2nd Conference on Interdisciplinary Approaches to ...

2nd Conference on

Interdisciplinary Approaches to Language Teaching, Literature and Translation Studies

‫ﺩوﻣﯿﻦ ﻫﻤﺎﯾﺶ ﺭوﯾﮑﺮﺩﻫﺎی‬ ‫ ﺍﺩﺑﯿﺎﺕ‬،‫ﻣﯿﺎﻥﺭﺷﺘﻪﺍی ﺑﻪ ﺁﻣﻮﺯﺵ ﺯﺑﺎﻥ‬ ‫و ﻣﻄﺎﻟﻌﺎﺕ ﺗﺮﺟﻤﻪ‬

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Selected Papers of 2nd Conference on Interdisciplinary Approaches to Language Teaching, Literature and Translation Studies

Edited by

Masood Khoshsaligheh

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© Masood Khoshsaligheh 2015 Editor: Production Assistants:

Cover Designer: Affiliation: Publisher:

Masood Khoshsaligheh Abdullah Nowruzy Sareh Keyvan Saeed Ameri Mahboubeh Moghaddas Elmira Soleymani Rad Amir Esfandiar Mehrabi Mostafa Pourali Ferdowsi University of Mashhad Khate Sefid


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2nd Conference on Interdisciplinary Approaches to Language Teaching, Literature and Translation Studies (LTLTS2-IA)

Tuesday & Wednesday, 6-7 October 2015

Organized by

Department of English Langauge and Literature Faculty of Letters and Humanities

Ferdowsi University of Mashhad


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Acknowledgements Many people helped in planning and organizing this conference and I am enormously thankful for their help, no matter how large or small their contribution. Special thanks are due to the steering committee who facilitated making difficult decisions and helped map out the general outline for this event. I am especially grateful to Dr. Mohammad Reza Hashemi, Vice-President for Academic Affairs at Ferdowsi University of Mashhad, and Dr. Reza Pishghadam, Vice-Dean for Research at the Faculty of Letters and Humanities and the chair of the first of conference in 2012. I am also extremely grateful to the all the members of the scientific committee, particularly the faculty members of the Department of English Language and Literature at Ferdowsi University of Mashhad for all their expert opinions, scholarly advice and support without which the conference would have been impossible; in this regard, I am sincerely grateful to the Dr. Behzad Ghonsooly, Head of the Language Teaching Subcommittee, Dr. Ali Khazaee Farid, Head of the Translation Studies Subcommittee, and Dr. Mahmood Reza Ghorban Sabbagh, Head of the Literature Subcommittee, and Dr. Mohammad Rahim Rahnama, Head of the Interdisciplinary Subcommittee and Dean of the faculty. I also appreciate all the kind help, constant assistance and constructive feedback from many of my graduate students who made the challenging task of organizing this event endurably easier. Recognition should go to the members of the executive committee, Abdullah Nowruzy, Mohammad Zabetnia, Sareh Keyvan, Saeed Ameri, Mahboubeh Moghaddas and Elmira Soleymani Rad for the great amount of time and energy they have spent on this project. Further thanks are due to Faculty of Letters and Humanities, Ferdowsi University of Mashhad for hosting this conference as well as the sponsors of this event whose financial support in parts helped the better organization of this conference. Finally, on behalf of the members of the organizing committees, I would like to express sincere gratitude to the keynote and featured speakers, workshop presenters, panelists and other participants, whose contribution to this conference certainly promoted interdisciplinarity in researching diverse language-related problems.


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About LTLTS2-IA Following the success of the first conference on interdisciplinary approaches to language learning and teaching in 2012, and having realized the necessity to address a wider scope of inquiry, the Department of English Language and Literature at Ferdowsi University of Mashhad decided to organize the 2nd Conference on Interdisciplinary Approaches to Language Teaching, Literature and Translation Studies (LTLTS2-IA). The two-day event was scheduled to be held on Tuesday and Wednesday, 6-7 October 2015 in Faculty of Letters and Humanities, FUM. Cross-cultural use of language in multimodal forms is a dynamic phenomenon which involves diverse challenges in relation to various environments. As traditionally-envisioned scholarly boundaries do not seem to fully serve the present-day requirements, the principal aim of this conference was to promote interdisciplinary research activities by encouraging prospective participants to move beyond discipline-specific approaches and take advantage of methodological and conceptual frameworks which could help facilitate addressing common problems. LTLTS2-IA welcomed contributions which were inspired by interdisciplinarity and had employed frameworks and approaches of two or more disciplines and had modified them so that they were better suited to certain language-related problems. This event had the privilege of receiving an overwhelming number of presentation proposals from scholars from a wide spectrum of disciplines both in English and Persian. Having regrettably the limitation of accepting less than twenty percent of the proposals, the conference had the opportunity to review and select from among the contributions of scholars from varied fields of study and academic backgrounds such as political sciences, futures studies, psychology, area studies, information sciences, medicine, history, management, as well as more expected fields like literature, linguistics, education, translation and intercultural studies. As the abstracts in the book show, the research reports cover a wide spectrum of diverse problems across one or several languages including Persian, Arabic, Armenian, Urdu, German, French, and English. In addition, the event witnessed interesting research which resulted from the collaboration of junior and senior scholars from different fields on a common problem.

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The general purpose of this biannual conference series is both to further apply language research findings to improve the quality of life in the Iranian and international context as well as to build the capacity for theoretical advancement and contribution to human knowledge by investigating language-related issues from multiple perspectives and using various tools and frameworks in an interdisciplinary environment in our increasingly dynamic and changing world. As this event was not without its limitations, it is hoped that the third conference, drawing on the experiences of the first two and feedback of the participants, would yield more substantial and fruitful results.

Masood Khoshsaligheh LTLTS2-IA Conference Chair Ferdowsi University of Mashhad


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Committees


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Steering Committee Mohammad Reza Hashemi  Associate Professor in Translation Studies  Vice-President for Academic Affairs, Ferdowsi University of Mashhad (FUM) Mohammad Rahim Rahnama  Associate Professor in Geography and Area Studies  Dean, Faculty of Letters and Humanities, FUM  Head of Interdisciplinary Subcommittee Reza Pishghadam  Full Professor in Language Education, FUM  Vice-Dean for Research, Faculty of Letters and Humanities, FUM Behzad Ghonsooly  Full Professor in Applied Linguistics, FUM  Head of Language Teaching Subcommittee Ali Khazaee Farid  Associate Professor in Translation Studies, FUM  Head of Translation Studies Subcommittee Mahmood Reza Ghorban Sabbagh  Assistant Professor in English Literature  Head of the Department of English Language and Literature, FUM  Head of English Literature Subcommittee, FUM Masood Khoshsaligheh  Assistant Professor in Translation Studies, FUM  LTLTS2-IA Conference Chair

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Scientific Committee

Interdisciplinary Subcommittee                

Hamid Reza Aghamohammadian (Clinical Psychology, FUM) Amir Amin Yazdi (Educational Psychology, FUM) Mohammad Reza Farsian (French Literature, FUM) Mahmood Fotoohi Rudmajani (Persian Literature, FUM) Amin Hosseini Seno (Computers and Distance Learning, FUM) Mohamad Taghi Imanpour (History, FUM) Maryam Jalali (Children’s Literature, Shahid Beheshti University) Hosein Ali Mostafavi Gero (Russian Language, FUM) Mohsen Noghani (Sociology, FUM) Mahdokht Pourkhaleghi Chatroudi (Persian Literature, FUM) Mohamad Rahim Rahnama (Geography and Area Studies, FUM) Hosein Seyedi (Arabic Language and Literature, FUM) Bakhtiar Shabani Varaki (Philosophy of Education, FUM) Shahla Sharifi (Cognitive Linguistics, FUM) Kazem Tabatabaeipour (Koranic Studies, FUM) Jafar Taheri (Islamic Architecture, FUM)

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Language Teaching Subcommittee                    

Mohammad Ali Akbari (Ilam University) Hamid Ashraf (Islamic Azad University) Mahmood Reza Atai (Kharazmi University) Pouria Baghaei (Islamic Azad University) Sasan Baleghizadeh (Shahid Beheshti University) Azar Husseini Fatemi (Ferdowsi University of Mashhad) Zargham Ghabanchi (Ferdowsi University of Mashhad) Maryam Golkar (Ferdowsi University of Mashhad) Mohammad Ghazanfari (Ferdowsi University of Mashhad) Behzad Ghonsooly (Ferdowsi University of Mashhad) Tahereh Ghorbannezhad (Ferdowsi University of Mashhad) Alireza Jalilifar (Shahid Chamran University of Ahvaz) Khalil Motallebzadeh (Islamic Azad University) Reza Pishghadam (Ferdowsi University of Mashhad) Abbas Ali Rezaee (University of Tehran) Mehdi Riazi (Macquarie University) Hesamodin Shahriari (Ferdowsi University of Mashhad) Rahman Sahragard (Shiraz University) Brian Street (King's College London) Zia Tajedin (Allameh Tabataba’i University)

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English Literature Subcommittee             

Mohammad Anoosheh (University of Yazd) Ali Reza Anushiravani (Shiraz University) Rajabali Askarzadeh Torghabeh (Ferdowsi University of Mashhad) Michael Burke (Utrecht University) Azra Ghandeharion (Ferdowsi University of Mashhad) Mahmood Reza Ghorban Sabbagh (Ferdowsi University of Mashhad) Christopher Larkosh (University of Massachusetts Dartmouth) Mohammed Marandi (University of Tehran) Amir Ali Nojoumian (Shahid Beheshti University) Farideh Pourgiv (Shiraz University) Zohreh Ramin (University of Tehran) Vahideh Seiedi (Ferdowsi University of Mashhad) Zohreh Taebi (Ferdowsi University of Mashhad)

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Translation Studies Subcommittee             

Mona Baker (University of Manchester) Farzaneh Farahzad (Allameh Tabataba’i University) Edwin Gentzler (University of Massachusetts Amherst) Khalil Ghazizadeh (Ferdowsi University of Mashhad) Sue-Ann Harding (Hamad bin Khalifa University) Mohammad Reza Hashemi (Ferdowsi University of Mashhad) Basil Hatim (American University of Sharjeh) Ali Khazaee Farid (Ferdowsi University of Mashhad) Masood Khoshsaligheh (Ferdowsi University of Mashhad) Hussein Mollanazar (Allameh Tabataba’i University) Christiane Nord (University of the Free State) Masoud Sharififar (Shahid Bahonar University of Kerman) Helia Vaezian (University of New Mexico)

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Executive Committee        

Masood Khoshsaligheh (Conference Chair) Abdullah Nowruzy (Managing Officer) Mohammad Zabetnia (Executive Officer) Sareh Keyvan (Executive Assitant) Saeed Ameri (Executive Assistant) Mahboubeh Moghaddas (Executive Assistant) Elmira Soleymani Rad (Executive Assistant) Atousa Tavakoli (Executive Assistant)


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Table of Content

Part I: Papers in English 1

Discursive Psychology in Language Education: Cases of Home Culture Attachment and World Englishes

1 2

Reza Pishghadam and Seyyedeh Mina Hamedi 2

Entrepreneurial Capabilities in English Language Students

13

Azam Naserpour, Mehrdad Naserpour and Nader Naserpour 3

Ecolinguistics and Ecological Approaches to: L1 and L2 Learning and Socialization

22

Elkhas Veysi 4

The Relationship between Emotional Intelligence and Teachers' Self-Efficacy in EFL Context: A Distinctive Feature

31

Folora Mahmood Pashazadeh and Parviz Alavinia 5

Creativity and its Relationship with Teachers’ Job Satisfaction Mahboubeh Salehi, Ali Mohammad Fazilatfar and Narges Rashidi

42

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6


Metacultural Competence: A Benchmark for Advances in Applied ELT?

