اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شمارهها | 429 |
| تعداد مقالات | 3,546 |
| تعداد مشاهده مقاله | 5,445,259 |
| تعداد دریافت فایل اصل مقاله | 3,710,804 |
بررسی طرحوارههای ساختی تلفیقیِ واژهسازی در ترکیبات فعلی پسوندی فارسی در آموزش زبان فارسی به غیرفارسیزبانان | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| دوره 14، شماره 1 - شماره پیاپی 29، فروردین 1404، صفحه 129-156 اصل مقاله (1.62 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2025.21969.1708 | ||
| نویسندگان | ||
| ملیحه فرخنده1؛ فائزه ارکان* 2؛ محمد جواد حجازی3 | ||
| 1دانشجوی دکتری زبانشناسی همگانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
| 2نویسنده مسئول، استادیار، گروه زبانشناسی و مترجمی زبان انگلیسی، دانشکده علوم انسانی، دانشگاه حضرت معصومه(س)، قم، ایران | ||
| 3استادیار گروه زبان شناسی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
| تاریخ دریافت: 10 اردیبهشت 1404، تاریخ بازنگری: 21 شهریور 1404، تاریخ پذیرش: 23 شهریور 1404 | ||
| چکیده | ||
| طرحوارههای ساختی بهعنوان ابزار نظری اصلی در صرف ساختی، الگوهای ساخت کلمات موجود و دستورالعملی برای واژهسازی جدید فراهم میکنند. پژوهش حاضر با روش توصیفی-تحلیلی به بررسی طرحوارههای ساختی تلفیقی در واژهسازی و کاربرد آنها در آموزش ترکیبات فعلی پسوندی فارسی به فارسیآموزان غیرایرانی میپردازد. دادهها شامل 330 ترکیب فعلی پسوندی برگرفته از کتابهای آموزش زبان فارسی است.یافتهها نشان داد که ترکیبات فعلی پسوندی از ترکیب یک عنصر غیرفعلی (اسم، قید یا صفت) با فعل ساخته میشوند و واحدهای فعلی مرکب وابستهای را پدید میآورند. این واحدها بهطور مستقل در واژگان فارسی وجود ندارند و تولیدشان زایا نیست، اما نقش پایهای در واژهسازی اشتقاقی ایفا میکنند (مانند «خشک شو» در «خشکشویی»). در این ساختها، طرحوارههای ترکیب و اشتقاق با هم تلفیق میشوند.از منظر آموزش زبان فارسی به غیرفارسیزبانان، این تلفیق اهمیت دارد؛ زیرا زبانآموزان هم در درک ترکیب عناصر غیرفعلی و فعلی بهعنوان یک واحد معنایی واحد دچار مشکل میشوند و هم تنوع معنایی و کاربردی این ترکیبات (بیان عمل، شغل یا فاعلیت) موجب سردرگمی آنان میشود.بنابراین، معرفی هدفمند طرحوارههای تلفیقی در آموزش میتواند یادگیری این ترکیبات را تسهیل کند. راهکار مؤثر، آموزش تدریجی از طریق معرفی طرحوارههای اصلی، سپس زیرطرحوارهها و ارائه نمونههای متنوع است تا زبانآموز بتواند هم شباهتهای ساختواژی و هم تفاوتهای معنایی این ترکیبات را دریابد. چنین رویکردی، مواجههای نظاممند و آگاهانه با واژگان فارسی فراهم میکند و نیاز به حفظ استثناها را کاهش میدهد. | ||
| کلیدواژهها | ||
| ترکیبات فعلی پسوندی؛ طرحوارههای ساختی تلفیقی واژهسازی؛ ترکیب؛ اشتقاق؛ زایایی درونهای. غیرفارسی زبانان | ||
| عنوان مقاله [English] | ||
| Unified Constructional Schemas of Word Formation in Persian Suffixed Verb Compounds in Teaching Persian to Non-Persian Learners | ||
| نویسندگان [English] | ||
| Maliheh Farkhondeh1؛ Faezeh Arkan2؛ Mohammad Javad Hejazi3 | ||
| 1Department of Linguistics, Qom Branch, Islamic Azad University, Qom, Iran | ||
| 2Corresponding Author, Assistant Professor of Linguistics, Department of English Language Translation, Faculty of Humanities, Hazrat-e Masoumeh University, Qom, Iran | ||
| 3Department of Linguistics, Qom Branch, Islamic Azad University, Qom, Iran. | ||
| چکیده [English] | ||
| Constructional schemas, the most significant theoretical tool in Construction Morphology, represent both the patterns underlying existing words and the instructions for creating new ones. Within this framework, the present study investigates the unified constructional schemas of word-formation in teaching Persian suffixed verbal compounds to non-Persian learners, as well as the diversity of such schemas in pedagogy. The data consist of 330 suffixed verbal compounds extracted from Persian teaching textbooks, analyzed through a descriptive–analytical method. Findings showed Persian suffixed verbal compounds are created by combining a non-verbal element (noun, adverb, adjective) with a verb, creating a bound complex verbal stem. These stems do not exist independently in the lexicon and are not inherently productive, yet they function as bases for further word-formation through derivational suffixes (e.g., khoshk-shu “dry-clean” in khoshk-shuy-i “dry-cleaning”). Indeed, compounding and derivation are unified in these words. From the perspective of teaching Persian as a second language, this unification is important, since learners often face difficulties in both comprehension and production. On one hand, they may fail to interpret the string of non-verbal and verbal elements as a unified semantic whole; on the other hand, the semantic diversity of these compounds (e.g., denoting actions, occupations, or