ساخت‌های تشبیهی و همسانی در لری سیلاخوری

مفهوم مقایسه در قالب ساخت‌های زبانی متنوعی بیان می‌شود. از انواع مختلف ساخت‌های مقایسه‌ای می‌توان به ساخت‌های تشبیهی و ساخت‌های همسانی اشاره کرد. در این ساخت‌ها دو گروه ارجاعی که مقایسه‌شونده و معیار نامیده می‌شوند، به علت داشتن یک ویژگی یا صفت با یکدیگر مقایسه می‌شوند. در ساخت‌های همسانی مقایسه از جهت میزان یا اندازۀ صفت در دو گروه ارجاعی است؛ اما در ساخت‌های تشبیهی مقایسه از جهت شیوه یا حالت است. در جستار حاضر تلاش شد تا انواع ساخت‌های همسانی و تشبیهی در گویش لری سیلاخوری بحث و بررسی شود. در این راستا، به‌طور عمده از آرا و روش‌شناسی هسپلمت (2017) بهره برده‌ایم. داده‌های پژوهش حاضر متشکل از 117 جمله از ساخت‌های همسانی و 81 جمله از ساخت‌های تشبیهی از شش گویشور در منطقۀ سیلاخور هستند که ازطریق مصاحبۀ شفاهی تهیه شده‌اند. یافته‌ها موید آن است که گویشوران عمدتاً از سه نوع راهبرد برای بیان مفهوم تشبیه و هشت نوع راهبرد برای رمزگذاری مفهوم همسانی در لری سیلاخوری استفاده می‌کنند. همچنین، داده‌ها نشان می‌دهند که گرایشی در جهت حذف پارامتر در هردو ساخت و به‌خصوص ساخت‌های تشبیهی وجود دارد.

similative and equative constructions in lori silakhori dialect

the present study investigated the effects of bilingualism and autism spectrum disorder (asd) on children’s abilities to narrate a story. to this aim, the stories narrated by monolingual and bilingual kurdish-persian-speaking children with and without asd were compared. they were given a set of 3 picture cards depicting a scenario and were asked to sequence the cards and tell a story. then, their language productions (number of utterances and total number of words), macrostructures (appropriate sequencing of events, number of events mentioned, and coherence), and microstructures (character introductions, maintenance of referential terms, use of grammatical gender, and use of connectives) were measured. the findings showed that the bilinguals produced more utterances compared to the monolinguals despite having marginally lower receptive vocabulary scores in persian. also, the typically-developing children provided more coherent narratives. no significant differences were found in their microstructures. there were no decrements in the narratives of the monolingual and bilingual children with and without asd. in fact, an increased number of utterances were found in the bilinguals’ narratives. the current findings suggested that bilingualism does not negatively affect narrative skills in children with asd.keywords: autism spectrum disorder (asd), bilingualism, narrative, microstructure, macrostructure introductionrecent studies have demonstrated that bilingually-exposed children with asd do not present additional language delays compared with monolingual children with asd (drysdale et al., 2015). however, most evidence on language development in bilingually-exposed children with asd to date has been related to the early stages of language development prior to age 6 by using standardized measures, but we know very little about more sophisticated aspects of language use, i.e., discourse and narrative. in the present study, short narratives produced by 4 groups of school-age children, i.e., bilingual and monolingual children with asd and bilingual and monolingual typically-developing children in a picture-sequencing task, were compared. creating a narrative requires coordination of multiple levels of language. the broadest level, which is called macrostructure, refers to the global coherence of narratives. conversely, microstructure is defined by smaller linguistic levels, i.e., anaphoric reference and use of connectives, which are necessary for maintaining local cohesion throughout the narrative (hickmann, 1995). therefore, the analysis of narratives allows for the study of a diverse range of language skills, some of which may be impacted by being bilingual and/or having an asd.materials and methodsthe current study was a descriptive-analytical, quantitative, and empirical research. the statistical population of this study consisted of 7-9-year-old monolingual and bilingual children with and without asd. from among the 4 groups of bilingual and monolingual children with and without asd, 20 boys with an average age of 8 years and 1 month participated as the research sample. the children with asd were selected based on some predefined criteria. the bilingual asd children’s mother tongue was kalhori kurdish and their second language was persian. they were speaking both languages at home and school. the monolingual persian-speaking children were also selected from the same centers. according to their parents’ reports, these children spoke persian in the home environment. the normal bilingual children were randomly selected from a public school in the city of eyvan. these children also used both kurdish and persian languages in home and school settings. the bilingual normal children were selected via purposeful sampling from the public school in the mentioned city. these children only spoke persian in home and school settings. their nonverbal iqs (nviqs) were assessed by using the leiter-r (roid & miller, 1997) and only those with a score of greater than 80 were included in the study. the children with asd had a clinical diagnosis from licensed clinicians or multidisciplinary groups of specialists from health care institutions. to confirm asd symptomatology, a social communication questionnaire (scq) (rutter et al., 2003) was administered. the 4 groups of children did not differ significantly in age, nviq, and maternal education (as a proxy for ses). also, the monolinguals and bilinguals with asd did not differ significantly in their autism symptoms. the procedure of performing the study was giving 3 sets of images that portrayed a scene, for example, a girl baking a cake or constructing a sand castle on the beach (3 cards for each set), to each of the subjects at home or in a silent room at the rehabilitation center. the children were asked to put the cards in the logical order and then tell a story according to that arrangement. narrations of the stories were videotaped for later analysis. two other researchers, both of whom were bilingual, witnessed the stories narrated by them as well. the numbers of utterances and words in the stories were calculated as the quantitative scale of language production. an adapted version of the nss (narrative scoring scheme), as well as an assessment tool for narratives (miller et al., 2003), was utilized to analyze the macro- and micro-structures. 25% of the data (12 picture sequences: 3 sequences for each group of 4 participants) were double-coded by the first and second authors.