52

Mahdi Noshadi and Ali Dabbagh 7

Ecocritical Reading in Pablo Neruda’s Selected Poems

63

Goltaj David Khosravi and Roohollah Reesi Sistani 8

Gender Marginality in Sandra Cisneros’ The House on Mango Street

75

Fazel Asadi Amjad and Fariba NoorBakhsh 9

A Structuralist Analysis of the Self in Yeats's Poetic Langue

83

Mossayyeb Ramezani 10

Psychological Disorder in Subversion of Master/Slave Hierarchy: The Case of Doris Lessing’s The Grass Is Singing

93

Sayyed Rahim Moosavinia and Zahra Mirkarimpour 11

London or Londinium: Ian McEwan’s Saturday

103

Motahareh Sadat Peyambarpour 12

The Bell Jar: A Study in Characterization, Figure, and Ground

113

Mahmoud Reza Ghorban Sabbagh and Fahimeh Bozorgian 13

Translation from Arabic into Persian and Vice Versa, from the Seventh to the Twelfth Century Louis Jolicoeur and Seyedeh Bentolhoda Amini

123

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14


Translation in Women’s Journals after the Constitutional Revolution in Iran

132

Farzaneh Farahzad, Zeinab Amiri and Fatemeh Javadi 15

On the Relationship between Creative problem solving, Strategic thinking and English to Persian Translation Ability of Translation Students

145

Behzad Ghonsooly, Zargham Ghapanchi and Kamran Omidi 16

Comparison of Two Web-based Translation Machines in Translating Scientific-Technical Texts Based on EuroMatrix Model

157

Masoud Sharififar and Saeed Moradi 17

The Concept of Meta-theatre in Edward Albee’s: The Sandbox and The Zoo Story

166

Rajabali Askarzadeh Torghabeh and Nasrin Nezamdoost 18

Construction of Otherness in the CBS’s Sitcom, The Big Bang Theory

176

Sirous Amerian and Behrooz Marzban 19

Use of Rubrics and the Autonomy Level of Iranian EFL Learners

185

Khalil Motallebzadeh and Qotboddin Jan-nesar M. 20

Didactic Translation Instruction: A Tool to Control Translation Difficulty in Translation Practice Courses Sasan Fasaiian and Farzaneh Farahzad

195

‫ﺩوﻣﯿﻦ ﻫﻤﺎﯾﺶ ﺭوﯾﮑﺮﺩﻫﺎی‬ ‫ﻣﯿﺎﻥﺭﺷﺘﻪﺍی ﺑﻪ ﺁﻣﻮﺯﺵ ﺯﺑﺎﻥ‪ ،‬ﺍﺩﺑﯿﺎﺕ‬ ‫و ﻣﻄﺎﻟﻌﺎﺕ ﺗﺮﺟﻤﻪ ‪ ‬‬

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‫‪ Interdisciplinary Approaches to‬‬ ‫‪Language Teaching, Literature‬‬ ‫‪ and Translation Studies‬‬

‫‪Part II: Papers in Persian‬‬

‫ﺑﺨﺶ دوم‪ :‬ﻣﻘﺎﻻت ﻓﺎرﺳﻲ‬ ‫‪21‬‬

‫دﻻﻳﻞ ﺳﺮﻗﺖﻋﻠﻤﻲ ﺗﻮﺳﻂ داﻧﺸﺠﻮﻳﺎن ﺗﺤﺼﻴﻼت ﺗﻜﻤﻴﻠﻲ رﺷﺘﻪﻫﺎي زﺑﺎن ﻫﺎي ﺧﺎرﺟﻲ‬

‫‪210‬‬

‫ﻣﺴﻌﻮد ﺧﻮش ﺳﻠﻴﻘﻪ‪ ،‬ﺳﺎره ﻛﻴﻮان و ﻣﻴﻼد ﻣﻬﺪﻳﺰادﺧﺎﻧﻲ‬ ‫‪22‬‬

‫ﻛﺎرﻛﺮدﻫﺎي دو ﻋﺒﺎرت »ﻣﺰاﺣﻢ )ﺑﻮدن‪ ،‬ﺷﺪن(« و » )ﺑﻲ( زﺣﻤﺖ )دادن‪ ،‬ﻛﺸﻴﺪن‪،‬‬

‫‪221‬‬

‫اﻓﺘﺎدن‪ ،‬ﺷﺪن(« ﺑﺮ اﺳﺎس ﻧﻈﺮﻳﻪ ادب در زﺑﺎن ﻓﺎرﺳﻲ‬

‫ﻣﻌﺼﻮﻣﻪ ﺧﺪاﻳﻲ ﻣﻘﺪم‪ ،‬ﻣﺤﻤﻮد اﻟﻴﺎﺳﻲ و ﺷﻬﻼ ﺷﺮﻳﻔﻲ‬ ‫‪23‬‬

‫ﺑﺮرﺳﻲ ﻧﺤﻮه ﺑﻪﻛﺎرﮔﻴﺮي اﻓﻌﺎل در ﻛﺘﺎبﻫﺎي داﺳﺘﺎن ﺗﺄﻟﻴﻔﻲ ﮔﺮوه ﺳﻨﻲ »اﻟﻒ« و »ب«‬

‫‪233‬‬

‫رﺿﺎ ﻋﺒﺪي و ﺳﺎرا زﻳﻨﺎلزاده وﻓﺎ‬ ‫‪24‬‬

‫ﺑﺮرﺳﻲ ﻣﻴﺰان اﻧﻄﺒﺎق ﺑﺎﻫﻢآﻳﻲﻫﺎي ﻣﻮﺟﻮد در ﻗﺮآن ﻛﺮﻳﻢ و ﺗﺮﺟﻤﻪ آن‬

‫‪244‬‬

‫اﻟﻬﺎم اﺧﻼﻗﻲ و ﺳﻴﺪ ﺣﺴﻴﻦ ﺳﻴﺪي‬ ‫‪25‬‬

‫اﻫﻤﻴ‪‬ﺖ و ﺟﺎﻳﮕﺎه ﺷﺮاﻳﻂ اﻗﻠﻴﻤﻲ در زﺑﺎن ﻣﺒﺪأ و ﻣﻘﺼﺪ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﺗﺮﺟﻤﻪ از ﻋﺮﺑﻲ ﺑﻪ‬

‫‪255‬‬

‫ﻓﺎرﺳﻲ‬

‫ﻣﺤﻤﺪرﺿﺎ ﻋﺰﻳﺰي‬ ‫‪26‬‬

‫ﺗﺤﻠﻴﻞ ﻣﻘﺎﻳﺴﻪاي ﺗﺮﺟﻤﻪ ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎ از زﺑﺎن ﻓﺮاﻧﺴﻪ ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ و ﺑﺎﻟﻌﻜﺲ ﺑﺎ‬

‫‪265‬‬

‫روﻳﻜﺮد زﺑﺎﻧﺸﻨﺎﺧﺘﻲ‬

‫ﺻﺪﻳﻘﻪ ﺷﺮﻛﺖﻣﻘﺪم‬ ‫‪27‬‬

‫ﺗﺌﺎﺗﺮ‪ :‬اﺑﺰاري ﻧﻮﻳﻦ در ﻳﺎدﮔﻴﺮي زﺑﺎن دوم‬

‫زﻫﺮا ﺳﻌﺎدت ﻧﮋاد و ﻧﮕﺎر ﻣﺰاري‬

‫‪ ‬‬

‫‪277‬‬


‫‪28‬‬



‫ﻧﮕﺎﻫﻲ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺧﺘﻲ ﺑﻪ ﺗﻐﻴﻴﺮ آواي ‪ /r/‬ﺗﻮﺳﻂ ﺑﻌﻀﻲ از ﮔﻮﻳﺸﻮران ﻓﺎرﺳﻲ زﺑﺎن‬

‫‪288‬‬

‫ﻧﺎزﻳﺘﺎ ﻋﻈﻴﻤﻲ ﻣﻴﺒﺪي و ﻃﺎﻫﺮه ﻣﺤﻤﺪﭘﻮر‬ ‫‪29‬‬

‫ﺑﺮرﺳﻲ ﺗﻄﺒﻴﻘﻲ ﺷﺎﺧﺺﻫﺎي اﻗﺘﺒﺎس در آﺛﺎر روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ و ﮔﺮد آﻓﺮﻳﺪ‬

‫‪297‬‬

‫ﻣﺮﻳﻢ ﺟﻼﻟﻲ و ﺣﺎﻧﻴﻪ اﻛﺒﺮﻧﻴﺎ‬ ‫‪30‬‬

‫ﺑﺮرﺳﻲ و ﻧﻘﺪ ﺗﺮاﺟﻢ اردوي ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ دﻫﻠﻮي‬

‫‪308‬‬

‫ﻋﻠﻲ ﻛﺎوﺳﻲ ﻧﮋاد‬ ‫‪31‬‬

‫ﻣﻘﺎﻳﺴﻪ ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن در ﻣﺘﻦ و ﻓﺮاﻣﺘﻦ‪ :‬ﻣﻮردﭘﮋوﻫﻲ زﺑﺎن آﻟﻤﺎﻧﻲ‬

‫‪318‬‬

‫ﻓﺮﺷﺘﻪ ﺑﻬﻤﻦ ﻧﮋاد و ﺳﻤﻴﺮا ﻛﻴﺎﻧﻲ‬ ‫‪32‬‬

‫ﺗﺎﺛﻴﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ارﻣﻨﻲ در ﻣﺴﻴﺤﻴﺎن اﻳﺮان ﺑﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ﻓﺎرﺳﻲ‬

‫‪331‬‬

‫ﭘﻮﻳﺎ ﺷﻬﺮﻳﺎري راد‬ ‫‪33‬‬

‫ﭼﻴﺴﺘﻲ زﺑﺎن ﻗﺮآن‬

‫‪340‬‬

‫ﺳﻴﺪ ﺣﺴﻴﻦ ﺳﻴﺪي‬ ‫‪34‬‬

‫روﻳﻜﺮدي ﻣﻌﻨﺎﺷﻨﺎﺳﺎﻧﻪ ﺑﻪ ﺗﺮﺟﻤﻪ اﺻﻄﻼﺣﺎت ﻋﻠﻤﻲ و ﺗﺄﺛﻴﺮ آن ﺑﺮ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت‪:‬‬

‫‪348‬‬

‫ﻣﻄﺎﻟﻌﻪ ﻣﻮردي ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ‬

‫ﺷﻌﻠﻪ ارﺳﻄﻮﭘﻮر و ﻓﺎﻃﻤﻪ اﺣﻤﺪي ﻧﺴﺐ‬ ‫‪35‬‬

‫واﻛﺎوي ﻧﻘﺶ »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« در ﺗﺮﺟﻤﻪي ﻣﺘﻮن ادﺑﻲ ﻓﺮﻫﻨﮓ‪-‬ﻣﺤﻮر‬

