The Ideal

PMLA welcomes essays of interest to those concerned with the study of language and literature. As the publication of a large and heterogeneous association, the journal is receptive to a variety of topics, whether general or specific, and to all scholarly methods and theoretical perspectives. The ideal PMLA essay exemplifies the best of its kind, whatever the kind; addresses a significant problem; draws out clearly the implications of its findings; and engages the attention of its audience through a concise, readable presentation. Manuscripts in languages other than English are accepted for review but must be accompanied by a detailed summary in English (generally of 1,000–1,500 words) and must be translated into English if they are recommended to the Editorial Board. Articles of fewer than 2,500 words or more than 9,000 words are not considered for publication. The word count includes notes but excludes works-cited lists and translations, which should accompany foreign language quotations. The MLA urges its contributors to be sensitive to the social implications of language and to seek wording free of discriminatory overtones.

Academy of Persian Language and Literature

2018 ◽  
Author(s):  
Mohammad Dabir-Moghaddam
Keyword(s):  
Language Policy ◽  
Language Reform ◽  
The Third ◽  
Central Concern ◽  
Persian Language ◽  
Language And Literature ◽  
History Of ◽  
Word Selection

In this chapter, the Academy of Persian Language and Literature is introduced in the context of an eighty-year-old history of the establishment of the Academy in Iran. The chapter intends to describe the atmosphere which motivated the need for the emergence of this institution in Iran. It seems to be fair to claim that word selection, and more technically terminology, has been the central concern of the three Iranian academies of the Persian language. It also seems to be just to evaluate the contributions and activities of the first and the third academies in Iran more fruitful both quantitatively and qualitatively than the endeavours of the second Iranian academy. The experiences which Iran has gained in the last eight decades could be relied on to move forward from a stage of language reform activities towards a more comprehensive phase of developing a language policy for the country in future.

A Statement of Editorial Policy

PMLA ◽  
2009 ◽  
Vol 124 (2) ◽  
pp. 358-358
Keyword(s):  
Foreign Language ◽  
Editorial Policy ◽  
Significant Problem ◽  
Word Count ◽  
Theoretical Perspectives ◽  
The Social ◽  
Language And Literature ◽  
Heterogeneous Association ◽  
The Ideal

PMLA welcomes essays of interest to those concerned with the study of language and literature. As the publication of a large and heterogeneous association, the journal is receptive to a variety of topics, whether general or specific, and to all scholarly methods and theoretical perspectives. The ideal PMLA essay exemplifies the best of its kind, whatever the kind; addresses a significant problem; draws out clearly the implications of its findings; and engages the attention of its audience through a concise, readable presentation. Manuscripts in languages other than English are accepted for review but must be accompanied by a detailed summary in English (generally of 1,000–1,500 words) and must be translated into English if they are recommended to the Editorial Board. Articles of fewer than 2,500 words or more than 9,000 words are not considered for publication. The word count includes notes but excludes works-cited lists and translations, which should accompany foreign language quotations. The MLA urges its contributors to be sensitive to the social implications of language and to seek wording free of discriminatory overtones.

Final Remarks

2018 ◽  
Author(s):  
Youssef A. Haddad
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Language Education ◽  
Foreign Language Education ◽  
Sociocultural Context ◽  
Social Functions ◽  
Systematic Analysis ◽  
The Social ◽  
Levantine Arabic ◽  
Linguistic Phenomenon

This chapter highlights the crucial role that context plays in interaction. It hastens to add that the interplay between context and language use is an empirical issue; that is, the investigation of the social functions of a linguistic phenomenon, include the phenomenon of attitude datives examined in this study, requires a close and systematic analysis of the context in which the phenomenon occurs; thus, the focus on Levantine Arabic. The chapter goes on to delineate the three types of context that need to be taken into account in any sociopragmatic analysis. These are the co-textual context, the situation context, and the sociocultural context. Finally, it underlines the significance of sociopragmatic analyses of the type put forth and employed in this study from a learnability perspective, including foreign language education.

A Statement of Editorial Policy

PMLA ◽  
2014 ◽  
Vol 129 (3) ◽  
pp. 317-317
Keyword(s):  
Foreign Language ◽  
Editorial Policy ◽  
Significant Problem ◽  
Word Count ◽  
Theoretical Perspectives ◽  
The Social ◽  
Language And Literature ◽  
Heterogeneous Association ◽  
The Ideal

PMLA welcomes essays of interest to those concerned with the study of language and literature. As the publication of a large and heterogeneous association, the journal is receptive to a variety of topics, whether general or specific, and to all scholarly methods and theoretical perspectives. The ideal PMLA essay exemplifies the best of its kind, whatever the kind; addresses a significant problem; draws out clearly the implications of its findings; and engages the attention of its audience through a concise, readable presentation. Manuscripts in languages other than English are accepted for review but must be accompanied by a detailed summary in English (generally of 1,000-1,500 words) and must be translated into English if they are recommended to the Editorial Board. Articles of fewer than 2,500 words or more than 9,000 words are not considered for publication. The word count includes notes but excludes works-cited lists and translations, which should accompany foreign language quotations. The MLA urges its contributors to be sensitive to the social implications of language and to seek wording free of discriminatory overtones.

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