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The present research investigates the conceptualization of the metaphors of “fear” in the Quran. Conceptual metaphors are an important discourse in cognitive linguistics. In this approach, metaphors are believed to be a cognitive phenomenon which manifests in language. This research aims to identify the initial spheres based on which fear has been conceptualized in the Quran and endeavors to attain the stance of the Quran on this emotion. To this end, a body of 607 verses containing the concept of fear was collected. In the next stage, 18 concepts were identified using cognitive analysis. The two schemas of force and movement as the initial spheres play a major role in the conceptualization of “fear” in the Quran. In conceptualization based on movement, behavioral and physiological actions of people facing external forces indicate their lack of control and defeat by external forces, with a virtual basis in most cases. In return, in conceptualizing fear based on the schema of force, the presence of a range of forces such as pressure, blocking, and redirection in facing external forces express the voluntary reaction of people in overcoming the external forces. Hence, in line with its guiding purposes, the Quran has missioned the prophets, in many cases as a divine command, to ask His audience to confront the non-divine external forces with the force arising from – the fear – of divine majesty.

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This study sheds light on Ben Lovatt's idiosyncratic characterization, cognitive impairment, and peculiar perception of the world through the lens of cognitive and stylistic features such as schema and cognitive theories. It explores Ben's inability to make meaningful sense of the outside world, his failure to activate adequate schemata when necessary, and his foregrounded conceptual metaphor. Exploring Ben's foregrounded linguistic and cognitive patterns reveal that Ben, in many aspects, proves the particular belief in the story that he seems to be on the threshold between humanity and animality or a throwback who belongs to centuries ago. However, despite Ben's human-animal hybridity, the most striking point about the analysis of Ben's mind style is that Ben seems to be beyond the descriptions of other characters and has a particular way of seeing the world, which makes him seem different from others. This difference, eventually, causes his exclusion from the world and his suicide.
 

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I aim to explore whether there are similarities and differences between the ethical virtues and vices in Nahj al-Balāghah in terms of cognitive-linguistics and based on the image schemas of Evans and Green's Model piety, perseverance, expenditure are the ethical teachings, described in Nahj al-Balāghah, chosen and analyzed based on image schemas. And the vices described in Nahj al-Balāghah are Secularism, greed, and jealousy. Studying the descriptive-analytical approach, I investigate and compare the virtues and vices discussed in sermons and short sayings of Nahj al-Balāghah in terms of cognitive semantics. Finally, the findings reveal that the general types of image schemas of Evans and Green’s model (schemas of Force, Balance, Unity/ Multiplcity, Existence, Identity, Locomotion, Containment, Space) have almost similar frequencies for both the virtues and vices. Among all, the schemas of force are the most repetitive in virtues and vices. And the balance is on the second level. The research finding is significant because it shows the similarity of the virtues and vices in using the different types of schemas in Nahj al-Balāghah. Their main difference lies in the way of using the subsets of the general concepts.  
 

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Among the lexical units of a language, all of which can be subjected to semantic expansion according to selection and combination, verbs are quite susceptible to radial and semantic expansion due to their nature. This article tries to use the cognitive approach to investigate the semantic expansion of the simple triad form of the event "Zarb" in the Arabic language. And in a descriptive-analytical way, while enumerating the marginal expansions of this verb, explain how they are produced and also the semantic sharing relationship between the derivatives of the same root. About 80 usages were extracted from the most advanced to the latest Arabic dictionaries for the event "Zarb", which, excluding similar usages, resulted in 32 radial meanings for this event. The result showed that the existence of a semantic relationship between the derivatives of a word can be confirmed in the light of the derivational property of the Arabic language. Therefore, from the most unmarked meaning of "stroke" to its metaphorical expansions, each of them conveys the concept of "pressure and force" in a way. Therefore, the claim that the meaning of "beating" is late in this event is questionable. Also, most of the marginal expansions of the verb "to multiply" are the product of the change in the most frequently used elements accompanying this event, i.e. space scenes. In addition, in the virtual expansion of the event "hit", the necessary-necessary interest and the cause-cause have more frequency in producing the radial meanings of this event.
 