‫ﺑﺪرياﻟﺴﺎدات ﺳﻴﺪﺟﻼﻟﻲ و ﮔﻴﻠﻨﺎز ﻳﻮﺳﻔﻴﺎن‬

‫‪ ‬‬

‫‪361‬‬


‫‪36‬‬



‫ﺗﺤﻠﻴﻞﮔﻔﺘﻤﺎن ﺗﺤﻮل ﻣﻔﺎﻫﻴﻢ ﺑﺮآﻣﺪه از ﻣﻌﺮﻓﺖ ﻏﺮﺑﻲ درﻓﻘﻪ ﺳﻴﺎﺳﻲ دوره ﻣﺸﺮوﻃﻪ‬

‫‪371‬‬

‫ﭘﻴﻤﺎن زﻧﮕﻨﻪ و ﺳﻤﻴﻪ ﺣﻤﻴﺪي‬ ‫‪37‬‬

‫ﺑﺮرﺳﻲ ﺷﻴﻮه ﻫﺎي ﺗﺮﺟﻤﻪ در ﻣﺘﻮن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﺮ اﺳﺎس ﻓﺮﮔﺮد ﺳﻮم ﻧﺴﺨﻪ زﻧﺪ‬

‫‪382‬‬

‫وﻧﺪﻳﺪاد‬

‫ﻛﺘﺎﻳﻮن ﻧﻤﻴﺮاﻧﻴﺎن و ﺳﻤﻴﻪ اﺳﺪي‬ ‫‪38‬‬

‫ﺑﺮرﺳﻲ رﻋﺎﻳﺖ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه در ﺑﺮﮔﺮدان آﺳﻮﻣﻮار اﻣﻴﻞ زوﻻ ﺗﺮﺟﻤﻪ ﻓﺮﻫﺎد ﻏﺒﺮاﻳﻲ‬

‫‪391‬‬

‫ﻣﺤﻤﺪرﺿﺎ ﻓﺎرﺳﻴﺎن و ﻣﻪﺟﺒﻴﻦ آﻳﺘﻲ‬ ‫‪39‬‬

‫دو ﺗﺮﺟﻤﻪ ﺑﺎ ﭘﻨﺠﺎهﺳﺎل ﻓﺎﺻﻠﻪ‪ :‬ﻣﻘﺎﻳﺴﻪ ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ در دو ﺗﺮﺟﻤﻪ ﻛﻤﺪياﻟﻬﻲ داﻧﺘﻪ‬

‫زﻫﺮه ﺗﺎﺋﺒﻲ و ﺷﻬﺮزاد اﻣﻴﻨﻴﺎن‬

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Section I

Papers in English

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Discursive Psychology in Language Education: Cases of Home Culture Attachment and World Englishes Reza Pishghadam 1 Department of English Language and Literature, Ferdowsi University of Mashhad Seyyedeh Mina Hamedi Department of English Language and Literature, Ferdowsi University of Mashhad

Abstract. The present study aimed at investigating the underlying relationship between language and thought through the detailed qualitative analysis of interviews with 10 language teachers on issues pertaining to home culture attachment and world Englishes. As a result, being seriously challenged by the interviewer, significant alterations were noticed in the individual’s thoughts even to the point of producing contradictory ideas which highlighted the fact that language is more likely to shape thoughts in constructing reality. Conducting in-depth interviews, the very participants who had believed to be culturally attached to their home culture proved not only to be detached but also to assume a negative attitude about the application of their culture and the principles of world Englishes in their teaching methodology. Thus, the findings of the study seem to have further major implications for researchers to make rigorous empirical analysis of the record of natural interactions in place of the widespread use of interviews and surveys due to the tentative and inconsistent results they might produce. Keywords: language, thought, home culture attachment, world Englishes, empirical analysis

1. Introduction The relationship between language and cognition has long been one of the most controversial debates in the fields of linguistics and psychology. The question whether language shapes or is shaped by cognitive categories has been addressed differently by the test of time in the long run. In actual fact, in the 1970s, social psychologists (e.g., Gregen, 1973, 1989) criticized the very tenets of cognitive psychology by highlighting

1. Corresponding author. Email: [email protected]

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the role of language with the introduction of discursive psychology as a viable alternative to cognitive psychology. Discursive psychology was not only a turn to language in social sciences but also a discursive turn in social psychology which gave a fresh start to the study of the relation between language and cognition by emphasizing the leading role of language in the construction of social reality and subjectivity through the meticulous analysis of naturalistic material, everyday conversations, political interviews, and newspaper reports (Hollway, 1989). Indeed, all the acquired languages would have a great impact on our ways of thinking and using them (Llurda, 2004), and English language is of no exception as learning English may lead to crossing the boundaries of one’s home culture into a foreign culture and affecting one’s extent of cultural attachment (Pishghadam & Sadeghi, 2011a). To put it in simple terms, language teaching is culture teaching through which ideologies can be exchanged (Lessard-Clauston, 1997 as cited in Pishghadam & Sadeghi, 2011a); however, these exchanges are not necessarily promising since there is no guarantee that the two cultures would be automatically enriched (Pishghadam & Navari, 2010). Henceforth, language teaching is deemed to be an intellectual game (Pishghadam & Shirmohammadi, 2012) which plays a critical role in shaping the learners’ identities (Pishghadam & Zabihi, 2012); therefore, language teachers as the medium of instruction should be well trained to cope with cultural issues and cultural derichment. Within the realm of language teaching, studies have been focused on the role of home culture attachment. Pishghadam, Hashemi, and Bazri (2013) have detected the underlying constructs of home culture attachment from the learners’ perspective. Other studies have been concentrated on finding the relationship between teachers’ access to social and cultural capital and home culture attachment (Pishghadam & Sadeghi, 2011a), implementing local culture and world Englishes principles within the framework of language teaching (Pishghadam & Zabihi, 2012; Pishghadam & Saboori, 2011), and investigating the relationship between learners’ cultural intelligence and home culture attachment (Azizi, Hosseini Fatemi, Pishghadam, & Ghapanchi, 2015); however, a need exists for sharper focus on the exclusive role of teachers’ perception of maintaining local culture in their classes. Thus, the study is noteworthy on the grounds that it attempts at gaining twofold objectives by delving into, exclusively, teachers’ conception of putting home culture and world Englishes tenets into practice in the light of the detailed examination of language and thought relationship.

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2. Background 2.1 Contemporary Language and Thought Theories Are words and sentences merely means of communication or they are a part of the process of thinking themselves? Chomsky (1965) undermined the role of the surrounding environment at the expense of the inborn language mechanism existence emphasizing the significance of the syntax and that language learning is independent of cognition. Indeed, the separation of language and mind was rejected by many linguists and resulted in the emergence of cognitive linguistics in 1970 (Perlovsky, 2006). Cognitive linguists believed that formal structures of language are viewed as reflections of general conceptual organization, categorization principles, and processing mechanisms (Lakoff, 1990). Essentially, Piaget (1926) portrays cognitive structure and language learning in the light of stages of language development. He maintains that in the first sensorimotor stage, the child is able to develop mental representation that is holding images in mind which precedes symbolic representation emerging afterwards. Unlike Piagetean paradigm, in Vygotskyian paradigm, language plays a prominent role as it is a linkage between the intellectual and social life. Taking this line, language is the force that drives cognitive development as it mediates the child’s involvement with the intellectual and social environment (Vygotsky, 1986). Another view of language and thought relationship is known as linguistic relativity being proposed by Whorf (1956) which assumes that language differences reflect differences in culture and conceptual structure. In other words, Sapir-Whorf hypothesis asserts that one’s understanding of the world is to a large extent shaped by his native language; thus, two people of totally different native languages in structure would frame various perceptual model of the world (Schwarcz, 1966). Ultimately, with the introduction of discursive psychology in the 1970s, emphasis was placed on the leading role of language in construction of subjectivity and social reality (Willig, 2013). Essentially, it is concerned with the naturally occurring interactional discourse through which people achieve their interpersonal goals (Potter, 1997). More specifically, Edwards (1997) underlines three major elements of discursive psychology comprising respecification of psychological topics and explanations, investigations of how everyday psychological categories are used in discourse, and studies of how motives, intentions, prejudices, memory, etc. are handled and managed implicitly with the use of discursive devices. In sum, a brief outline of various languages and thought theories is as follows:

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Table 1. Language and Thought Theories Chomsky: Language is independent of cognition Piaget: Mental representation precedes symbolic representation Vygotsky: Language is the force that drives cognitive development Sapir- Whorf: Understanding of the world is to a large extent shaped by his native language Cognitive linguistics: language is a reflections of thought Discursive Psychology: Language can construct social reality. It constitutes and is constituted by thought

2.2 The Significance of Home Culture Attachment and World Englishes Learning a foreign language may result in recreating learners’ cultural identity and home culture detachment (Pishghadam et al., 2013); therefore, bewaring the teachers of the consequences of adhering to linguistic imperialism is of pivotal importance. To achieve this end, testifying teachers’ perception of world Englishes, as a practical tool to be applied to challenge the standard language ideology and replace it by the liberation linguistics ideology (Bolton, 2004 as cited in Pishghadam & Saboori, 2011), should gain special attention. More importantly world Englishes discourse, as the outcome of postmodernism, emphasizes the interdependence between appropriateness and sociocultural context (Pishghadam & Saboori, 2011); thus, in as much as it calls for a method that takes the role of context and appropriateness into account accordingly, discursive psychology as the post modernist method seems to be better corresponding to its elements.

2.3 Empirical Framework Within the realm of recent achievements of language and thought relationship, SapirWhorf hypothesis and discursive psychology have gained prime significance. Whorf’s (1956) investigation of Hopi language revealed that grammar of Hopi bore a relation to Hopi culture in terms of time, space, substance, and matter. In Hopi language, verbs have no tenses like the three tense system of past, present, and future as they believe in the cyclic system of time and its complex unity; henceforth, a system of two, an earlier and later, harmonizes with their thought rather than objectifying time units horizontally. However, the absence of tense in Hopi language might be compensated with the presence of aspect in verb which denotes different degrees of duration as well as different kinds of tendency (Whorf, 1956). Besides, Hopi does have ways of showing simultaneity and anteriority via subordinate clauses. In the same vein, Whorf (1956) identified the absence of pluralization, quantification, and time expression in Hopi

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language due to their disinclination of objectifying imaginary entities in the same way as concrete objects. With regard to discursive psychology, traditional topics such as causal attribution (Edwards & Potter, 1992), prejudice (Wetherell & Potter, 1992), identity (Edwards, 1997), script theory (Edwards, 1997), construction of factual accounts (Potter, 1996), and Racism (Willig, 2013) have been reexamined; however, to the researchers’ best knowledge, in the realm of language teaching, no study has exclusively approached challenging teachers’ mindset of world Englishes in the light of discursive psychologists’ perspective. Thus, the present study attempts at testifying the legitimateness of language and thought relationship considering the basic tenets of discursive psychology by conducting semi-structured interviews with English language teachers on their view of home culture attachment and world Englishes.