agents) often confuses them. Therefore, Persian pedagogy should present these structures through unified constructional schemas, starting with general schemas and extending to subschemas and varied instances. Such an approach allows learners to recognize morphological similarities and semantic differences, and to deal with this part of the lexicon systematically, without memorizing exceptions. Extended Abstract: Introduction The “Construction Morphology” approach, developed within the framework of Construction Grammar by Booij (2007a,b, 2010a,b) and Goldberg (1995, 2003), is regarded as a relatively new perspective in word- analysis. This approach introduces “constructional schemas” as theoretical patterns that not only describe existing words but also provide systematic instructions for creating new ones. In Persian, one of the most significant domains that requires detailed analysis within this framework is suffixed verbal compounds. Due to their morphological complexity and semantic diversity, these constructions pose serious challenges for non-Iranian learners of Persian. It should be added that there are several researches about Persian compounds based on Constructional Morphology e.g. Arkan and Safari(2017) discussed Persian endocentric ans exocentric compound nouns and Imani et al (2023) investigated compounds with the verb stem of saz (build) in Persian. 20 The main objective of the present study is to analyze constructional schemas of word-formation in Persian suffixed verbal compounds and to examine their pedagogical implications for teaching Persian to non-native learners. More specifically, the study seeks to demonstrate how the introduction of main schemas and their sub-schemas can lead to a more systematic and purposeful pedagogy of these complex compounds. In this line, it is assumed that teaching suffixed verbal compounds on the basis of constructional schemas facilitates the comprehension of the relationship between form and meaning for non-Iranian learners of Persian. Moreover, the introduction and explanation of constructional schemas in these compounds assist Persian learners in recognizing formal similarities while also enabling them to understand and appropriately use their diverse meanings. Methodology The data for this study consist of 330 suffixed verbal compounds extracted from Persian teaching textbooks published by Al-Mustafa International University. The research method is descriptive–analytical, and the data were examined within the framework of Construction Morphology. The extracted data were analyzed to identify general constructional schemas and their subschemas, which then served as the foundation for pedagogical modeling. Furthermore, This analysis focused on identifying morphological and semantic aspects of the data as well as the unification of compounding and derivational schemas and also the explanatory role of unified constructional schemas in these word-formation processes. The study adopts a construction morphology framework to address the challenges faced by Persian learners as a second language in comprehending and producing suffixed verbal compounds. Instruction is organized around constructional schemas, beginning with general patterns and extending to subschemas and specific instances. This schema-based approach is intended to enable learners to systematically identify morphological regularities and semantic distinctions, thereby reducing reliance on rote memorization. Results In response to the first research question regarding how constructional schemas of suffixal verbal compounds were analyzed in the formation of Persian compounds (as represented in a corpus of al-Mustafa instructional textbooks for Persian learners), the findings showed that, despite variability in the data, a systematic analytical approach could be established. This approach addressed compounds with the suffixes -i, -ān, -ande, as well as compounds without overt suffixation, based on the unification of compounding patterns within derivational templates in constructional schemas and their coincidence. Furthermore, teaching learners through Unified Constructional Schemas that unified compounding and derivation helped reduce the dispersion and inconsistency in the pedagogical presentation of Persian word-formation patterns. Through exposure to these suffixal verbal compounds in the aforementioned instructional textbooks and their familiarity with them, learners develop unified constructional schemas of