نیای رستم کیست؟ کشف هویت سرسلسله دودمان سام برپایه زبان‌شناسی تاریخی تطبیقی

از الفاظ مبهم ومورد اختلاف شاهنامه، واژه «کریمان» است که در دو بیت شاهنامه، در مقام نیای رستم آمده ‌است. ادبای معاصر، متاثر از محمد معین، کریمان را جمع کریم و فرهنگ‌نویسان، کاتبان، حماسه‌سرایان و زبان‌شناسان آن را نام خاص دانسته‌اند، ولی در تبیین ریشه واژه ناموفق بوده‌اند. این جستار با روش ریشه‌شناسی ‌درزمانی و زبان‌شناسی ‌تطبیقی، اشکال تاریخی واژه (کارفرمان، کهرمان و قهرمان) را در تطبیق با موارد مشابه در منابع رسمی و عامیانه زبان‌های فارسی، ترکی، کردی و عربی بررسی کرده ‌است. شکل کهن واژه، «کارفرمان»، به‌معنای گماشته دیوانی در اموری مثل خزانه (گنجوری) و در کاربرد نظامی، به‌معنای گماشته شاه در اداره سپاه بوده، به‌همین جهت، به پهلوانان سیستانی، و به‌طور خاص، به نیای رستم منتسب شده است. معنای مجازی شجاعت نیز از همین کاربرد ناشی‌شده، در شکل معرب لغت («قهرمان») به‌کار رفته است. فردوسی نیز، صورت‌ اسم خاص این لغت را به‌عنوان نام نیای رستم ذکر کرده، برای اقتفای نریمان، «کهرمان» را به‌شکل «کریمان» تغییر داده است. بازسازی داستان این شخصیت در چرخه حماسه‌های سیستان، رابطه وی با هوشنگ‌شاه که در منابع سیستانی، سومین شاه‌ ایران بود، روشن کرد و معمای انتساب کریمان به هوشنگ و سومین خسرو خواندن او نیز حل شد.

who is rostam's ancestor? identification of the ancestor of the sam dynasty based on historical-comparative linguistics

autonomy and self-learning are concepts that have regained value and meaning in modern methods of foreign language teaching. the purpose of this study is to investigate how language learners can be encouraged  to gain autonomy in learning and self-learning skills in a french language classroom. to provide a solution in this regard, we first need to answer the question, what is the basic difference between self-taught and non-self-taught language learners? our hypothesis is that self-taught learners naturally have higher knowledge-skills, knowledge-learning skills and higher life experience than others. in order to compare the abilities of self-taught and non-self-taught learners in applying cognitive and metacognitive strategies, we published a call and asked 35 learners who had learned french completely or partially on their own to answer two questionnaires about using cognitive and metacognitive strategies. these two questionnaires are taken from politzer, mcgroarty and willing. at the same time, 35 people who had not been self-taught in any course of learning french were asked to answer the above two questionnaires. the results of this study, which was presented as a descriptive statistic, show that learners use both strategies they have higher abilities. as a result, it should be said that autonomy and all cognitive and metacognitive strategies, although they may exist naturally in all individuals, but their emergence from potential to actual in most cases is not spontaneous and requires educational support. introductionterms such as independence, self-learning and self-management found a special place in the history of foreign language education in the 1970s. in the current era, language sciences give their place to communication and the theoretical models of communication skills act as a reference in defining new teaching and learning methods. the learning process is no longer considered an unknown thing; concepts such as strategy or teaching and learning strategies have gained a new life and efforts are being made to understand and define the learning process beyond the concept of strategy.the presence of media, internet and virtual networks has undoubtedly caused the increasing access of people to foreign languages ​​and many obstacles to learning foreign languages ​​have disappeared. however, the new issue that is raised today despite the advancement of technology is the issue of self-learning, which unlike the past has taken a new approach and is addressed as an ability to learn. in other words, new educational methods seek to create a link between learning and the independence of the learner in learning. in communicative approach as well as in the action-oriented approach which is based on the constructivist learning theory and has a psychological approach as well as an interactive-social approach in language teaching, the role of language learner is a central and the language learner must take responsibility for his own learning. meanwhile, the role of teacher has also undergone changes; in other words, the professor in the foreign language class is no longer omniscient and plays the role of a guide alongside the student. in this research, we intend to examine concepts such as independence in learning and the role of self-learning in modern educational approaches. our purpose of conducting this research is to answer the question of how to help the learners to have independence in learning and to have self-learning skills in the french language teaching class. to provide a solution in this field, we first need to answer the question, what is the difference between self-directed and non-self-directed language learners? our hypothesis in this research is that autonomous learners naturally have higher interpersonal skills, learning skills and lived experience than others. these skills are one of the most obvious manifestations of a language learner’s identity, which are directly linked to their personality factors.