3. Method A community sample of 10 Iranian language teachers comprising six females and four males, who were teaching at a private language institute in Mashhad and believed in the greatness of their culture, participated in this study. The participants all held B.A. in English language and literature, English language teaching, and English language translation. Their overall mean age was 30.62 ranging from 20 to 34 years. In fact, purposive sampling technique was adopted to ensure that the interviewees had sufficient familiarity with the target language textbooks and the teaching context. Their teaching experience ranged from three to eight years. Given that the aim of the study was to examine the impact of language on shaping cognition, a qualitative research method of semi-structured interviewing was opted for as it yielded rich and complex data for the data analysis which was expected and desirable in revealing the processes of complex realities construction (Dornyei, 2007). The interview questions were preprepared based on Pishghadam and Zabihi (2012), Pishghadam et al. (2013), Pishghadam and Shirmohammadi (2012), Azizi et al. (2015), and Pishghadam and Sadeghi (2011a, 2011b) findings on home culture attachment as the interview guide to reinforce the flexibility and the systematization of the study (Dornyei, 2007). The interviews were conducted between April and May 2015 at the teachers working place to promote the familiar setting for obtaining naturally occurring data. For the ease of analysis, they were allowed to share their ideas in whichever language they preferred (English or Persian). They were ensured about the confidential nature of this study and were told that with their consent, their voices would be fully recorded for later transcription and analysis. In all, the recorded interviews (154 minutes/ 2 hours and 34

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minutes) were transcribed by the researchers and analyzed meticulously to extract the common themes. Indeed, saturation point was gained by ten participants. To gain the research objective, contrary to the traditional view of minimizing the interviewer’s role during interviews, the researchers not only did not take a neutral stance but also adopted a more argumentative as well as facilitative role to explore the consequence of their intervention on the participants’ shifting of attitudes towards home culture attachment and world Englishes in English as a Foreign Language (EFL) context.

4. Results and Discussion In order to illustrate how language can influence one’s thoughts, the main emerging themes of the extracts are detected and presented based on Willig’s (2013) guidelines who identified disclaiming, extreme case formulating, variability, contradiction, and reality construction as the dominant language devices to shape one’s thoughts. All extracts are concerned with the participants’ view of English as a lingua franca (ELF) and home culture attachment. Extract 1 I- So you declare that you won’t teach local textbooks at all, but…international textbooks can result in English linguistic imperialism, can’t they? R- I am not against teaching locally designed textbooks, you see, uh… if they represent the true target language culture, but if they are merely published to reflect merely our own culture, then what’s the use of them? This extract opens with a disclaimer (Hewitsand & Stokes, 1975 as cited in Willig, 2013) which is a verbal device that anticipates and rejects potentially negative attributions. In this case, I am not against teaching locally designed textbooks, you see, disclaims possible attributions of home cultural detachment with regard to the forthcoming comment then what’s the use of them? To justify the criticism, the respondent employs an extreme case formulation (Pomerantz, 1986 as cited in Willig, 2013), where claims are taken to their extremes to achieve the highest extent of warrant with the repeated use of the word merely. The simultaneous application of a disclaimer as well as an extreme case formulation paves the way for undermining the role of local textbook along with disclaiming any negative attributions of cultural detachment which indicates that discourse has an action orientation as hereby it has achieved the disclaiming and blaming effect discursively. Besides, the interviewer resorts to an interrogative (Tag question) (Hepburn & Potter, 2010) to gain the expected and preferred response while affecting the respondent’s mindset.

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Extract 2 R- What I really think is recruiting non-native teachers whose field of study is English….at least they have the required knowledge of teaching. Extract 3 R- Why shall we recruit non-native teachers when the poor students find the non-native accent less intelligible? Surprisingly, the two conflicting comments are taken from the same extract which would make it difficult to establish a clear attitude towards the informant’s stance unless the surrounding text is taken into account. In fact, analyzing the accompanying texts revealed that the respondent was in favor of non-native teachers for the position of teaching training courses for the pre service teachers as they majored specifically in English language teaching, whereas he favored native teachers for instructing at the accent classes. As a result, it becomes evident that, discourse is organized to accomplish social function (Willig, 2013). Extract 4 Yes, here comes the problem of EFL or ELF. Surely I opt for EFL … You know, ELF is just an amalgamation of different accents, cultures, norms, and identities. Uh…it brings no more than confusion. I, as an observer, find ELF completely groundless…. It goes nowhere than distorting people’s thought about language learning objectives. This extract betrays how discourse constructs the object of which it speaks. The speaker’s version of ELF does not solely provide a negative description of a commonly accepted object of thought, instead, the object itself is constructed in a way that commands a negative evaluation. Therefore, as Campbell (1986) expresses, examining the relationship between language and cognitive development is analogous to getting into the dark forest and the researcher should merely be aware of keeping off the danger. In so doing, applying discursive psychology might be constructive as it is not merely a methodology but a theoretical way of perceiving the nature of discourse and psychological phenomena (Billig, 1997 as cited in Willig, 2013). In particular, with the aid of discursive psychological approach, the study has offered novel insights and deeper understanding of the inextricable relationship of language and thought. Indeed, meticulous analysis of the first extract demonstrates that the findings of the study are in line with Edwards (2005), who pinpointed how specific

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words, descriptions, and accounts are employed to gain the expected interpersonal goal. It substantiates Potter and Edwards’s (2001) assertion of the significant role of world descriptions and psychological states in action formation and the management of accountability. Besides, it corroborates Edwards (1997) and Potter (1996) who claimed that, causality and accountability are often managed indirectly and covertly through the building of factual description. Discourse variability and contradictory characterization in the case of native or nonnative teacher recruitment gives credence to Edwards and Potter’s (1992), Potterand Wetherell’s (1987), Wetherell and Potter’s (1992), and Willig’s (2013) insistence on the pre-eminent role of context within which social functions are organized to be accomplished. As a result, people’s expressed thoughts are not necessarily consistent across social contexts and that discourse should be prioritized as it is where meanings are created and negotiated. Besides, the case of ELF description reinforces Edwards’s (1995) declaration of the constructive role of discourse as it can create a particular version of things in presence of other available versions. In other words, it bears witness to Edwards and Potter (1992) who believed that, language constructs rather than represents social reality; thus, how social categories are constructed and with what consequences they are employed in conversations is of great importance. Finally, the findings of study corroborate Pishghadam and Saboori (2011), as well as Pishghadam and Kamyabi (2008) who found English teachers more appreciative of standard English and considered new Englishes as illegitimate varieties of English.

5. Conclusion In this paper the thought and language relationship has been examined in the light of discursive psychology as a relatively new perspective in the area of language and social psychology. In so doing, it takes a high approach to the action orientation of talk by considering subtle account of conversational features and focusing on the ways the object of psychology is practical, accountable, situated, displayed, and embodied. It is worth noting that the findings revealed that, language is highly constructive rather than merely reflective of social reality and that discourse is a matter of language in use and a form of social action. Empirical studies were highly indicative of positioning as an indispensible element of discourse which is conducive to the possibility of multiple, fluid, and shifting subjectivity. Thereby, the study is noteworthy on the grounds that it promotes awareness of the ways in which perceptions of community, communication, and any phenomenon are

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being constantly constructed in and through discourse. More importantly, it has major implications for researchers to reexamine traditional science education topics more analytically in view of discursive psychology. Besides, contrary to the traditional view of assigning a neutral role to the interviewer, it gives a new breath to the outstanding role of interviewer who should take rather an active role in challenging the very basis of the respondents’ thoughts to obtain more valid and naturalistic data. Finally, it gives rise to the prominence of more meticulous empirical analysis of the naturally occurring conversations rather than the widespread application of structured interviews and surveys due to the potential variable results they might produce.

References Azizi, Z., Hosseini Fatemi, A., Pishghadam, R., & Ghabanchi, Z. (2015). Investigating the relationship between Iranian EFL learners' cultural intelligence and their home cultural attachment. Mediterranean Journal of Social Sciences, 6(3), 575-585. Campbell, R. N. (1986). Psychological aspects of language acquisition. In P. Fletcher, & M. Garmen (Ed.), Language acquisition: Studies in first language development (pp. 930). Richmond, VA: Cambridge University Press. Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, England: MIT Press. Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford, England: Oxford University Press. Edwards, D. (1995). Two to tango: Script formulations, dispositions, and rhetorical symmetry in relationship troubles talk. Research on Language and Social Interaction, 28(4), 319-350. Edwards, D. (1997). Discourse and cognition. London, England: Sage. Edwards, D. (2005). Dialoguing across differences: Discursive social psychology. The Psychologist, 18(9), 546-547. Edwards, D., & Potter, J. (1992). Discursive psychology. London, England: Sage. Gergen, K. J. (1973). Social psychology as history. Journal of Personality and Social Psychology, 26(2), 309-320. Gergen, K. J. (1989). Social psychology and the wrong revolution. European Journal of Social Psychology, 19(5), 463-84. Hepburn, A., & Potter, J. (2010). Interrogating tears: Some uses of ‘tag questions’ in a child protection helpline. In A. F. Freed, & S. Ehrlich (Eds.), “Why do you ask?” The function of questions in institutional discourse (pp. 69-86). Oxford, England: Oxford University Press. Hollway, W. (1989). Subjectivity and method in psychology: Gender, meaning and science. London, England: Sage. Lakoff, G. (1990). The invariance hypothesis: Is abstract reason based on image-schemas? Cognitive Linguistics, 1(1), 39-74.

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Llurda, E. (2004). Non-native-speaker teachers and English as an international language. International Journal of Applied Linguistics, 14(3), 314-323. Perlovsky, L. I. (2006). Symbols: Integrated cognition and language. In R. Gudwin, & J. Queiroz (Eds.), Semiotics and intelligent systems development (pp. 121-151). Hershey, PA: Idea Group. Piaget, J. (1926). The language and thought of the child. New York, NY: Harcourt Brace & Company. Pishghadam, R., Hashemi, M. R., & Bazri, E. (2013). Specifying the underlying constructs of home culture attachment scale. International Journal of Society, Culture & Language, 1(1), 37-51. Pishghadam, R., & Kamyabi, A. (2008). The relationship between accent and deculturation among EFL learners in Iran. Paper presented at the 7th International TELLSI Conference, October 2009. Pishghadam, R., & Navari, S. (2010). Examining Iranian language learners’ perceptions of language education in formal and informal contexts. The Modern Journal of Applied Linguistics, 2(1), 171-185. Pishghadam, R., & Saboori, F. (2011). A Qualitative analysis of ELT in the language institutes of Iran in the light of the theory of “World Englishes.” Journal of Language Teaching and Research, 2(3), 569-579. Pishghadam, R., & Sadeghi, M. (2011a). Home culture attachment and access to social/cultural capital: A case of Iranian foreign language teachers. African Journal of Social Sciences, 1(3), 56-65. Pishghadam, R., & Sadeghi, M. (2011b). Culture and identity change among Iranian EFL teachers. Ozean Journal of Social Sciences, 4(3), 147-162. Pishghadam, R., & Shirmohammadi, S. (2012). Investigation into the roles of Iranian professors teaching TEFL: A study based on Goffman's footing theory. Journal of Academic and Applied Studies, 1(4), 42-58. Pishghadam, R., & Zabihi, R. (2012). Crossing the threshold of Iranian TEFL. Applied Research on English Language, 1(1), 57-71. Potter, J. (1996). Representing reality: Discourse, rhetoric, and social construction. London, England: Sage. Potter, J. (1997). Discourse analysis as a way of analyzing naturally occurring talk. In D. Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 144–160). London: Sage. Potter, J., & Edwards, D. (2001). Sociolinguistics, cognitivism, and discursive psychology. In N. Coupland, S. Sarangi, & C. N. Candlin (Eds.), Sociolinguistics and social theory (pp. 88-103). London, England: Addison Wesley Longman. Potter, J., & Wetherell, M. (1987). Discourse and social psychology: Beyond attitudes and behaviour. London, England: Sage. Schwarcz, R. M. (1966). Linguistic relativity and the language learning process. California, CA: Rand Corporation.

