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رئالیسم جادویی ایرانی و تخصیص مجدد متون اسطوره ای و عرفانی: بازخوانی رئالیسم جادویی پارسی پور و تمثیل های سهروردی
Persian Magical Realism and the Re-Appropriation of Mythical and Mystical Texts: Rereading Parsipur’s Magical Realism and Suhrawardi’s Allegories
In this dissertation, I compare the selected works of two Iranian authors, Šahāb al-Din Suhrawardi (d. 1191) and Shahrnush Parsipur (b. 1946). My aim is to represent that, even though their works are approximately eight hundred years apart, the style and themes of their narratives have strong affinities. Close readings of four illuminationist allegories by Suhrawardi, the classical mystical writer, and three novels by the contemporary Iranian novelist, Shahrnush Parsipur (who is often referred to as a practitioner of Magical Realism) substantiate my argument. Using this comparison, the study aims to investigate the similarities between Persian mystical allegories of the classical tradition and Persian Magical Realist texts of modern and contemporary times, and it argues that Persian Magical Realism is a narrative mode that has obvious similarities to Persian mystical allegories. By investigating the three novels of Parsipur as examples of Magical Realism in Persian literature, I aim to illustrate that Persian Magical Realism is greatly derived from Persian mystical allegories of the Persian classical tradition and that the narrative mode in its Persian incarnation is more indigenous than has been assumed.
بررسی نقش جریان های انگیزشی جهت دار در موفقیت زبان آموزان میراث فارسی
ole of the Directed Motivational Currents on the Persian Heritage Language Learners' Success
The phenomenon of Directed Motivational Currents (DMCs) (Dörnyei et al., 2014) is described as a period of intense motivational drive in pursuit of a highly-desired personal goal and vision. A DMC is thoroughly different from other motivational behaviors or ideal forms of engagements that already are recognized in the literature; and “being in the zone” (Dörnyei et al., 2014) is easily visible to individuals around the person experiencing a DMC. Focusing on periods of different motives and motivational orientations experienced by heritage language learners of Persian in Startalk summer programs in 2014 and 2015, the current study investigates a) how the components of the DMCs (Dörnyei et al., 2016) are presented into the curricula and lesson/learning plans of Startalk Persian programs, and b) whether these components can explain the success of Persian heritage language learners at this program. The results revealed that the curricula and lesson/learning plans of the Startalk 2014 and 2015 summer programs consisted of the explicit and implicit five components of Group DMCs (Dörnyei et al., 2016). In addition, none of the participants in the program thoroughly experienced the five components of the DMC. However, the existence of extrinsic and intrinsic motivation (Deci & Ryan, 1985), integrative and instrumental orientations (Gardner & Lambert,1972), and positive progress feedback (Dörnyei et al., 2016) from parents and relatives at home and in the community have led to proficiency in Persian language. The results indicate that the framework of DMCs (Dörnyei et al., 2014) might fail to fit in the context of Persian heritage language learners in this study because all the learners relied on their extrinsic and intrinsic motivations, along with integrative and instrumental orientations in pursuit of their heritage language, and did so without experiencing any DMCs. The results and implications will be discussed with reference to the literature.