نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه اصفهان

چکیده

م
این نکته‌ای که من می­خوام اینجا دقت کنید»: برجسته کردن نکات مهم در ارائه­های علمی فارسی
 
جواد زارع[1]
عباس اسلامی راسخ [2]
عزیزالله دباغی [3]
تاریخ دریافت: 13/8/94
تاریخ تصویب: 22/12/94
 
چکیده
مقالة حاضر کوشیده است ساختارهای واژه- دستوری استفاده‌شده توسط اساتید دانشگاه برای پررنگ کردن نکات مهم ارائه­های علمی فارسی را بررسی نماید. در این مقاله به این ساختارها نشانگر­های اهمیت اطلاق می­گردد. با بررسی 60 رونوشت از ارائه­های حقیقی فارسی مستخرج از پیکرة سخن با بهره­گیری از روش تحقیق ترکیبی و مبتنی بر یک رویکرد پیکره- محور، مشخص شد که می­توان با استفاده از صفات ارزیابی و اسامی فرازبانی، ربط دادن مطالب به امتحان و دخیل کردن ارائه‌دهنده یا مخاطب در ارائه، مطالب مهم را پررنگ نمود. این برجسته‌سازی را می­توان با استفاده از ساختارهای خاصی که در یکی از پنج گروه «اسمی»، «فعلی»، «صفتی»، «قیدی» و «گوناگون» قرار می­گیرند، انجام داد. همچنین نتایج نشان داد، ربط دادن ارائه به مخاطب یا ارائه­دهنده، با استفاده از الگوهای فعلی، حتی مهم­تر از استفاده از روش‌های مستقیم برجسته‌سازی نکات مهم همچون صفات ارزیابی است. درنهایت، بر اساس نتایج به‌دست‌آمده مشخص شد که ساختارهای نشانگر اهمیت پس مرجع، از آنجا که مخاطب را قادر می­کنند از قبل برای پردازش و یادداشت‌برداری مطالب مهم برنامه‌ریزی کند، پرشمارتر هستند.
 
واژه­های کلیدی: واژه-دستور، پیکره، ارائة علمی کلاسی فارسی



[1] استادیار گروه زبان انگلیسی، دانشگاه کوثر بجنورد، j.zare@kub.ui.ac.ir


 [2] دانشیار گروه زبان انگلیسی، دانشکدة زبان­های خارجی، دانشگاه اصفهان (نویسندة مسئول)؛ abbaseslamirasekh@gmail.com


[3] دانشیار گروه زبان انگلیسی، دانشکدة زبان­های خارجی، دانشگاه اصفهان؛ dabaghi@fgn.ui.ac.ir
 

کلیدواژه‌ها

عنوان مقاله [English]

'The point I want you to note is': Marking importance in Persian academic lectures

نویسندگان [English]

  • Javad Zare
  • Abbas Eslami-Rasekh
  • Azizollah Dabaghi

چکیده [English]

This study was an attempt to explore how verbal patterns of lexicogrammar are used to signal the importance of content in Persian academic lectures. These expressions are referred to as importance markers here. 60 authentic academic lectures compiled in the Persian corpus of SOKHAN were investigated with a mixed-methods (exploratory) approach and a corpus-driven method. Analysis of the results showed that importance marking of portions of discourse can be done by making use of evaluative adjectives and metalinguistic nouns, relating the discourse to assessment, and involving the participants in the discourse. Additionally, importance marking was found to be done with one of the five structures of nominal, verbal, adjectival, adverbial, and exam-related. Among these, verbal (‘V n/clause’) and nominal (‘MN v-link n/clause’) importance markers outnumbered other patterns of importance marking. Finally, importance markers that signaled the importance of later portions of discourse were found to be more advantageous to the audience, as they made it possible for the audience to plan for online processing and note-taking of the points.

کلیدواژه‌ها [English]

  • importance marking
  • lexicogrammar
  • corpus
  • Persian academic lecture

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