Habib Ahmadi - Academia.edu (original) (raw)

Papers by Habib Ahmadi

Higher Education of Social Science, 2019

Resources such as images, colors, sounds and actions have already been regarded as different type... more Resources such as images, colors, sounds and actions
have already been regarded as different types of modes
which fulfill the meaning-making. Multimodal discourse
refers to two or more modes working together for the
meaning-making of the whole discourse. The paper
conducts a multimodal discourse analysis of Persian
language-learning textbook from ideational aspects.
Persian language-learning textbooks give almost equal
weight to both their pictures and verbal texts. The study of
ideational aspect focuses on factors such as participants,
processes (action, reactional, etc.), circumstance, etc.
This article has a two-fold objective: (1) to discuss how
the system of transitivity in Kress and van Leeuwen’s
Visual Grammar (1996) for the analysis of images is
related to the system of transitivity in Halliday’s Systemic
Functional Grammar (2004) and (2) to investigate how
multimodal texts combine in meaning production. In
terms of a theoretical discussion about visual language,
the study of Visual Grammar is relevant, considering the
need for investigating the ways this kind of grammar can
contribute for language teaching. The analysis reveals the
pictures’ functions in meaning interpretation and explains
the relations between the pictures and the verbal texts.
Key words: Visual Grammar; multimodality;
transitivity; Persian language-learning textbook

Journal of Teaching Persian to Speakers of Other Languages, 2020

In most educational systems, textbooks are the most common tool in educating learners. The majori... more In most educational systems, textbooks are the most common tool in educating learners. The majority of textbooks add visual images with the aim of helping students have a thorough understanding of topics and contents of lessons. These visual images such as pictures, photos and paints, etc. are adopted to transmit the information of different matters. Multimodality is one of characteristics embedded in these discourses. In language teaching, the teacher also needs to use visual aids. Visual aids motivate learners, make them interested in learning, and make learning easier. Persian language textbooks for non-Persian speakers are very versatile today. Nowadays researches show that using visual (also images) and written texts together help learners more. But how are images of such books represented? There is a wide range of approaches to this matter among the existing studies on textbooks. These books have both verbal and visual layers. The understanding of meaning not only requires the analysis of language in text, but also the study of other semiotic resources, such as images, gestures or sounds. This study was an attempt to employ a multimodal analysis of educational books to ascertain the extent to which visual and verbal components create meaning. The theoretical basis of this study was social semiotic theory proposed by Kress and van Leeuwen (1996/2006)) and Halliday’s (1976/2004) systemic functional theory which investigate images and their related texts in three meta-functions including representational, interactional (interpersonal), and compositional. The present study investigates the central concerns of the use of text and visuals within the Language learning textbooks taught at University
Received on: 21/02/2020 Accepted on: 05/08/2020
1. Email: hahmadi4030@gmail.com
2. Email: babasalari.z@gmail.com
3. Email: saya134074@yahoo.com
4. Email: ali.rabi22@gmail.com
DOI: 10.30479/jtpsol.2020.12764.1471
pp.129-148
Journal of Teaching Persian to Speakers of Other Languages
Vol. 9, No. 1 (Tome 19), Spring & Summer2020
Print Issn:5394-2322
Electronic Issn:2676-3354
which have been prescribed by Ahmad Saffar Moghaddam. To do this, the Language learning textbooks were evaluated and analyzed. The main objective is to “identify the visual strategies used by writers and illustrators, to convey a representation of reality, to create interaction with readers and to form coherent wholes of communication. The results of the research findings indicate that in the analysis of the three representational, interactive and textual meta-functions of the investigated images, narrative images have very low frequency but the conceptual type has very high frequency and does not depict actions and events. In the sense of interpersonal meaning, most of the participants have more imagery and less interaction among the participants. At the contextual level, most participants are presented with long-shut images, and their location in the image indicates a participant's prominence. Due to the color of all images, the image is of a natural kind and of a high degree of realism. The illustrations in this book aim to present and understand the dominant patterns of Iranian national religious culture to its non-Persian speaking audience. Images often depict non-Iranian students and are gender-represented equally. Out of a total of 64 analyzed images, about 8 images are the main subject of the human, 8 images are the main subject of those objects (Iranian miniature calligraphy and painting) and other images (about 48 images) are dedicated to historical and religious sites, but no images are related to the subject. Animals have not paid. One of the important and valuable points in representing these images is the strong presence of students in the images. In all of these images, male and female students and professors are interacting with each other. Another important point in the representation of these images is the emphasis and use of religious and national tools, signs, and symbols. The use of images of the shrine of Imam Reza, Hazrat Abdolazim and Imamzadeh Saleh and the mosques of GoharShad and Sheikh Lotfollah are considered as symbols of the religion of Islam. The depiction of Persepolis, the tomb of Ferdowsi, Sa´di, Attar, Khayyam, Ibn Sina and Ferdowsi are all symbols of the national history. The simultaneous emphasis and use of these national and religious symbols together induces and strengthens the national-religious sense in the audience. In introducing the cities of Iran, the squares, the bazaar and the University of Tehran are depicted. Therefore, it can be concluded that these images reflect a fairly realistic picture of Persian-speaking life. The results of this study and the other studies (like this) can help to increase the knowledge and awareness of textbook authors in using images in the learning process of learners. The study is intended to serve as a framework for assisting authors, teachers and other professionals involved in writing and teaching textbooks that are “appropriate for students specially students of Persian language”. Findings of the study pedagogically call for using appropriate pictures of real people and real environment which provide sufficient input for language learners.