compounding and derivation in their mental representation. These schemas subsequently serve as a source for further word formation, enabling learners, through analogical reasoning and paradigmatic approach to generate numerous novel instances of such compounds. In response to the second research question concerning how the diversity of Unified Constructional Schemas in Persian suffixal verbal compounds can be accounted for, despite their formal similarities, in a manner comprehensible to learners, it was observed that these verbal compounds inherit their grammatical information with varying degrees —including morphological, syntactic, semantic features and final category—from the dominant schemas and its subschemas. By introducing theoretical tools such as subschemas under the dominance of the main schema to learners, less regular and especially exceptional instances could be explained explicitly, without resorting to ad hoc solutions such as positing a zero morpheme for agentive compounds lacking overt suffixation. Furthermore, the assumption of two distinct dimensions—formal and semantic, each with different functions—in the construction of the suffixal verbal compounds under study, and the systematic relationship between the morphological aspect as a whole and a single meaning, led to the adoption of a unified analytical approach across data types. By distinguishing the function of the morphological aspect from that of the semantic aspect, it became possible to account more robustly for the distinct morphological behavior of compounds lacking overt suffixation, as well as for their semantic variation. This is because the form–meaning correspondence in these constructions exhibits varying degrees of motivation, and the derivation of subschemas significantly facilitated a consistent analysis of the semantic diversity of these words, without confronting learners with exceptional cases. Thus, learners develop in their minds knowledge of Unified Constructional Schemas of word formations, which enables them to acquire these suffixal verbal compounds more quickly and easily, despite the semantic variation they exhibit. Conclusion The study concludes that explaining compound verbs with suffixes through constructional schemas provides an effective pedagogical tool in teaching Persian to non-Iranian learners. Targeted instruction based on the systematic introduction of main schemas and sub-schemas, supported by diverse instances, enables learners to approach these constructions systematically rather than through rote memorization of exceptions. It must be mentioned that the findings of the present study are in line with those reported by by Hassanpouran and Alizadeh(2023), and showed a similar result to the study conducted by Arkan and Safari (2017). Moreover, the findings of this study were consistent with the results reported in non-Iranian research by Booij and Audring (2018). Future research in Persian word formation based on Construction Morphology could explore several directions. First, constructional analyses of suffixless and prefixless verbal compounds could provide a clearer understanding of the interaction between form and meaning within Unified Constructional Schemas. Second, studies could examine the application of constructional schemas in teaching various Persian word-formation patterns—including nominal, adjectival, and verbal derivatives—to non-native learners, evaluating how schema-based instruction facilitates the acquisition of complex morphological structures. Finally, comparative research could investigate Persian word formation alongside that of other languages from the perspective of form–meaning mapping and schema unification, in order to identify constructional similarities and differences and to contribute to a cross-linguistic understanding of constructional approaches. Acknowledgment Special thanks are also extended to Al-Mustafa International University for providing access to resources and Persian teaching materials. Conflict of Interest The authors declare that there is no conflict of interest—academic, financial, or personal—regarding this study. | ||
| کلیدواژهها [English] | ||
| Suffixed Verbal Compounds, Unified Constructional Schemas of Word Formation, Compounding, Derivation, Embedded Productivity, Non- Persian Learners | ||
| مراجع | ||
|
ایمانی، زلفا، قطره، فریبا، و حنان، سمیه. (1402). رویکرد صرف ساختبنیاد به تحلیل صفتهای مرکب ساختهشده از «-ساز» در فارسی. زبان پژوهی، 15(49)، 205-220.