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Vygotsky, L. S. (1986). Thought and language. Cambridge, England: MIT Press. Vyvyan, E., & Green, M. (2006). Cognitive linguistics: An introduction. Edinburgh, England: Edinburgh University Press. Wetherell, M., & Potter, J. (1992). Mapping the language of racism: Discourse and the legitimation of exploitation. UK: Harvester Wheatsheaf. Whorf, B. L. (1956). Language, thought, and reality. Cambridge, MA: MIT Press. Willig, C. (2013). Introducing qualitative research in psychology. McGraw Hill: Open University Press.

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Entrepreneurial Capabilities in English Language Students Azam Naserpour 1 Department of English Language and Literature, Lorestan University Mehrdad Naserpour Department of Business Management, Lorestan University Nader Naserpour Department of Business Management, Mazandaran University

Abstract. Today most countries, to solve unemployment among young people and help to socioeconomic growth, are developing entrepreneurship skills. Many experts believe that entrepreneurial skills and abilities should be acquired continuously within all stages of education and within all the university disciplines. On the other hand, the role of perceptions, beliefs, attitudes and social background and environment, creating entrepreneurial intentions and behavior, is emphasized (Mair, 2002). This study deals with entrepreneurial capabilities (independence, internal control, progress motivation, creativity and risk-taking) of English language students in Lorestan University. To collect the data, a standard questionnaire was used. The participants were undergraduate students of English Language at Lorestan University at the age range of 19 to 25. The results showed that entrepreneurship capabilities of the English students in the independence, internal control, progress motivation and creativity were more than mean value, but in the case of risk-taking the relevant scores were less than mean value. Keywords: entrepreneurship, entrepreneurial capabilities, language students, Iran

1. Introduction The rapid changes are the evident feature of the 21st century that affect all the fields. During the past decade, many developing countries including Iran have been faced with various problems such as population growth, lack of improvement in economy,


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excessive number of graduates, government policies to downsize its structure and inability of the private sector to provide work for the graduates. Thus entrepreneurship has been regarded as one of the necessities in the development of countries (Zoltan, 2006) and the governments must pay special attention for entrepreneurial education in order to expand the university student's capabilities for the entrepreneurship (Smit, 2004). In the same path, entrepreneurship has its research finger pointed to an individual’s ability to turn ideas into action. Nowadays, creative and innovative people as entrepreneurs can make the vast changes in industry, education and services (Schumpeter, 1934). Entrepreneurship has, therefore, been mentioned as an important component for the socioeconomic development (Volkmann, 2006). Before discussing entrepreneurial capabilities and their relation with success of university students, this study commences with a brief definition of the concept of entrepreneurship. The term entrepreneurship can be traced back to the twelfth century, rooted in the French verb entreprendre which means to do something differently, and the German word unternehmen, which means “to undertake”. Its noun form entreprendeur was documented in the fourteenth century. The modern term entrepreneur was used during the eighteenth century in the writings of Richard Cantillion (Fox, 2005). Entrepreneurship is a multi-dimensional phenomenon with multiple analysis level that has been created as an interdisciplinary field. The interdisciplinary substance of the field means that there are different procedures such as economics, sociology, financial, history, psychology, anthropology, biology, physics, and etc. Furthermore, it equals the generation of various attitudes in theories and applications for this new domain (Douglas & Shepherd, 2000). In a general definition of entrepreneurship, and from an economic perspective, the emphasis is on a new business; however, in specific definitions, entrepreneurship does not end in the development of materialistic and economic values or business; moreover, its goals are not necessarily limited to creating job opportunities (Hornaday & Abound, 1971), but providing the improvement of the condition and increase of efficiency. To summarize, entrepreneurship can be defined as "a dynamic process of vision, change, and creation. It requires an application of energy and passion towards the creation and implementation of new ideas and creative solutions. Essential ingredients include the willingness to take calculated risks in terms of time, equity, or career; the ability to formulate an effective venture team; the creative skill to marshal needed resources; and fundamental skill of building strong business plan; and finally, the vision to recognize opportunity where others see chaos, contradiction, and confusion” (Kuratko & Hodgetts, 2004, p. 30).

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On the other hand, concerning entrepreneurial process, an entrepreneur is a person who has new and innovative ideas, and through the establishment process together with creating a rational business, takes risk and produces new products or services (Alvarez & Busenitz, 2001). Furthermore, some researches indicate that there are capabilities in people as the growth of these capabilities leads to entrepreneurship. Independence, internal control, progress motivation, creativity and risk-taking are of the most important capabilities. With respect to the literature about important role of independence, internal control, progress motivation, creativity and risk-taking in entrepreneurial behavior, and with regard to need to cope creatively with unemployment of university graduates, the present study aims at measuring the rate of entrepreneurial capabilities in English language students of Lorestan University. Thus, the following hypothesis is investigated in this study: Entrepreneurial capabilities of English language students are more than mean value.

2. Background Researches carried out in relationship between individual attributes and economical development have revealed that reinforcing and growth of some of the individual capabilities can lead to economical progress. It seems that entrepreneurship and its growth fields must be paid more attention. Druker (1985) believes that creativity and entrepreneurship need to be together as entrepreneurship without creativity results in no favorable result. Solomon (1985, cited in Faris, 1999) examined beliefs and attitudes of 150 entrepreneurs. The results indicated that entrepreneurs' motivation at running a new business is mainly a tendency to creating novel and innovative things, and economical profit isn't the main reason for them. Also, Schien (1994) in his study concluded that the leading entrepreneurs chiefly try to run a new business with the purpose of innovation and creation rather than economical motives. Howard (2004) in his study investigated the effect of development of entrepreneurship capabilities (independence, internal control, progress motivation, risk-taking and self-confidence) on entrepreneurship of 450 high school students. He concluded that there is a direct relationship between these capabilities and students' entrepreneurial ability. In another study, Arshid (1988) examined relationship between entrepreneurship and internal control. The results showed that successful entrepreneurs enjoy internal control capability. In Arshid's study, entrepreneurs attributed their success to effort and individual abilities.

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In another study, Khedmati Tavasol (2000) stated that emerging and nurturing entrepreneurial capabilities in high school students of Karaj attribute to a high level of independence, progress motivation, risk-taking and internal control. MacClelland (1906) considered characteristics of entrepreneurs including risk-taking, internal control, creativity and need for independence, significant and believed that improving these features result in the reinforcement of entrepreneurship capabilities. Luthje and Franks (2005) showed that entrepreneurs have risk- taking propensity and prefer to use their own skills and not to rely on chance. Moradi's (2005) study showed that students as entrepreneurs have six features; need for achievement, need for independence, creativity, risk-taking propensity and internal control. Zali et al. (2006) in their study posed five main characteristics of entrepreneurs – need for achievement, need for independence, risk-taking propensity, creativity and willingness. All of these studies have tried to deal with some of the entrepreneurial capabilities. In 2006, Badri, Liaghatdar, Abedi and Jafari, by investigating various relevant studies developed a questionnaire that contains questions dealing with the most important entrepreneurial capabilities. This study uses this standard questionnaire in order to answer research question.

3. Method The participants in this study were 125 B.A. male and female English language students, junior and senior, who were studying at Lorestan University. Their ages ranged from 19 to 25 years. In order to accomplish the research, the participants were asked to fill out the questionnaire designed by Badri, Liaghatdar, Abedi and Jafari (2006). This questionnaire contained 55 questions and was on a Likert-type scale that included 5 scales ranging from “strongly disagree” to “strongly agree” reaction. It took 15 minutes to answer the questions. In order to measure entrepreneurial capabilities of English language students in Lorestan University, the study considered five variables, independence, internal control, progress motivation, creativity and risk-taking. Table shows mean and standard deviation of students in the studied variables.

4. Results and Discussion As Table 1 shows, the mean score of the independence for the participants is 4.22 which is 3.5 greater than the average standard score. This value is significant in which the p-value of the observed t is 0.000. (p=0.000) and observed t is shown to be 9.4 (t=9.46). Thus, independence of English language students in Lorestan University is more than the mean value. Furthermore, the mean score of risk-taking for the

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participants is 3.92 which is 4 smaller than the average standard score. The score in p=0.46 and t=-0.73 is not significant. Therefore, the risk-taking of English language students in Lorestan University is about the mean score. In internal control the mean score is 8.01 which is 7 greater than the average standard score. While the observed p equals to 0.000 and observed t to 6.07, this value is significant. So, English language students of Lorestan University are inclined to internal control. The mean score of progress motivation for the participants is 20.42 which is 15.5 greater than the average standard score. The value in p=0.000 and t=20.87 is significant. English students of Lorestan University, therefore, possess progress motivation. The mean score of creativity for the participants is 29.79 that is 21 higher than the average standard score. The value is significant while the observed p is 0.000 and t is 29.06. So the creativity of English students in Lorestan University is greater than the mean score. As a result, the hypothesis of the study that is entrepreneurship capabilities of English language students are more than mean value in independence, internal control, progress motivation and creativity is affirmed but in risk-taking is rejected. Table 1. Descriptive Statistics and t test on Entrepreneurship Capabilities of Students Variable Independence Risk-taking Internal control Progress Motivation Creativity

M 4.22 3.98 8.01 20.42 29.79

SD 1.21 1.63 2.64 3.72 4.78

N 125 125 125 125 125

Std. S 3.5 4 7 15.5 21

t 9.46 -0.73 6.07 20.76 29.06

df 124 124 124 124 124

Sig. 0.000 0.46 0.000 0.000 0.000

The present study was carried out to test the hypothesis that entrepreneurial capabilities of English language students are more than mean value. As the results show the scores of entrepreneurship capabilities of English students in Lorestan University in independence, internal control, progress motivation and creativity are more than mean value and this difference on the basis of the observed t with p in the significance level of 0.000 is significant. It can be therefore concluded that entrepreneurial capabilities of English language students in independence, internal control, progress motivation and creativity were more than mean value while the mean score of risk-taking in English students was less than mean value. The results of this study are, for the most part, comparable to Druker (1985), Schein (1994) and Postigo (2002). They considered that creativity is the most important characteristic in entrepreneurs. The findings also are in line with those of McClelland (1996) and Solomon (1985). The results of McClelland (1996)'s study indicated that the main features of entrepreneurs are independence and progress motivation. Solomon

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(1985) drew the conclusion that progress motivation is one of main characteristics of entrepreneurs. On the other hand, the findings of this study in internal control are in line with those of Khedmati Tavasol (2000) and Ahmed (1985). They emphasized on the capability of internal control in entrepreneurs. There are the possible reasons why entrepreneurial capabilities scores of English language students in independence, internal control, progress motivation and creativity are greater than mean value. They include high education, environmental conditions, experience of living in dormitory, close relationship with academic space, social milieu, religion, age conditions and being youth. Less scores of risk-taking, however, are probably related to such causes as inefficiency of academic curriculum and education, and inability of society in nurturing risk-taking culture.