Journal of Teaching Persian to Speakers of Other Languages, 2019

Abstract: There is a wide range of approaches to picture books among the existing studies on text... more Abstract:
There is a wide range of approaches to picture books among the existing studies on textbooks . In most of these studies, the visual aspects have been considered as secondary, and their relationship to the verbal text has been practically ignored. In the past 25 years, however, a number of critics have analyzed how these two forms of communication, the verbal and the visual, work together to create meaning in picture books (Nikolajeva and Scott, 2006). They all seem to agree that the possible relationships between verbal and visual components range from those in which images simply illustrate or translate what is related in the words, to more complex and sophisticated forms of interaction. The more intricate interplay occurs when verbal and non-verbal elements are not mutually reproductive or when they tell different or contradicting sentences. Thus, the understanding of meaning not only requires the analysis of language in text, but also the study of other semiotic resources, such as images, gestures,.... The present study investigates the central concerns of the use of text and visuals within the Language learning textbooks taught at University which have been prescribed by Ahmad Saffar Moghaddam. To do this, the Language learning textbooks were evaluated and analyzed. In this research, we analyze the multi-modal book of Persian language compiled by Ahmad Saffar Moghaddam, which has two visual and textual layers, and how the meaning is created through textual and visual
Received on: 28/04/2019 Accepted on: 12/10/2019
1.Email: hahmadi4030@gmail.com
2.Email: saya134074@yahoo.com
3.Email: babasalari.z@gmail.com
4.Email: ali.rabi22@gmail.com
DOI:10.30479/jtpsol.2019.9888.1433
PP.233-250
Journal of Teaching Persian to Speakers of Other Languages
Vol. 8, No. 2 (Tome 18), Fall & Winter 2019
Print Issn:5394-2322
Electronic Issn:2676-3354
components. The image is one of the key elements of educational books that many theorists, including Marsh and White, have been focusing on. The conceptual framework follows Marsh and White’s approach.The main objective is to “identify the verbal and visual strategies used by writers and illustrators, to convey a representation of reality, to create interaction with readers and to form coherent wholes of communication. This paper establishes a taxonomy of image‐text relationships that reflects the ways that images and text interact. It is applicable to all subject areas and document types. The paper intends to examine eight images of Persian textbook collection based on Marsh and White (2003) descriptive and content analysis method. By defining the relationships between image and text, this theory provides the effectiveness of educational books in coordinating the image with text in order to facilitate the learning process.They created a taxonomy of image functions in text and based their function types on earlier studies.The taxonomy was developed to answer the research question: how does an illustration relate to the text with which it is associated, or, what are the functions of illustration? The 3 general image functions from the first level represent 3 types of strength of relation between image and text. The first group (A) contains functions of images that express little relation to the text. The second group (B) contains functions of images expressing a close relation to the text. The last group (C) contains functions of images where the image expresses more information than the text expresses. The findings of the research show that in the textbooks studied, about 25% of the images were little relation to the text, 50% had a close relation to the text and 25% of the images express more information than the text express. After evaluating the images of these lessons in terms of the relation between text and image, it can be concluded that in the the textbook studied, in general, images are consistent with the verbal text. In this regard, it is suggested that the authors of educational books, by choosing a picture tailored to the purpose of teaching the texts, will accelerate the process of language learning to realize the educational goals of the picture.The analysis reveals how the verbal and visual modalities contribute to each other’s meaning and makes the potential of combining verbal and non-verbal language in picture textbooks. The study is intended to serve as a framework for assisting authors, teachers and other professionals involved in writing and teaching textbooks that are “appropriate for students specially students of Persian language.” Findings of the study pedagogically call for using appropriate pictures of real people and real environment which provide sufficient input for language learners. All in all, this study encourages students and teachers to be critical thinkers, and helps them to figure out hidden or functional parts of images and their related texts.
Keywords: Linguistics, Marsh & White, Persian Language learning textbooks,