بهرامی خورشید، سحر. (1398). دستور شناختی: مبانی نظری و کاربست آن در زبان فارسی. تهران، سمت.
حسنپوران، زهرا، و علیزاده، علی. (1402). بررسی واژههای مرکب مختوم به ستاک «نگار» در زبان فارسی: رویکردی شناختی. پژوهشهای زبانی، 14(2)، 79-104.
رضوی، محمد رضا و الهیاری، مرضیه. (1403). تعامل میان ساخت واژه و نحو در زبان علم: مطالعۀ موردی فرایند انضمام اسم و ساخت گروههای نحوی. علم زبان، 19(11)، 255-298.
رفیعی، عادل، و ترابی، سارا. (1393). وراثت و انگیختگی رابطۀ صورت و معنی در واژگان: نمونههایی از واژهسازی زبان فارسی. علم زبان، 2(3)، 49-64.
سامعی، حسین. (1395). صرف در زبان فارسی. تهران: کتاب بهار.
ﻋﻈﯿﻢدﺧﺖ، زﻟﯿﺨﺎ، رفیعی، ﻋﺎدل، و رضایی، ﺣﺪاﺋﻖ. (1397). ﺗﻨﻮﻋﺎت ﻣﻌﻨﺎیی واژهﻫﺎی ﻣﺮکب ﻣﺨﺘﻮم ﺑﻪ ﺳﺘﺎک ﺣﺎل «یاب» در زﺑﺎن فارسی: رویکرد ﺻﺮف ساختی. ﻧﺸﺮیۀ پژوﻫﺶﻫﺎی زﺑﺎنﺷﻨﺎسی، 2(10)، 45-66.
فرخنده، ملیحه، ارکان، فائزه، و حجازی، محمد جواد. (در نوبت انتشار). بررسی طرحوارههای ساختی گزارههای فعلی مرکب فارسی در چارچوب صرف ساختی. تهران: جستارهای زبانی.
کلباسی، ایران. (1380). ساخت اشتقاقی واژه در فارسی امروز (چاپ دوم). تهران. پژوهشگاه علوم انسانی و مطالعات فرهنگی.
محمدابراهیمی جهرمی، زینب، و فرقانی فرد، مرضیه. (1389). آموزش فعل مرکب فارسی به غیرفارسی زبانان. پژوهش زبان و ادبیات فارسی، (16)، 135-154.
References:
Arcodia, G. F. (2012). Construction and Headedness in Derivation and Compounding. Morphology, 22, 365-397.
Arkan, F., & Safari, A. (2017). An Analysis of Persian Compound Nouns as Constructions. Iranian Journal of Applied Language Studies, 9(1), 33-58.
Audring, J., & Booij. G. (2007). Constructional Licensing in Morphology and Syntax. In G. Booij, et al. (Eds.), On-line Proceedings of the Fifth Mediterranean Morphology Meetings (MMM5). Frejus 15-18 September 2005, University of Bologna.
Azimdokht, Z., Rafiei, A., & Rezaie, H. (2018). Semantic Variations of Persian Compound Words Ending in the Present Stem -YɑB: A Construction Morphology Approach. Journal of Linguistic Research, 2(10), 45-66. [In Persian]
Bahrami Khorshid, S. (2019). Cognitive Grammar: Theoretical Foundations and Its Application in Persian Language. Tehran, Samt. [In Persian]
Booij, G. (1988). The Relation between Inheritance and Argument Linking: Deverbal Nouns in Dutch. In Everaert et al. (Eds.), Morphology & modularity (pp. 57-75). Foris, Dordrecht.
Booij, G. (2005). The Grammar of Words: An Introduction to Linguistic Morphology. Oxford: Oxford University Press.
Booij, G. (2007a). Construction Morphology and the Lexicon. In F. Montermini, G. Boyé & N. Hathout (Eds.), Selected Proceedings of the 5th Décembrettes: Morphology in Toulouse, Somerville (pp. 34–44). Cascadilla Press.
Booij, G. (2007b). The Grammar of Words: An Introduction to Linguistic Morphology (2nd ed.). Oxford: Oxford University Press.
Booij, G. (2009). Compounding and Construction Morphology. In R. Lieber & P. Štekauer (Eds.), The Oxford Handbook of Compounding (pp. 201–218). Oxford: Oxford University Press.