5. Conclusion This study investigated entrepreneurial capabilities- independence, internal control, progress motivation, creativity and risk-taking- of English language students in Lorestan University. On the basis of findings, the study suggests that the curriculum of English discipline should be modified in order to reinforce the entrepreneurial capabilities of English students. Further, due to the lack of risk-taking in English students, training vigor and self-expression should be considered. It is worth noting that unfortunately graduates from humanities disciplines including English language major are often perceived as having more ambiguous (or at least less-defined) career paths compared with those graduating from vocational subjects, such as engineering or medicine. English language students should improve a set of capabilities if they tend to obtain a suitable job. Besides, students' risk-taking can be promoted if they become favorably familiar with job opportunities, self-employment skills, entrepreneurial environment and etc. Vorholt and Harris (2014) present the capabilities English students should be equipped with:       

Developing domain specific knowledge Recognition of interests and talents (career self-recognition) Familiarity with self-employment skills Membership in job clubs (job groups) to increase job-seeking skills and exchange experiences Familiarity with various job skills including journalism, tour guide, etc. Participation in entrepreneurship conferences, workshops, and familiarity with job opportunities and job vacancy Familiarity with success and skilled people

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On the other hand, at university level, scholars state that the general approach should be to provide broad exposure and positive and motivational experiences during the early stages of university life. This then provides a platform from which to build depth and capability in preparation for an entrepreneurial career at the point of exit. The important point here is one of progression, not only through university, but also through the whole education system at all levels (Croucher, Canning, & Gawthrope, 2007). Universities especially Departments of English Language and Literature are, therefore, called upon to play a key role in nurturing entrepreneurial skills in all graduates as well as ensuring that those who wish to start their own business are equipped to do so. Integration of entrepreneurship into the curriculum needs to be the vision for a higher education institution as part of its wider mission. Meyer (2011) stated that entrepreneurship is an interdisciplinary endeavor. So English Language Departments should adopt inter-disciplinary approaches, making entrepreneurship education accessible to all English students, creating teams for the development and exploitation of business ideas, mixing English students with students from other faculties including economic and business studies. Meyer believed that a rigid curriculum structure is often an impediment to inter-disciplinary approaches. English faculties should infuse entrepreneurship content in their courses, and help prepare students for a possible career as an entrepreneur in their chosen field of study (Meyer, 2011). An important conclusion is that traditional educational methods do not correlate well with the development of entrepreneurial traits and attributes, and that multi-disciplinary collaboration is an essential element of building enterprising abilities in English language students.

References Ahmed, S. U. (1985). Risk-taking personality, focus on control and entrepreneurship. Personality and Individual Difference, 6, 781-782. Alvarez, S., & Busenitz, L. (2001). The entrepreneurship of resource-based theory. Journal of Management, 27(6), 755-775. Arshid, J. (1988). Relation between teachers' professional success and internal control. (Unpublished MA thesis), Tehran University, Tehran, Iran. Azizi Nejad, B., Abbaszadeh, M. & Hassani, M. (2012). Study of the entrepreneurship in universities as learning organization based on Senge model. International Education Studies, 5(1) 67-77. Badri, E., Liaghatdar, M., Abedi, M. & Jafari, E. (2006). A survey of entrepreneurship capabilities of Isfahan universities. Quarterly journal of Research and Planning in Higher Education, 12(2), 73-90.

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Bayati, Y., Pordanjani, H., & Alavi, S. (2014). A survey on entrepreneurship capabilities of students in high school of Shahrekord (Iran). MAGNT Research Report, 2(4), 40184027. Douglas, E., & Shepherd, D. (2000). Entrepreneurship as a utility maximizing response. Journal of Business Venturing, 15(3), 231-251. Druker, P. (1985). The discipline of innovation. Harvard Business Review, 63(3), 67-72. Fox, J. M. (2005). Organizational entrepreneurship and the organizational performance linkage in university extension. (Unpublished Doctoral Dissertation), The Ohio State University, OH. Hornaday, J. A., & Abound, J. (1971). Characteristics of successful entrepreneurs. Personal Psychology, 24(2), 141-153. Howard, S. (2004). Developing entrepreneurial potential in youth: The effects of entrepreneurial education and venture creation. University of South Florida Repot, 3-17. Karimi, S., Chizari, M., Biemans H., & Mulder, M. (2010). Entrepreneurship education in Iranian higher education: The Current State and Challenges. European Journal of Scientific Research, 48(1), 35-50. Khedmati Tavasol, S. (2000). A study on entrepreneurship situation at schools of koraj. (Unpublished MA Thesis), shahid Beheshti University, Tehran, Iran. Krištofiaková, L., & Krelová, K. (2010). Preparedness of graduates for entrepreneurial environment. International conferences on the future of education, Slovak University of Technology, Bratislava, Slovak Republic. Kuratko, D.F., & Hodgetts, R.M. (2004). Entrepreneurship: Theory, process, practice. Mason, OH: South-Western College Publishers. McClelland, D. (1961). The achieving society. Princeton, NJ: Van Nostrand. Mair, J. (2002). Entrepreneurial behavior in a large traditional firm: Exploring key drivers. Barcelona: IESE Department of Strategy INsEAd: Fontainebleau. Postigo, S. (2002). Entrepreneurship education in Argentina: The case of Sananders University. In Proceedings of the Conference Entitled, The Internationalizing in Entrepreneurship Education and Training, Malaysia. Roberts, J. S. (2013). Infusing entrepreneurship within non-business disciplines: Preparing artists and others for self-employment and entrepreneurship. A Journal of Entrepreneurship in the arts, 1(2), 53-63. Schein, E. H. (1994). Entrepreneurs: What they’re really like. Vocational Education Journal, 64(80), 42-44. Smit, A. B. (2004). Changing external conditions require high levels of entrepreneurship in agriculture. Proceedings of the 15th International Symposium on Horticultural Economics and Management. International Society for Horticultural Science Publication, Berlin, Germany. Schumpeter, J. (1934). The theory of economic development. Cambridge, England: Harvard.

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Veciana, J.M., Aponte, M. & Urbano, D. (2005). University students’ attitudes towards entrepreneurship: A two countries comparison. International Entrepreneurship and Management Journal, 1(2), 165–182. Volkmann, C. (2006). Entrepreneurial studies in higher education. Entrepreneurship studies: An ascending academic discipline in the twenty-first century. Eric. Retrieved May 12, 2010. Zhou, M. & Xu, H. (2012). A Review of entrepreneurship education for college students in China. Administrative Sciences, 2(1), 82-98. Zoltan, A. C. (2006). How is entrepreneurship good for economic growth? Retrieved from http://mitpress.mit.edu/journal/pdf/INNOV0101_po97-107_02-23-06.pdf

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Ecolinguistics and Ecological Approaches to L1 and L2 Learning and Socialization Elkhas Veysi 1 Department of Linguistics, Payame-Noor University

Abstract. The ecolinguistics perspective on L2 learning enables the researchers to identify the problems with an ecological approach to language education both in theory and practice. This article aims to explore descriptively how a number of contemporary approaches and insights in language acquisition research might be coherently interrelated through a perspective that can be called ecology of language learning. In this research, we offer an ecological critique of some dominant paradigms of LA research, and we then go to suggest how an ecological perspective motivates new approaches to acquisition issues. We also point out that a language is not just a mode of communication but a symbolic statement of social and cultural identity, especially in the increasingly multilingual environments in which L2 learners have found themselves. By giving some samples in English, we will elaborate on how an ecological practice of language education should require abandoning the demand for standardizaion in language education. We try to give a coherent picture of what an ecological approach to language learning might look like. We will finally come to this result that how ecolinguistics has given a rich holistic framework for studying phenomena of second language acquisition and socialization .This study will also show that ecolinguistics can be a new paradigm for the science of language and second language learning. Keywords: ecolinguistics, ecology of language learning, language education, language acquisition, multilingual environment

1. Introduction At the end of the 20th century, thinking in language acquisition research was showing signs of a new kind of convergence. While largely in closed-system terms, there is growing attention to the learners’ interaction with their spatial, cultural, and social environments, etc. Studies conducted in the last years (e.g., Fill, 2001; Fill &

1. Email: [email protected]

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Muhlhuser, 2001; Haugen, 2001; Muhlhauser, 2003; Wilson, 1999; Widdowson, 1999) in such fields as discourse analysis, anthropology and cognitive semantics accentuate the value of ecological perspective on language learning. Linguistic ecology is originally defined as the study of interactions between any given language and its environment (Haugen, 2001, p. 7). Ecolinguistics is an approach to thinking about language which attempts to see it steadily and wholly. To that end, linguistic ecology seeks to integrate many different levels of explanation, without privileging any single level above the rest. Considering the mentioned point, we first provide brief details of ecolinguistics, and then go on to elaborate how an ecological perspective motivates new approaches to the issues of language learning. Regarding the theoretical framework of this research, we will also discuss meaning negotiation between different groups of people. Worth mentioning is the fact that through the focus on language use rather than just language usage, second language acquisition acquired a socialization dimension. Some sociolinguists, such as Beebe (1990) and Byrne (1997) focused on interlanguage pragmatics and cultural needs of learners. Nonnative speakers (NNSs) were encouraged to express, interpret, and negotiate meanings in communication with native speakers (NSs), and to become socialized into the host society by approximating the NSs. In sum, until the 1990s, SLA's interest in the social context was an extension of its interest in the acquisition of standardized forms and meanings for the purposes of communication as an exchange of information. Language is not just a mode of communication but a symbolic statement of social, cultural, and environmental identity, especially in the increasingly multilingual environments in which L2 learners find themselves. Few studies (Hatch, 1978; Long, 1996; Steffensen, 2007) have addressed the ecological aspects of language learning. The present study attempted to investigate the impact of the given theoretical framework on second language learning. To do this, the following research assumption was addressed: 

Language learning is possible via putting world’s linguistic cultures and environments in relation with one another.

The given assumptions will be discussed depending on the theoretical framework of the research. In the following part, we will sketch some of the major features of ecolinguistics and ecological approach to language learning and show how it relates to sociocultural theory. We will also argue that an ecological approach suggests new ways of doing research in the given field.

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2. Ecolinguistics Ecolinguistics is a new branch of linguistics which investigates the role of language in the development and possible solution of ecological and environmental problems (Haugen, 2001, p. 23). For this, some ecolinguistics use the concept of the eco-system metaphorically for language world systems which they analyze with the help of concepts transferred from biological ecology. In the 1990s, language ecology, now widely termed ecolinguistics developed into a field largely triggered by M.A.K. Halliday's plenary talk at the first congress of the international association for applied linguistics in Thessalanki in Amesterdam titled with ''New Way of Meaning''. The challenge to applied linguistics is often credited as a basic research which stimulated the linguistics to consider the ecological context and consequences of language. Among other things, the challenge that Halliday put forward was to make linguistics relevant to the issues and concerns of the 21th century, especially the widespread destruction of ecosystems. The main example Halliday (2001, p. 88) gave was that of ''economic growth'' where he described how the orientation of the English language with regard to unmarked terms such as ''grow'', ''large'', ''tall'' and ''good'' gives growth a positive aspect, despite the negative ecological consequences. Since Halliday's (2001) initial comments, the field of ecolinguistics has developed considerably, primarily in the direction of analyzing the ecological impact of specific discourses rather than language in general. In the following section, we will provide some new aspects of ecolinguistics and its contribution to other fields particularly in learning and teaching second language and sociocultural sciences.