Educational Research Journal

Quarterly Journal of New Thoughts on Education, Jun 15, 2013

Iranian Red Crescent Medical Journal, 2016

Asian Journal of Research in Marketing, 2014

… of the College of Physicians and …, 2012

... and Farid Najafi3 ABSTRACT Objective: To document the epidemiology and risk factors of acute ... more ... and Farid Najafi3 ABSTRACT Objective: To document the epidemiology and risk factors of acute carbon monoxide (CO) poisoning in the west of Iran and specify potentially presentable characteristics. Study Design: Observational study. Place and Duration of Study: Imam ...

HTS Teologiese Studies / Theological Studies, 2011

One of the most fundamental concepts in Sociology of Religion, the concept of God, was emphasised... more One of the most fundamental concepts in Sociology of Religion, the concept of God, was emphasised in this article. Although the God concept is not the same as the transcendental existence of God, it is this concept that is the most fundamental social construct in the entire history of world religions. The aim of this article was the conceptual reconstruction of God amongst the youth of Iran, who may be free from a theological approach. This article aimed to examine the God concept in the ‘epistemological’, ‘emotional’ and ‘social action’ domains. The Iranian society is in transition, faced with delusion about the traditional and modern belief systems, and multiplicity of interpretations and new presentation of One God Allah. A spectrum of these plural presentations of God embodies micro and macro social levels. Some of the most important of these concepts are: individual and personal concept of God, the God in family, in educational system, in religious rituals, and the dominant con...

