Review of Persian books of the first secondary school based on the visual schema theory of cognitive semantics

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1 Department of Persian Language and LiteratureEducation, Farhangian University, PO Box 889-14665, Tehran, Iran

2 Farhangian University, Iran, Tehran, Shahid Mofat Shahr. Campus

3 .

Abstract

Cognitive linguistics is a growing and influential perspective on the nature of language, mind, and their relationship to socio-physical experience. "Image schema" is the result of embodied experiences and is formed in the mind, enabling humans to understand complex and abstract concepts. The necessity of the issue led to this research, which aims to examine, explain, and decode how abstract concepts are expressed through image schemas in the Persian language and their application in textbooks. The goal is to identify image schemas in the texts of Persian language textbooks for middle school from the perspective of Johnson's cognitive linguistics. This research is qualitative with a descriptive-analytical method, the unit of analysis is the "sentence," and the data was extracted through document analysis. The statistical population of the research is the sentences of Persian language textbooks for middle school, which includes 775 sentences with volume schemas, 511 sentences with movement schemas, and 648 sentences with force schemas.The findings of the research indicate that, of all the sentences with schemas, the most frequent use of schemas in middle school Persian textbooks is, in order, volume, force, and movement. The highest number of volume schemas is in seventh-grade Persian, the highest number of force schemas is in ninth-grade Persian, and the highest frequency of movement schemas is in seventh-grade Persian. The presence of image schemas indicates that the authors of Persian textbooks have paid special attention to a better understanding of the content, the growth of creativity, and abstract thinking in students.

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