2.1 New Aspects of Ecolinguistics Nowadays, current interpretations of ecolinguistics differ extensively. Wendel (2005, p. 51) relates the term ''ecology'' to context or language environment in order to describe problems associated with the language which is embedded either in a sociolinguistic, educational, economics or political setting and is not decontextualized. Today language ecology is still predominately used within a broad array of linguistic disciplines concerned with multilingual realities, whether psychologically (micro-ecology) or sociologically (macro-ecology) conceived. A key word in ecology, whether in the life sciences or in linguistics is ''holism''. A holistic approach to linguistics implies that language is not studied as an isolated, self-contained system, but rather in its natural environments, that is to say, in relation to the personal, situational, cultural and societal factors that collectively shape the production and evolution of language. Linguistic

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holism leads to a number of methodological considerations, shaped by the majority of ecolinguistics (Fill & Muhlhausler, 2001). The holistic approach makes ecolinguists investigate the contextual properties of language and communication. In ecolinguistics, context refers to personal, situational, and sociocultural phenomena. Thus, an ecolinguistic analysis relates to the complex totality of the speaker's situational positioning and sociocultural characteristics of the speech communities (Steffensen, 2007, p. 65). To sum up, a holistic starting point leads the ecolinguists to adopt a dialogical point of view to language because it is in dialogue that the personal, situational, and cultural aspects are revealed. Now, in the following part, the interface between ecolinguistics and language learning is discussed.

3. Dimensions of Ecolinguistic Theory of Second Language Learning Research on second language acquisition which has recently become interested in language ecology and ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers who find themselves operating in increasingly multilingual and multicultural environments. In this respect, Kramsch (2008) says: Linguistic and cultural pluralism is more than the mere coexistence of various languages. It is primarily about the transcultural circulation of values across borders, the negotiation of identities, the inversions of meaning, often concealed by a common illusion of effective communication…the teacher trainers of tomorrow will need to operate in a globalized space, where verbal exchanges will be increasingly plurilingual and pluricultural. (p. 11) Kramsch (2008) accentuates the social dimension of language learning and the need just to teach one language/culture, but to put languages and cultures in relation with one another. To elaborate on the aspects of ecolinguistic theory of second language acquisition, it is required to say that in complex systems like human relations, both the self and the other are pluralistic because the self (I) is not unitary but multiple; it contains in part the other. It can see itself both subjectively from the inside and objectively through the eyes of the other. In this respect, Blommaert (2005) maintains that ''The interlocutors in verbal exchanges may produce multiple and contradictory utterances that may lead to different intertextual references" (p. 126). Thus, according to Byrne (1997, p. 92), we have to take a much longer and more differentiated view of teaching and learning effectiveness because rather than developing in the linear manner that syllabi and curricula wants us to believe, L2 learning is inherently evolutionary and it develops in non-linear, discontinuous ways.

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The meaning of a new piece of knowledge emerges not from the syllabus but from the connections the learner will make with his/her own prior knowledge and experience. Therefore, applied linguistics has been emphasizing the importance of interaction for SLA. Hatch (1978, p. 45) disagrees that ''learners first learn structures and then use them in discourse”. She considers the reverse possibility: one learns how to interact verbally, and out of this interaction, syntactic structures are developed. Considering the given points, According to Vanlier (2004, p. 610) in ecolinguistics interaction is understood as ''the relation between species that live together in a community, specifically, the effect an individual of one species may exert on an individual of another species''. In line with Vanlier, Murray (2009, p. 8) also says "nobody learns alone, the same ways nobody grows up, lives, suffers or dies; we are always acting and reacting with the context around us''. An ecological approach as pointed out by Vanlier (2004) takes into consideration what is happening in the environment. He explains that ''things are happening all the time, in schools, classrooms, at desks and around computers” (p. 11). In fact, learning might happen anywhere; the learner is likely to have interpersonal or intrapersonal linguistic experience. According to Vanlier (2004, p. 32) ''We live in an ecological community''. He defined ecological community as a group of actually or potentially interacting species living in the same place. In order to grow and reproduce in our environment, we need some resources. Language is a powerful resource for language learners who need linguistic input and interaction to acquire the language. Second language learners in a poor linguistic environment face with problems acquiring the language. Ecologically, this can be compared to the fact that ''an organism that lives in a resource-poor habitat, or is living with more organisms than the habitat can sustain, is not likely to do as well as those in better habitats with more resources''. According to this fact, too few resources will result in death or at the least very minimal growth. We can also predict that learning a language in poor environments with lack of input and interaction will also lead to minimal evolution. One type of interaction between the species in a biome is mutualism. An example of mutualism is the interaction between humming-birds and flowers. Both benefit from such an association as pollution process. In a classroom interaction, we can also find a similar type of interaction: mutualism, when both partners benefit from interaction. Now let us consider plants which are growing very close together. What does happen here? They will compete for sunlight, water, and nutrients; otherwise, they will not survive. These plants do not grow as well as the ones growing farther apart from each other. In addition, some of them are better at the struggle than others.

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Murray (2009) has shown the importance of interaction in natural environments for SLA. He says that “humans can live in every environment on earth” (p. 32). Language is the main resource for communication and it is required to promote their interactional experiences beyond the school. Murray believes that classroom interaction has not received the attention it deserves in our schools. It has no dynamism. Its focus was more on grammar and correct structures. He suggested that experiences outside the school contribute to language acquisition. Thus, teachers can collaborate to enlarge their students' natural contexts by putting them in touch with learners or speakers in other environments. A representative example in this field is given by Veysi, Sharafi and Gheyasian (2015). They suggested that new technologies such as computer-mediated interaction can empower the learners to enlarge their interactional experiences beyond the school. The best-developed perspective on interaction is illustrated in the works of Long (1996). Among all the complex phenomena that may occur in interaction, the notion of negotiation of meaning is highlighted as being indicative of learning processes at work. The reason is that in negotiating meaning, a piece of language that was not comprehensible before now becomes comprehensible as a result of negotiation work. Hence, tasks that require a great deal of negotiation provide more learning opportunities than general conversation as Long (1996) puts it: The role of free conversation is notoriously poor as a context for driving interlanguage development…, in contrast tasks that orient participants to share goals and involve them in some work or activity produce more negotiation work…when working more cooperatively on certain kinds of problem-solving tasks. (p. 96) In the following part, let's look at some samples of learner interaction to illustrate some of the issues involved. The following part is an extract illustrating negotiation of meaning between a native speaker (NS) and an Iranian non-native speaker (NNS) engaged in a two-way communication gap task.    



NNS: There is a cross in the center of the map. NS: What do you mean by cross? NNS: traffic cross. NS: Oh, where can be cross or a traffic light? NNS: Yes.

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In the given extract, there is a clear example of negotiation for the meaning of the word ''cross''. Sometimes the negotiation of meaning is embedded in a lot of other talks. Here is another extract from a conversational interaction between two learners from Iran (Tehran) and Canada (Toronto):          



I: How long does it take to from Tehran? C: Ah, twelve years, about twelve years. I: To Toronto. About twelve years? About twelve years! C: Twelve days (laughter). I'm very (xxx). I: Yeah, twelve days. I: Wow, it's an airmail? C: Yes. I: Oh, that's a long time. C: Yes, very long time. I: From Tehran to Torono, it takes about 5 days, usually 5 days or 6 days. C: Oh, very fast.

In the given extract, negotiation of meaning is embedded in other parts involving comparisons between airmail to Tehran and Toronto, expressions of surprise, evaluation of context, and so on. As soon as in the given conversation, learners can go beyond the grammar level to have interaction; they learn how to interact verbally and out of this interaction, syntactic structures are developed. According to Vanlier (2004, p. 96) ''there may be more instances of negotiation (repair negotiation). Such negotiations tend to be part of a lot of other talks in conversation since there is much work to be done in conversation than exchanging information. The given conversation is a sort of ''mutualism''. Like humming birds and flowers which benefit from each other, both partners can benefit from interaction to understand each other. Thus, considering the points discussed in ecolinguistics, interaction is understood as the relation between species that live together in a community. So, learning might happen anywhere the learner is likely to have interpersonal or intrapersonal linguistic or social experience. As Long (1996, p. 47) points out ''interaction is essential for SLA''. As seen in the above–mentioned extract, in conversation between native and non-native speakers, there are more modifications in interaction than in the input provided by the native speaker (NS). Long (p. 48) also claims that modifications in interactions are consistently found in successful SLA. Considering the second extract in this article, Long (1996, p. 453) suggests that ''negotiation for meaning, especially negotiation work that triggers interactional adjustments by the NS or more competent interlocutors, facilitates acquisition because it connects input, internal learner capacities, particularly

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selective attention, and output in productive ways''. Thus, we can argue that interactionist views invoke both innate and environmental factors to explain language learning. It is also worth mentioning that the interactionist hypothesis conceives language not only as a set of syntactic structures but also as discourse.

4. Conclusion Considering the main hypothesis of this research and the detailed points given in this article, conclusions arrived at by the author of the present paper from the above mentioned reasoning are as follows: The ecological and interactional perspective help the native communicator of a given language to acquire the highest level of cultural, linguistic, and communicative competence in the scope of L2 and simultaneously it requires from the native communicators the improvement of cultural, linguistic, and communicative competence and skills in the scope of the native language. Learners can become fluent if they have the chance to broaden their perceptions as language users and engage themselves in authentic linguistic social practices. The author of the present article is fully convinced that teachers can collaborate to enlarge their students' environmental contexts by putting them in touch with learners or speakers in other environments mediated by technology, and finally the author comes to this conclusion that the interactionist perspective as a basic notion in ecolinguistics can be considered as a paradigm to motivate new approaches to SLA.

References Beebi, L. (1990). Pragmatic transfer in ESL refusal: Conference on developing communicative competence, New York, NY: Newbury House. Bloomerat, J. (2005). Discourse. Cambridge, England: Cambridge University Press. Byrne, G.L. (1997). Complexity theory and social research: Social research update. Surrey, England: University of Surrey Publication. Fill, A. (2001). Language and ecology: Ecolinguistics perspective for 2000 and beyond. st Applied Linguistics for the 21 Century: AILA Review, 14, 60-75. Fill, A., & Muhlhausler, P. (2001).The ecolinguistics reader: Language, ecology, and environment. London, England: Continuum. Halliday, M.K. (2001). New ways of meaning: Challenge to applied linguistics, The ecolinguistic reader. London, England: Continuum. Hatch, E. (1978). Discourse analysis and second language acquisition. Rowley, MA: Newburry House.