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The human experience is shaped through effective collaboration with forces. Johnson (1987) initially highlighted the significance of force schemas in conceptualizing events. Thus, this research seeks to explore this topic using a library-based approach, focusing on the force schemas presented in Johnson's cognitive semantics model and their application in Quranic verses related to infaq (almsgiving). In this inquiry, I seek to identify which force schemas are most commonly used in these verses and how they contribute to the understanding of the concept of infaq. In the analysis of the research data on the ethical concept of infaq in the Holy Quran, the concept of force image-schemas based on Johnson's model was used. The importance of the topic of infaq and the presence of force image-schemas in it were the reasons for choosing this ethical concept. In this regard, I examined the seven types of power in the context of infaq in the Holy Quran. The results showed that the force image-schema of obligation has the most frequency. In figurative language, the divine revelation's imperative and prohibitive commands, exert a pressure that functions as a force of compultion. After the force schema of compultion, the force schema of blockage has the highest frequency. In the Holy Quran, factors such as greed, hypocrisy, disbelief, and denial are introduced as obstacles to infaq. The force schema of "deviation from the path" does not exist in the interpretation of the verses of infaq.
 

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The issue of polysemy has been considered within cognitive approach by Iranian linguists in recent years. That’s because the authors  have  analyzed the  simple form of the verb  /čijən/ (i.e., going) in  kalhori /kermanshaian Kurdish based on principled–polysemy approach proposed by Evans & Green  in 2006. In this qualitative study, the data were collected through Kurdish speakers’ daily conversation and analyzed based on the mentioned approach in a descriptive-analytic way. Also, the authors used Kurdish speakers and their own linguistic intuition to approve the authenticity of the data. The results showed that the prototypical meaning of this verb was “GO” that has forty-five distinct meanings, such as “travel”, “drive”, “migrate”, “flow”, “set”, “finish”, “charge”, “send'', etc. in its own semantic clusters including six distinct semantic clusters. Finally, these forty-five distinct meanings along with their six semantic clusters were illustrated in a semantic network. Also, the findings showed that a favorable explanation of the polysemy of this verb in Kalhori Kurdish can be obtained based on the mentioned approach. The polysemy representation of this verb in Kalhori Kurdish can be useful for a better understanding of the polysemy of other verbs in Kurdish.
 

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In cognitive semantics, a polysemous word constitutes a semantic concept, and the various meanings of that word assign themselves to radial network members of that concept. Accordingly, this study investigates the polysemy of the prefix "/pas-/" based on a cognitive semantic approach. The nature of this qualitative research is descriptive-analytical, and data have been extracted from Persian-language resources, namely Dehkhoda Dictionary (1994), Moein Dictionary (2003), and Amid Dictionary (2010), using a library research method. In this study, the two criteria of Tylor and Evans (2003), namely the prototypical fixed meaning or historically evidenced meaning and salience and prominence in the semantic network, have been employed to determine the primary or prototype meaning of Persian language prefixes. The authors aim to demonstrate that the prefix "/pas-/" is a polysemous prefix with a spectrum of lexical functions. This prefix, given its usage in Persian, has different semantic clusters such as "after, before, in front, back, and behind," which have expanded from a prototype or primary meaning. The findings indicated that the prefix "/pas-/" attaches to diverse textual foundations and generates newly derived words such as "pas-farda (the day after tomorrow), pas-pariirooz (the day before yesterday), pas-andaz (savings), pas-larze (aftershock)," and the like. It is observed that the prefix "/pas-/" possesses an extensive radial network due to the combination of this prefix with various verbs.

