---

The purpose of this study is to investigate the behavior of Farsi multiple interrogatives from the perspective of Superiority Effect (SE). Adopting the Minimalist Program (MP) approach, the presented research and the suggested analysis provides a critique of some extant studies on wh-movement in Farsi Multiple interrogatives and the effect of SE on this type of movement. In contrast to Bošković's (1999) view that Focus Languages do not demonstrate SE, this study shows that Multiple Interrogatives in Farsi, a focus language, indeed demonstrate SE. With this purpose and adopting a descriptive design, in the present study, sample multiple interrogative sentences in Farsi were collected from two sources. The first was previously valid multiple interrogatives studies and the second was the samples that the researcher fabricated for the purpose of analysis. The reliability of the data from the first source is followed from the reliability of the source studies. The reliability of the data from the second source was established by the researcher’s linguistic intuition as a native speaker of Farsi. The data were then analyzed according to the Minimalist Program, and in particular, in terms of wh-movement and SE on this type of movement. The results revealed that unlike previous studies (e.g., Kahnemuyipour, 2001) that fail to explain SE violation cases in Farsi and rules out some varieties of multiple interrogative constructions in Farsi in terms cases of Superiority Condition Violation (SUV), to resolve the problem, a syntactic license was proposed to explain SUV in wh-movement in Farsi multiple interrogatives.
 

---

This survey is dedicated to the study of Persian reactive tokens. Reactive tokens are short utterances such as “hmm”, “mm”, and alike, which are produced by the listener when he/she is listening. They do not require answers on the part of the speakers and they do not cause changing of the turn. Reactive tokens influence the success of the ongoing conversation. Their importance is understood in their absence. If they are used improperly, the conversation is disturbed. Without considering these tokens, we will ignore the important features of conversations. To our knowledge, no research has so far examined these token. In the corpus of this research, 960 tokens are transcribed in all the conversations, including face to face and telephone conversations, and studied in conversational analysis framework. Furthermore, super-segmental features and the degrees of reactive tokens’ influences are explored. The results showed that reactive tokens have different meaning in different context and we can consider a canonical and a non-canonical meaning for them. Also a spectrum for the degree of their influence is presented. The aim of this study is discovering the meanings and function of reactive tokens and some factors influencing their meaning in the conversations.

---

integrative and instrumental motivation as well as Ideal self and Ought-to self on the motivation and success of language learners, the present study has investigated these issues among the learners in Persian language. For this purpose, 20 Korean and Chinese students (10 Chinese and 10 Korean students) were selected from the Persian language teaching center of Ferdowsi University of Mashhad. Thus, the statistical sample of the study consisted of 20 Persian-Chinese students and Korean men and women (8 men and 12 women) who were in the age group of 18 to 30 years and in the academic year 2016-2017.
It is also worth mentioning that these Persian students have reached an advanced stage in this center, from the introductory course of Persian language. The Farsi students responded to a 36-item questionnaire based on the Dornyei Motivational Questionnaire (2010). Finally, the data were analyzed using SPSS software. six hypotheses were proposed and we used statistical tests to examine the hypotheses. First, the normality of the research variables was examined and the results showed that these variables have a normal distribution. Therefore, as mentioned, in the next step, we examined the research hypotheses. The results of the study showed that there is a significant difference between Ought-to selves of Korean learners and Chinese or Japanese tutors. However, there is no meaningful difference between Ought-to selves of Japanese and Chinese learners. There was a significant difference between Korean, Chinese and Japanese Ideal selves. In addition, there was no significant difference between the Chinese, Korean, and Japanese learners’ promotional instrumental motivations. While there was a significant difference between preventive instrumental motivation of Japanese learners and Chinese or Korean ones. And there was no significant difference between Chinese and Korean. The results of the research suggest that there is a significant difference between integrative motivation of the Chinese, Korean and Japanese learners. There was no meaningful relationship between integrative motivation of Chinese, Korean and Japanese students and their Ideal selves. There was a significant negative correlation between ought-to self and preventive instrumental motivating of Korean students, while there was no significant relationship between these two variables in Japanese and Chinese students.
In addition, a comparison of the meanings of all four motivational factors in these two groups of Persian-learners showed that, in general, in these two groups of Persian-learners, the Preventing Instrumental motivation was with the highest average, and the Ought-to self motivation has the lowest average. Also, the comparison between the motivational factors of Ideal self and Ought-to self indicates that in these two groups of Persian-learners, the Ideal self factor is stronger than Ought-to self. Comparison between the motivational factors of integration and instrumentation also showed that the Preventing motivational factor is stronger than the integrative factor and the integrative factor is stronger than the promotional instrumental factor.
Finally, it should be noted that the present study focuses only on Chinese and Korean Persian learners; for this reason, it is suggested that in future studies, Persian learners of other languages be examined. In addition, it is suggested that other motivational factors related to second language learning regarding non-Iranian learners of Persian, be examined separately and compared with each other. In this case, how to teach and use educational resources can be planned according to the type of related motivation.
 
