Cognitive Study of Image Schemata in Elementary School Persian Textbooks

Babasalari, Zahra; Zandi, Bahman; Rowshan, Belgheys; GhasempourMoghadam, Hosein

Cognitive Study of Image Schemata in Elementary School Persian Textbooks

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Abstract

The present research aims to examine the image schemata in elementary school Persian textbooks within the framework of cognitive linguistics. Image schemata are of the basic arguments in fields such as philosophy, psychology and linguistics. From the perspective of cognitive linguistics, the importance of image schemata as a part of language and thought is that rudimentary embodied concepts of this kind provide the conceptual building blocks for more complex concepts. This makes their study inevitable in fields such as education in general and educational materials in particular which are incorporated in language and thought The analysis is geared towards determining the basic image schemata -containment, path and force- by Johnson (1987) in elementary school Persian textbooks as one of the important materials. The method of this study is qualitative, quantitative and descriptive. The results show that despite the significant difference (p< 0/001) between their usage , all these three image schemata are used in the books and the rate of their occurrence, from more to less, is containment (%58.5), path (%25.5) and force (%16) image schemata respectively. There is a difference between the rate of non-image schematic (%81.6) and image schematic sentences (%18.4), with significant difference of p< 0/01. Containment image schema gets used in the early stages in which the child has little information about concepts, and The use of this schema is gradually decreased. In the end, as the child grows older, his cognitive features also develop, so the usage of path and force schemata becomes a necessity for understanding more complex concepts.

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