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Adding suffix is one of the methods of making words to produce various meanings. Various semantic contexts vary depending on the suffixes and prefixes in the word derivation. The suffixes "-är", "-gär", "-gar", "-an", "-nadeh" are known in Persian as suffixes that produce adjectives and nouns. In Russian the following suffixes:
-тель, -арь, -чик, -щик, ...
In the row, there are suffixes for making nouns. Among the above two suffixes "-арь" and "-тель" in Russian language are analyzed to find equivalence in Persian language.
The purpose of writing this research is to identify the active and passive suffixes in Russian and Persian languages ​​and to examine them against each other in understanding their meaning and form, relying on the theory of semantic-lexical expression (Liber) 2004 and the grammatical theory. The questions that we seek to answer in this article are, what is the degree of convergence and divergence of the semantic expansion of active and passive suffixes in two languages? Is it possible to make some words with the help of existing words, according to the generative and cognitive grammar approach, to what extent the semantic overlap allows the reproduction of some figures. And as a result of this research: it was found that the investigated suffixes in two languages ​​use the same basic units of noun + infinitive + suffix, but in the semantic part, the expected correspondence does not match completely.
 

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Abstract: This paper investigates the polysemy of the Persian word /širin/ from the perspective of cognitive sociolinguistics. It starts with introducing the principles of cognitive sociolinguistics, then investigates the polysemy of the Persian adjective /širin/ within the framework introduced by Robinson (2010), (2012a), (2012b), and (2014), to show that polysemy cannot be reduced to a static state, one and the same for all speakers of the language. In fact, social variables like age and gender affect the way people perceive different senses of the polysemous word. The data is gathered using documentary and field method(library research, interviews, and questionnaires). The research method employed is mixed(quantitative and qualitative). The statistical population is all monolingual Persian speakers living in Tehran, and the sample includes 200 subjects, 100 male and 100 females, in four different age groups of under 18, between 18 and 30, between 30 and 60, and above 60 years old. The results show that different senses of the polysemous word do not have the same distribution among different speakers, both male and female, belonging to different age groups, and are not accidental but explainable in terms of gender and age of the speakers. The results also indicate that cognitive sociolinguistics is more adequate in giving more exact explanations concerning meaning variation in polysemous words and the effect of social variables of age and gender on the number and salience of each sense.

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In this study, 30 mental states were suggested to 50 theatre actors. They designed a specific physical form for each mental state. In this process, 2000 images from actors’ gestures were collected. Images was surveyed by 321 accidental audiences; and among all images, images achieving the highest rate were selected. Reliability and validity of selected images were evaluated by a software designing for mind-reading's test though body. This study achieved its results mentioned below through preparation, design, implementation, analysis, record of results of a mind-reading’s test.
According to statistical results, the body has an ability to convey the mental state. We can figure out individuals’ mental states through body forms. Based on Baron-Cohen’s study, 30 body forms were determined. The relation between mind-reading through body and eyes was analyzed. Selected images for designing a mind-reading’s test through body were identified, and its reliability and validity were confirmed.
In this study, the first archive of images representing mental states through actors’ bodies has been designed and prepared. In comparison to men, women have a better function in understanding of mental states. Furthermore, bodies can represent mental states better than eyes.

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The aim of the present study was to examine whether Metacognitive Intervention (MI) in their first language (L1) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) in listening comprehension when they received it. In addition, it measured whether gender had any effect on EFL learners’ listening comprehension when they receive MI through L1. To this end, 60 Iranian EFL learners were selected through a Quick Placement Test and were assigned into two male and female experimental groups. These experimental groups received an eight-week intervention program, designed by the pedagogical cycle proposed by Goh and Vandergrift (2022). After the metacognitive intervention in L1, two posttests including a working memory capacity test and a listening comprehension test were administered. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L1. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L1. The findings might contribute to assisting language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum.

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This study examines the cognitive processes underlying the comprehension of second language idioms using two different visual instructional techniques, visual representation of literal meanings versus virtual meanings of each idiom’s visual representation. For this reason, two environments (positions) (PFL vs. PSL), two different terms (opaque vs. transparent), and two different sufficiency levels (intermediate vs. advanced) are considered, which involves common teaching methods that use dual coding theory as two different visual techniques with verbal support to teach different types of idioms. The statistical population were 67 second language learners and 63 foreign language learners who participated in this study. A term comprehension test was used before and after the training. The results of repeated measure variance analysis based on pretest-posttest comparisons showed that understanding of SL idioms is different according to the learning environment, teaching technique and the type of idiom. However, it sounds that the level of sufficiency doesn’t affect any group’s comprehension outcomes. The results show that in the SL environment, the figurative technique was more successful than the literal technique. While in the FL environment, using the literal technique compared to the figurative technique, got better scores for the language learner. PSL learners were better than PFL learners in learning terms with opaque meanings, while PFL learners performed better in learning terms with transparent meanings. The results of this investigation support the Dual Idiom Representation Model, which states that PSL learners activate their existing lexical entries and understand them figuratively, while PFL learners must analyze the idioms.