 

---

Prepositions, as a group of frequent and important grammatical words, play an important role in many languages, including Persian. The aim of the present study is to examine the polysemy of the preposition “bellow” within the framework of Cognitive Linguistics approach and based on two theories of Principled Polysemy (Tyler and Evans, 2001, 2003) and Image Schemas (Johnson, 1987). The research data includes a set of Persian sentences and phrases containing the preposition “bellow” that were extracted from the Hamshahri corpus (second edition). In addition to this corpus, two dictionaries, Dehkhoda and Moein, were also used. The results of the research show that the preposition "bellow" in its primary and prototype meaning expresses a situation in which an object (trajector) is located in a lower position than another object (landmark) in terms of spatial position in the vertical direction, between which there may or may not be a distance and one may or may not cover the other. In addition, "bellow" also has three meanings: "less", "dominance and control", and "influenceability", which are the result of a metaphorical expansion of the prototype meaning.

1. Introduction
The number of prepositions is usually very small in different languages of the world, but they play a very important role in the language, because they are both high in frequency and play a key role in the formation of many linguistic phrases and sentences. Cognitive study of prepositions of place domain, which is one of the most important and primary cognitive areas, can be an important approach in understanding cognitive meanings and metaphors derived from it.
The aim of the present study is to examine the polysemy of the preposition “bellow” in Persian within the framework of Cognitive Linguistics and based on the theory of Image Schemas and Principled Polysemy. The research data, which include various uses of this preposition in real texts, were extracted from two dictionaries Dehkhoda and Moein, as well as from the Hamshahri corpus.
In this study, the main question is: What is the semantic network of the preposition "bellow" in Persian?

2. Literature Review
Most research on prepositional ambiguity from a cognitive linguistics perspective has been influenced by Tyler and Evans' (2003) research in this field. For example, Tyler et al. (2011) conducted an experimental study to investigate the effect of the Cognitive Semantic approach in teaching the three prepositions to, for, and at. After comparing the results of the pre-test and post-test, they found that the scores of advanced English learners increased significantly as a result of teaching the aforementioned prepositions based on the polysemy network and cognitive linguistics findings.
Brenda (2014) analyzed the polysemy of prepositions by analyzing 417 sentences from spoken and written English, 162 of which contained the preposition over. After analyzing the syntactic and semantic aspects of over, she concluded that, contrary to the opinion of some researchers, the preposition cannot be considered an empty word without meaning, but rather it should be considered a morphological-lexical unit. By examining the polysemy of over based on the model proposed by Tyler and Evans (2003), Brenda showed that most of the meanings of this preposition are the result of the expansion of its initial and prototypical meanings, which are often spatial and geometric.

3. Methodology
This research is considered a corpus study in terms of data collection method and its data were collected from the Hamshahri corpus (second edition) as well as the Dehkhoda, Moein and Sokhan dictionaries. In terms of analysis method, it is a descriptive-analytical type that is carried out within the framework of Cognitive Semantics and based on the theories of Principled Polysemy (Taylor and Evans, 2001, 2003) and Image Schemas (Johnson, 1987). In order to collect data, the word “bellow” was searched in the Hamshahri corpus and among the cases found, those that were used as prepositions were selected as research data. Then, based on the mentioned theories, different meanings of this preposition, including the central meaning (or prototype) and marginal meanings, were discovered.

4. Results
The results of the study indicate that the preposition “bellow” in its primary and prototype meaning expresses a situation in which an object (trajector) is located in a lower position than another object (landmark) in terms of spatial position in the vertical direction, between which there may or may not be a distance and one may or may not cover the other. In addition to this prototype meaning, the preposition “bellow” also has three meanings “lesser”, “dominance and control”, and “influenceability”, which are considered metaphorical extensions of the prototype meaning. As Bratož (2014) points out, the abstract meanings of prepositions are often extensions of their spatial meanings and, as a result, are unpredictable and arbitrary, but are systematically related to each other.
The concept of “lesser” is related to the metaphor “lesser is lower”, and thus the spatial preposition bellow refers to the concept of being less. The meaning of "dominance and control" is also the result of a metaphorical expansion of the prototype meaning and refers to domination and control over something that is under something else. The meaning of "influence" is also the result of a metaphorical expansion of the prortotype meaning and conveys being under the influence and being influenced by something upstream. In this way, the systematic relationship of these marginal meanings with the meaning of the prototype becomes clear.