مهین ناز میردهقان فراشاه

The present semantic research has been performed in order to provide a cognitive and cultural explanation of conceptual metaphors in parts 20 to 30 of the Holy Qur’an. Extraction of ‘types of conceptual metaphors,’ determination of ‘high frequency metaphors,’ ‘source domains’ and ‘target domains’ is the process of conducting research using the conceptual metaphor theory. The variety of concepts of ‘target’ and the functional frequency of ‘source’ concepts indicate what concepts are intended in the holy Qur’an through metaphorical conceptualization. This study provides a basis for further understanding of the worldview presented in the Holy Qur’an and the possibility of determining the behavioral patterns of religion by identifying metaphors. The results of the present study represent a septenary classification of metaphors in the ‘empirical source domain,’ containing: ‘social life,’ ‘needs of the body and its activity,’ ‘image schemas (schema-based),’ ‘elements of nature,’ ‘person,’ ‘body parts,’ and ‘similarity-based metaphors (simile)’; Among which, the highest percentage of metaphorical conceptualization in the source domain is in ‘social life’ and the lowest one is in the domain of ‘person.’ Considering the fact that most of the human knowledge is about the elements and subdomains of ‘social life,’ Qur’anic sources in this domain have played the major role in abstracting the cultural and doctrinal concepts of religion and organizing Islamic religious experiences using the sources of this field and have been used as customary (conventional) and practical models. Accordingly, Qur’anic metaphors lead to the formation of cultural and cognitive patterns, and the ‘monotheistic belief system’ (Qur’anic) directs human bodily experiences in metaphorical conceptualization, and this ‘Qur’anic worldview’ can be seen as an Islamic cultural and cognitive model in the Qur’anic metaphorical schema. 

 book series of “Persian Prime” (2024) via an analytic study based on the series’ action-oriented approach and the grammar, vocabulary and function selection within its A1 and A2 levels, from the Persian Reference Framework (PRF). The numerical research results illustrate that among 73 grammatical domains determined in PRF corresponding to the elementary level, 26 grammar points have been taught directly in A1 and A2 level textbooks, while others are used indirectly within their texts and activities. Among 131 vocabulary domains in PRF in A level, 30 domains have been selected and taught directly within the vocabulary sections, and 70 have are presented in different parts of the lessons. Moreover, among 53 functions correspond to this level, 12 functions are taught directly, in the interaction part and other sub-functions are taught in form of dialogue, listening, writing and speaking exercises in them