 

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The aim of this study was to investigate the effect of cognitive functions on verbal fluency. For this purpose, some cognitive functions and verbal fluency in adult patients with right hemisphere damage were evaluated. The methodological nature of this study is descriptive-analytical. The statistical population of the study consists of 18 adult patients with right hemisphere damage and 18 healthy adults. Selective attention test, memory test, clock drawing test (visual neglect) and verbal fluency test were used to evaluate cognitive functions and linguistic skill of the subjects. Research data were analyzed using descriptive and inferential statistics. The findings showed that there is a significant difference between performance of adult patients with right hemisphere damage and healthy adults in the cognitive tests (P< 0.05). Likewise, in the verbal fluency test, there is a significant difference between performance of adult patients with right hemisphere damage and healthy adults (P< 0.05). In addition, the research findings showed that there is a correlation between cognitive functions and verbal fluency. Also, the results showed that damage to the right hemisphere of brain can lead to disorders in cognitive functions of patients with right hemisphere damage. Furthermore, it seems that impairment in cognitive functions can cause problems in language skills.
 

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Teacher reflection and self-efficacy beliefs are two important teacher characteristics that influence different aspects of teaching jobs. The relationship between these two constructs is important, but the previous research has focused on the effect of reflection on self-efficacy. This mixed-methods study aimed at assessing the interrelationships between reflection and self-efficacy through surveying 330 Iranian English language teachers in the quantitative phase and interviewing 15 teachers in the qualitative phase. The quantitative data were analyzed through a Partial Least Square approach and the qualitative data through a conventional content analysis. Results show the two variables are closely interwoven, but reflection components were better predictors of self-efficacy. Metacognitive, cognitive, and affective reflection were significant predictors of self-efficacy and its components, but critical reflection did not predict any aspect of reflection. Efficacy for classroom management could predict practical and cognitive reflection, and efficacy for student engagement could predict practical, affective, and critical reflection. These findings imply that metacognitive, affective, and cognitive reflections need to be encouraged in English Language Teaching preservice and inservice teacher education programs, and workshops need to be enriched and focus on practical teaching issues and classroom management strategies, and learner engagement techniques.
 

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The prototype of any category is the member or set of members of a category that best represents the category as a whole. Not everything fits perfectly in a category. Categories are defined by an intersection of properties that make up their members. The language is set of different categories and we should attend to categories in language teaching. Gender and mother language are among these components that should be considered in the teaching and learning process. Research about prototype is necessity because no basic prototype study, and the impact of gender and mother language on the formation of this concept have not been made among farsi lernears. As a result, one group of forty speakers who were learning Farsi selected. Each group included 20 men and 20 women. Men from Hojjatieh school and women from the Bent-Alhoda center were selected, both under the supervision of the Almustafa international university. In the category of domestic animals, 41.17% of men chose cows, while the same percentage of women chose sheep, horses, and dogs. In the field of sports, in addition to the first choice, the second and third choices of women and men were completely different, men have chosen shooting and cricket, and women have chosen volleyball, football and walking. Also, in the category of vehicles, although both sexes chose airplane as their first choice, their next choices were different, men chose train and car while women chose bus, car and bicycle.
 

