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Showing 3 results for khosravi

Masoumeh Barati, Kobra Khosravi, Seyyed Mahmoud Mirzaei Al-Husseini ,
Volume 7, Issue 1 (Journal of Studies in Applied Language (JSAL) 2024)
Abstract

Studying the precise meanings and grasping the vocabulary of a text is an essential aspect of research in specialized fields like Semantics. Semantics, traditionally, examines how meanings have evolved, perceiving human language as a dynamic and continuous entity. This study delves into the semantics of the term "al-Amr" in the Quran through a historical-descriptive method, exploring the interconnected meanings and contexts of the term using the axes of substitution and co-occurrence. The findings suggest that the primary significance of "al-Amr" primarily revolves around work and command, with other meanings like subject, consultation, and advice identified as secondary meanings during the Jahiliyyah era. This term, along with its variations, is found 249 times in the Quran, with 78 occurrences in singular form, primarily appearing nominally and frequently co-occurring with the words "Allah and al-Rabb." In the Quran, "al-Amr" is a word with multiple meanings, encompassing 19 semantic facets, with twelve of these aspects achieving consensus. Some of its interpretations include "command, victory, punishment, sin, killing, conquest of Mecca, resurrection, revelation, denial, promise, Jesus son of Mary, decree, circumstance, drowning, abundance, death, consultation, caution, and fertility." The term "al-Amr" in the Quran can be categorized into three groups: matters concerning God, humans, or Satan, with the majority of occurrences of the word "al-Amr" being linked to God. Issues related to "those in authority and enjoining good" pertain to humans, while matters associated with Satan are connected to indecency and denial. When a matter is attributed to God, it signifies the negation of material objects, whereas when attributed to a creation, it denotes gradual existence within temporal and spatial constraints. When paired with the verbs "Qudia, Ata, and Jaa," it indicates punishment and retribution, and when paired with "Wabal" and the verb "Dhaq," it signifies sin and disbelief. Linking a command with providence conveys the concept of divine will and decree, and its correlation with the act of sending down implies revelation. Synonyms for al-Amr in the Quran include "Ahida and Wasiya," where, due to the necessity of implementation, these matters are used interchangeably with commands.

Nahid Khosravi, Maryam Iraji, Bahram Modarresi,
Volume 7, Issue 2 (Journal of Studies in Applied Language (JSAL) 2024)
Abstract

Pronunciation, a skill often overlooked in language instruction, has historically yielded suboptimal results. Language learners must understand phonological and phonetic principles, as well as cognitive patterns, which are integral to the learning process. The cognitive phonological approach posits that phonological and structural categories are influenced by both cognitive processes and phonetic-linguistic factors. These categories can be enhanced with data-driven statistical features and require immersion in a linguistic environment to be refined and fortified. As learners progress, phonological categories become intertwined with the formation of internal linguistic structures, and the expansion of mental vocabulary contributes to phonological growth. Recognizing that phonetic and lexical errors are inherent in learning, it is imperative to address language-specific errors stemming from an unfamiliarity with the phonological structure of the second language and from established language habits. Consequently, employing a cognitive approach to scrutinize phonetic errors is not only motivational but also essential for elucidating the phonological, phonetic, and phonological systems of the target language in the post-sensory phase for learners. This study seeks to probe the underlying causes of phonetic errors and to offer an effective strategy, grounded in a cognitive framework, for rectifying such errors in language learners. The research, of a descriptive-inferential nature, was carried out among 80 students at both the undergraduate and graduate levels from the University of Applied Science and Technology in Tehran. Data analysis was conducted through field study methods, utilizing SPSS software. The findings suggest that, in light of Fraser's cognitive framework (2010), implementing a conceptual approach within a real-world context, based on meaningful communication, can significantly aid in ameliorating phonetic and pronunciation errors. This approach proves beneficial not only during the critical period of language acquisition in childhood but also throughout adulthood.

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Khosraviph Khosraviph,
Volume 7, Issue 4 (Journal of Studies in Applied Language (JSAL) 2024)
Abstract

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