Booij, G. (2010a). Construction Morphology. Language and Linguistics Compass, 3(1), 1-13.
Booij, G. (2010b). Construction Morphology. Oxford: Oxford University Press.
Booij, G. (2012). Construction Morphology, a Brief Introduction. Morphology, 22, 330-349.
Booij, G. (2013). Inheritance Issues in Construction Morphology. In N. Gisborne & A. Hippisley (Eds.), Default Inheritance. Oxford: Oxford University Press.
Booij, G. (2015). Word-Formation in Construction Grammar. In P. O. Müller, I. Ohnheiser, S. Olsen & F. Rainer (Eds.), Word-Formation: An International Handbook of the Languages of Europe (pp. 188-202). Berlin/Boston: De Gruyter Mouton.
Booij, G. (2017). Inheritance and Motivation in Construction Morphology. In N. Gisborne & A. Hippisley (Eds.), Defaults in Morphological Theory. Oxford, United Kingdom: Oxford University Press.
Booij, G., & Audring, J. (2018). Category Change from a Constructional Perspective. In E. Coussé, K. van Goethem, M. Norde & G. Vanderbauwhede (Eds.), Category Change from a Constructional Perspective. Amsterdam/Philadelphia: Benjamins.
Farkhondeh, M., Arkan, F., & Hejazi, M. J. (Forthcoming). Investigating the Constructional Schemas of Persian Compound Verbal Predicates within the Framework of Construction Morphology. Tehran: Linguistic Discourses. [In Persian]
Goldberg, A. E. (1995). Constructions: a Construction Grammar Approach to Argument Structure. Chicago: Chicago University Press.
Goldberg, A. E. (2003). Constructions: a New Theoretical Approach to Language. Trends in Cognitive Sciences, 7(5), 219-224.
Hassanpouran, Z., & Alizadeh, A. (2023). Investigating the Compound Words Ended to “Negar” Stem in Persian Language: A Cognitive Approach. Linguistic Studies, 14(2), 79-104. [In Persian]
Hoeksema, J. (2000). Compositionality of Meaning. In G. Booij (Ed.), Morphologie (pp. 851 - 857). De Gruyter Mouton.
Imani, Z., Ghatreh, F., & Hannan, S. (2023). A Construction Morphology Approach to the Analysis of Compound Adjectives Made of Sāz (Builder) in Persian. Journal of Language Studies, 15(49), 205-220. [In Persian]
Kalbasi, I. (2002). Derivational Structure of words in modern Persian (2nd ed.). Tehran: Institute of Humanities and Cultural Studies. [In Persian]
Kerevičiene, J. (2009). Glossary of Cognitive Terms. Kaunas.
Langacker, R. W. (2008). Cognitive Grammar: A Basic Introduction. Oxford: Oxford University Press.
Lieber, R. (1983). Argument linking and Compounds in English. Linguistic Inquiry, 14, 251 -285.
Mohammad Ebrahimi Jahromi, Z., & Forghani Fard, M. (2010). Teaching Persian Compound Verbs to Non-Persian Learners. Research in Persian Language and Literature, (16), 135-154. [In Persian]
Rafiei, A., & Torabi, S. (2014). Inheritance and Motivation of Form and Meaning in Lexicon: Instantiations of Persian Word Formation Patterns. Language Science, 2(3), 49-64. [In Persian]
Razavi, M. R., & Elahiari, M. (2024). Interaction between Morphology and Syntax in the Language of Science: A Case Study of Noun Incorporation and the Formation of Syntactic Phrases. Language Science, 19(11), 255-298. [In Persian]
Samei, H. (2016). Morphology in Persian. Tehran: Bahar Book. [In Persian]
Vahedi Langrudi, M. M. (2005). Deverbal Compound Nominalization and Argument Structure: Potential Bound Compound Verbal Stems in Persian. In Conference on Aspects of Iranian Linguistics. Leipzig, Germany: Max plank Institute for Evolutionary Anthropology. | ||
|
آمار تعداد مشاهده مقاله: 165 تعداد دریافت فایل اصل مقاله: 24 |
||