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This study employs graph theory to analyze the semantic network of Persian verbs among bilingual speakers. Situated within the frameworks of cognitive linguistics, lexical semantics (cognitive semantics), and computational linguistics, the research involves administering a questionnaire comprising 50 basic Persian verbs to participants, asking them to map the conceptual and intra-linguistic relationships between these verbs.The primary objective is to identify the most robust and frequent conceptual and intra-linguistic links among these verbs and to provide a detailed description of the graph structure constructed by bilingual speakers. The study seeks to address the question: What typology of conceptual and intra-linguistic relations is reflected in the graph patterns of non-Persian-speaking Iranians? The working hypothesis posits that semantic relations such as synonymy, antonymy, hyponymy, and collocation will manifest in this network.The methodology is field-based, and the instrument used is a localized questionnaire. Participants were instructed to diagrammatically represent any semantic relationships among the verbs provided.The findings demonstrate that the semantic graph constructed by Iranian bilinguals exhibits semantic relations such as synonymy (6.45%), reverse antonymy (34.94%), polysemy (7.79%), entailment (11.01%) (comprising "type-of" relations at 8.60% and "part-of" relations at 2.41%), as well as intra-linguistic collocation (28.22%). Among these, collocation, entailment, and antonymy were the most frequent relations, respectively. 

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Image schemas are macrocognitive patterns and structures that form the basis of our linguistic, mental and perceptual processes; and their function is based on the metaphorical-analogous relationship between visual experiences and frequent and everyday abstract concepts. In proverbs, like pictorial schemas, the use of metaphor-simile to convey a familiar mental concept between the speaker and the listener based on people's lived experiences is evident. Evans and Green have researched about image schemas and separated them into 8 types. One of these is the image schema of power. Since the precision in the structure of visual schemas can reveal the mental and cognitive structure of the users of a language, in the present research, the visual schema of power in Birjand's proverbs has been investigated in a descriptive-analytical way. Based on the results, out of the total of 1291 proverbs of Birjand, in 314 of them there are 7 types of visual schema of power; Most of them are of the type of blockage, enablement and counter force, which is proportional to the nature of the power schema; and found that between the frequency of the origin and destination areas of these schemas and cultural-environmental factors, and tools in removing obstacles, the importance of food and economic affairs to maintain survival, lack of plant diversity, desert and semi-desert climate of Birjand region has had a significant impact on the formation and continuation of proverbs with the schema of power, which emphasize the target areas of human relations, ethics and economy.

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Considering the main role of listening comprehension in second language learning, it seems that providing listening strategies to language learners is necessary. New technologies are used to facilitate learning and podcast is one of the new tools used in language teaching today. The purpose of this descriptive-analytical study is to investigate whether metacognitive training with the help of podcasts can be used as an effective tool in enhancing listening comprehension. The research problem is caused by the lack of sufficient knowledge of language learners about metacognitive strategies, and in this regard, the role of the teacher in teaching these strategies is very important. This study can help French language teachers to include metacognitive strategies in improving listening skills and conventional methods. Revise yourself. For this purpose, 30 language learners were divided into two experimental and control groups based on the pre-test results. The experimental group received the podcasts through Vandergrift's metacognitive training, while the control group was taught the podcasts without any additional instructions or strategies. The results with the help of note taking, self-assessment questionnaire, direct observation and using spss software (t-test) showed that the metacognitive strategy has a positive effect on students' listening comprehension.

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 In this research, teaching Persian nominal suffixes and affixoid (kar, gar, ban, baz, -ande) in derived words to non-Persian speakers using two explicit and implicit methods has been discussed. In direct/explicit approach, the achievements and fundamentals of cognitive morphology approach developed by Hamawand (2011) were used, and in indirect/incidental approach, texts containing derived words were taught to language learners. In this study, 16 Farsi learners at advanced level from Azfa Center of Allameh Tabatabai University and Shahid Beheshti University were examined in the form of two control and experimental groups. Language learners participated in two tests as pre-test and post-test. The results of this research, based on descriptive statistics, showed that teaching noun suffixes by using Hamavand's achievements and cognitive morphology and the three cognitive functions of categorization, configuration and conceptualization along with prototype and periphery concepts can be effective and useful in improving vocabulary knowledge. In general, it seems that informing Persian learners about the lexical and semantic structure of derived words increases their linguistic knowledge and learning level.