زبانهاي ايراني نو زبانهايي هستند كه پس از فتح ايران به دست مسلمانان به تدريج در مناطق مختلف پديدا... more زبانهاي ايراني نو زبانهايي هستند كه پس از فتح ايران به دست مسلمانان به تدريج در مناطق مختلف پديدار شدند و با آنكه برخي از آنها همزمان با برخي از زبانهاي ايراني ميانه رايج بودند، از لحاظ ساختاري تحول‌هايي در آنها مشاهده مي‌شود كه آنها را از زبانهاي ايراني ميانه متمايز مي‌سازد(رضایی باغ بیدی ،1367). گویش های بوشهری از شاخه جنوب غربی زبان های ایرانی نو می باشند و برای مرزبندی آن، انواع گویش استان بوشهر را از لحاظ جغرافیایی به دو بخش شمالی و جنوبی تقسیم می كنند كه هر قسمت ویژگی خاص خود را دارد و دارای تفاوت های اندكی است. گویش های شمالی استان شامل گویش شهرستان دشتستان، گناوه و دیلم است. گویش های جنوبی شامل گویش شهرستان های بوشهر،تنگستان، دشتی، کنگان و دیر است. در زبان فارسی امروز مشخصه های تصریفی گوناگونی برای فعل و اسم وجود دارد. در مقاله حاضر با روش توصیفی و کتابخانه ای به بررسی و توصیف ویژگی های تصریفی اسم و فعل در گویشهای بوشهری ( بخش جنوبی) بر اساس طبقه بندی (قطره، 1386) پرداخته می شود. در گویش های بررسی شده در مقاله حاضر، این مشخصه ها یا تبلور صوری و صرفی دارند، مانند مشخصه (زمان) در افعال و یا فاقد تبلور صوری هستند و هیچ نشانه صرفی آشکاری ندارند، مانند مشخصه (جانداری) در اسامی. بررسی فرایند ها و نشانه های تصریفی موجود در گویش ها می تواند به پژوهشهای دیگر در زمینه گویشها و زبان های ایرانی به خصوص زبان فارسی امروزی، کمک فراوانی نماید.

گرچه تاکنون نظریّه‌های گوناگونی دربارة میزان کارآمدی ترجمه در انتقال مفاهیم به وجود آمده، امّا تق... more گرچه تاکنون نظریّه‌های گوناگونی دربارة میزان کارآمدی ترجمه در انتقال مفاهیم به وجود آمده، امّا تقریباً روش علمی متقن برای رسیدن به پاسخ دقیق و روشن این سؤال مطرح نشده است. با این حال، به نظر می‌رسد با به‌کارگیری برخی از نظریّه‌های جدید در حوزة تحلیل متن بتوان به پاسخ‌هایی درخور دست یافت. نظریّة جدید انسجام و پیوستگی هلیدی و حسن (1985) از جمله روش‌هایی است که به کمک آن می‌توان میزان انسجام و پیوستگی متون و در نتیجه، متنیّت آن را مورد بررسی و ارزیابی قرار داد. افزون بر این، با توجّه به اهمیّت ترجمه در حوزة متون در فضای مجازی و به‌ویژه شبکه های اجتماعی که برخاسته از جایگاه این دسته متون در حوزة ادبی و اجتماعی است، به نظر می‌رسد بتوان با کاربست این نظریّه در متون دو زبانه( متن انگلیسی و ترجمه فارسی آن) و مقایسه ترجمه آن با متن اصلی، تا حدودی میزان کارآمدی ترجمه و توفیق مترجم را در انتقال مفاهیم ارزیابی نمود. بر این اساس، پژوهش حاضر با روش توصیفی ـ تحلیلی و آماری متون دو زبانه(انگلیسی و ترجمه فارسی) در شبکه اجتماعی وایبر در تلفن همراه را با استفاده از الگوی مذکور مورد بررسی قرار داده است و به این نتیجه رسیده که با توجّه به درصد بالای انسجام و شباهت متن مقصد به مبدأ در نحوة کاربست عوامل انسجام، مترجم در انتقال مفاهیم موفّق بوده است.

کلیدواژه‌ها: متن ، وایبر ،عوامل انسجام ، انسجام دستوری، انسجام واژگانی

The apparently simple process of translation is a complex cognitive operation. In order to decode... more The apparently simple process of translation is a complex cognitive operation. In order to decode the meaning of the source text, the translator must have the ability to interpret and analyze all the features of the text. A process that requires a deep knowledge of grammar, (syntax), the semantics of the language and terms of reference as to the knowledge of the culture and its language is also spoken. Translation theorists generally believe that translation is complex, consciously and purposefully activity. It can be generally said that in the whole process of translation, language translator options -including the style, choice of words, choice of different interpretations, using different combinations, and so on, have an impact on the translation. In this paper, the descriptive approach is used to study the relationship between linguistics and translation. In addition, in this paper, the history and characteristics of a good translator and translation will be discussed.