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Haugen, E. (2001). The ecology of language, Essay by Einar Haugen. London, England: Stanford University Press. Kramsch, C. (2008). From communicative competence to symbolic competence. The Modern Language Journal, 9(2), 240-254. Long, M.H. (1996).The role of linguistic environment in second language acquisition. Handbook of second language acquisition. San Diego, CA: Academic Press. Muhlhauser, P. (2003). Language of environment-environment of language. A course in ecolinguistics. New York, NY: Battlebridge. Murray, G.L. (2009). Retrospective: Learning English in Japan. Akita, Japan: Akita International University Publication. Steffensen, S.V. (2007). Language, ecology, and society: A dialectical approach. Denmark University; Southern Denmark. Vanlier, L. (2004). The ecology of semiotics of language learning: A sociocultural perspective: London, England: Longman. Veysi, E., Sharafi, S., & Gheyasian, M. (2015). Effects of paralinguistic features international understanding. Third International Conference on Language, Discourse, and Pragmatics (LDP, 2015, Shahid Chamran University). Ahvaz, Iran. Wendel, J. (2005). Notes on the ecology of language. Bunkyo University Academic Journal, 5(3), 509-517. Widdowson, H. (1999). Coming to terms with reality: Applied linguistics in perspective. ATLA, 99, 69-78. Wilson, G. (1999). Environmental education in Taiwan. Global Issues in Language Education, Network Newsletter, 7(1), 12-33.

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The Relationship between Emotional Intelligence and Teachers' Self-Efficacy in EFL Context: A Distinctive Feature

Folora Mahmood Pashazadeh 1 Department of English Language and Literature, Urmia University Parviz Alavinia Department of English Language and Literature, Urmia University

Abstract. Emotional Intelligence as proposed by Bar-On is considered as a determining factor in predicting success in one's life. Findings consistently focused on the role of EI more than Intelligence Quotient (IQ) in academic contexts and workplace success. Perceived self-efficacy proposed by Bandura (1997) was used as a judgment of peoples' performance. Majority of English teachers in Iran are not aware of the determining features of EI and its predictive features on their educating success. They have lack of self-efficacy and this affects their success in their pedagogical purposes. To this end, the present study was done in order to investigate the relationship between EI and self-efficacy. Thirty English instructors including 15 instructors with 10-15 years of teaching experience and 15 instructors with less than 15 years of experience participated in this study. They were selected randomly from Iranian universities of Urmia, Tabriz, Esfahan, Miandoab, Ardabil, Malekan, Hamedan and Sanandaj. BarOn's EQ-i questionnaire and Bandura's (1997) teacher self- efficacy scale were used as the instruments of the study. In order to investigate the correlation between emotional intelligence and teachers’ self-efficacy, the Pearson-product moment correlation was used. The findings of this study demonstrate a close relationship between EI and selfefficacy and highlight its relationship with teacher' experiences. Key words: emotional intelligence, intelligence quotient, self-efficacy

1. Introduction The term Emotional Intelligence (EI) proposed by Bar-On (1997) brought about new changes in psychology and ideas about intelligence, language learning and job


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performance. EI was defined as the ability to perceive emotions, generate feelings, and regulate emotions that leads to intellectual growth (Mayer & Salovey, 1997). Gardner (1983) introduced the idea of multiple intelligences, which included both interpersonal intelligence and interprasonal intelligence. Armstrong (2000, p. 2) reviewing Gardners' (1998) ninth types of intelligences- musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, spatial intelligence, linguistic intelligence, intrapersonal intelligence, interpersonal intelligence, naturalistic intelligence and existential intelligence focused that each person has different kinds of capabilities and they can be developed. Goleman (2001, p. 95) compared Emotional Competence framework (EC) with Multifactor Emotional Intelligence (MEIS) of Salovey and Mayer (1997). Goleman (2001) EC involves self-awareness, self-assessment, self-confidence, self-regulation, self-control, trustworthiness, consciousnesses, adaptability, innovation, motivation, imitativeness, optimism, empathy, social skills and conflict management. Goleman (2001) stated that his model (EC) is in macro level in comparison to Mayer and Salovy's (1997) MEIS, which is more in micro level. Golemans (1998) stated that EI has two basic categories of competence: personal competence and social competence. In this regard, Lynn (2005) defines EI as the ability to manage our relationships and ourselves. He explained that a good boss can create genuine conditions for EI and EQ as trust and respect but a bad boss presents poor skills and competence like inflexibility and anxiety. Many researchers studied the develeopmentality and effectiveness of improving EI skill in academic achievement and work performance. EI opened a new road in the field of psychology by considering individual differences as feelings, attitudes, emotions, experience, and background knowledge. Every student is unique and awareness of such differences can help teachers in selection of different methods and tools dealing with students. Teachers' awareness of EI promotes their abilities in managing their emotions and creates good learning conditions for students. Teachers face with many problems as financial problems and family problems. Many of teachers are not aware of controlling their emotions and its effectiveness on teaching-learning process. Most of them are not motivated enough for self-studying and considering their own weakness and strength. A large number of teachers stick to a single method and believe that their method is the best one, and never want to probe other methods. Their unawareness of individual differences among students and EI skills eventuate in their ineffectiveness as a teacher. Most of the studies have focused on the impact of EI on students' academic success and work performance but there is no study to focus on the impact of EI on teachers while differentiating between experienced and inexperienced teachers. According to Hall (2011), teachers' experiences and ideas should be taken into consideration as they spend more times with students. He has used the metaphor

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of 'coral garden' to focus on the complex nature of classroom discourse and individual differences. Teachers who neglect individual differences consider classroom as composed of homogeneous students and stick to the fixed types of strategies dealing with individuals. Hall states that teachers' beliefs and ideas come from their experiences from the time they behaved as the students or from their teaching experiences. Because of the importance of EI and its effectiveness on teachers, this study aims to focus on the relationship between EI and its impact on teachers by differentiating experienced and inexperienced teachers. The term self-efficacy proposed by Bandura (1977, p. 3) grounded in Social cognitive theory as having belief in ones' capabilities to arrange and perform the courses of actions required to perform achievement (Bandura, 1997, p. 3). Bandura (1997) proposed that self-efficacy are powerful predictors of behavior as they are self-referent in nature. Henson (2001) emphasizing teacher self-efficacy defined it as teachers' judgment of their own capabilities and a key factor in predicting students' engagement and learning. The study seeks to answer the following questions: 1.

2.

Do teachers with high mean score on emotional intelligence have high mean score on self-efficacy? Is there any significant difference in self-efficacy of both emotionally intelligent experienced and novice teach

2. Background In recent years, EI has recently attracted many researchers as noncognitive capabilities that make new changes in the view of theorizer and researchers about developmentality and trainability of intelligence. Bar-On (1997) focusing on the importance of EI stated that people's awareness of EI increase their capabilities coping with environmental demands and pressure. It is worth mentioning that many researches have been done in the field of EI and its impact on academic success. Pishgadam (2009) studied the correlation between EI and foreign language success comparing Emotional Intelligence Inventory (EQ-i) scores and academic scores of 508-second year students in Iran. The findings of his research suggested that EI is a good predictor of success in reading, listening, speaking and writing. Researchers have also investigated the relationship between gender and MI of specific learners (Razmjoo, 2008; Loori, 2005). In this regard, Noorbakhsh, Besharat and Zarei (2010) studied the relationship between EI and coping styles. Four hundred and thirteen students took part in their study and they filled Emotional Intelligence Scale (Schutte et al, 1998) and

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Tehran Coping Scale (Besharat, 2006). The result of their study revealed that there is positive correlation between EI and coping styles. In the area of EI and its impact on teacher preparation, Rojas (2014) studied the impact of developing teachers' EI by intervention and using mixed model. He used observation, interview, action training, discussion and participant journal to collect data, the results of his study showed that teacher training and intervention develop teachers' EI and eventuate to their effectiveness as a teacher. Alavinia and Razmi (2012) studied the impact of EI on metacognitive writing strategies. Sixty-nine advanced students was selected as the sample of their study. O'Malley and Chamot's (1990) Cognitive Academic Language Learning Approach (CALLA) was used for metacognitive writing strategy training and Bar-On's Emotional Quotient Inventory (EQ-i) was administered to gain participants' insight about their emotional intelligence status. The result of their data analysis revealed that a significant difference exists between control and experimental group. Alavinia and Alikhani (2014) studied the correlation between learners' EI, gender and willingness to communicate. Two hundred academic Iranian EFL learners completed Bar-On's (1997) Emotional Quotient Inventory and McCroskey (1992) Willingness to communicate Scale. Positive and significant relationship was reported between two variables and females outperformed males regarding EI and Willingness to Communicate Scale. Vesely, Saklofske and Nordstokke (2014) studied the impact of EI training using Managing Occupational Stress (Hansen, Gardner & Stough, 2007) over five-week period on experimental group and the control group completed only the EI protocol. They reported positive relationship exists between EI training and teachers' well-being. Rohani and Mohammadi (2014), considering the effectiveness of teachers' awareness of EI, examined the correlation between teachers' EI and students' motivational attributes using Bar-On's Emotional Quotient Inventory and Gardners' Attitude Motivational Battery among thirty EFL teachers and two hundred twenty-one. They suggested that Adaptability, Interpersonal and General Mood have higher correlation with students' Motivational Attributes comparing with Intrapersonal and Stress Management. Karimzadeh, Goodarzi and Rezaei (2012) used Bar-On's Social emotional Scale (adult version) and GHQ test to examine the impact of emotional skills training in primary teachers. Seventy-six elementary teachers were divided into two experimental and control group and they were trained for ten weeks. The result of their findings supported the effectiveness of Emotional enhancement and general health of primary teachers. In the same vein, Docre Pool and Palmer (2012) studied the impact of EI and emotional self-efficacy through teaching intervention within the framework of graduate employability. One hundred thirty-four undergraduate students from North West of England took part in the study as a control and experimental group. Mayer, Salovey

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and Caruso, 2002's MSEIT Version and Emotional Self-efficacy Scale (ESES) by Kirk et al. (2008) were used as the instruments of the study. The finding of their study showed the possibility of enhancing self-efficacy and some aspects of EI. Teachers' self-efficacy as one of the key factors of teachers' success and students' academic achievement has also caught the eyes of many researchers. In this regard, Stea and Malone (2006) studied the impact of teachers' self-efficacy as the determinants of job satisfaction and students' academic success by administrating self-report and selfefficacy questionnaire among two thousands teachers in 75 Italian high schools. They reported that teachers' self-efficacy has determinant factor of their job satisfaction and students' academic achievement. Kolmeischi and Kolmeischi (2014) tested the correlation between EI, self-efficacy and teachers' attitudes toward work by administrating thirty-three-items EI scale (Shutte, Malouf, Hall, Haggerty, based on Salovey & Mayer 1990) model of EI among five hundred seventy-five teachers. They reported that teachers with high level of self-efficacy perceive their work as a positive factor of their involvement and accomplishment. Other researchers as Azizian and Samadi (2012) tested the correlation between EI and self-efficacy using EI questioner of Siber and vertical self-efficacy of Sherer and coworkers (GSE, 1982) among staff of Hamedan branch of Islamic Azad University. The result of their data analysis suggested a significant and positive correlation between self-efficacy and self-motivation. Understanding teachers' beliefs of pre-service teachers help teachers to be self-regulated and reflective practitioners. To this end, Wang, Howard and William (2010) studied the impact of school experience on preservice teachers' beliefs about effective teaching among thirty-seven teachers using questionnaire. The results of their study suggested that teachers' belief evolves from a belief in being in control of authority to being an autonomous teacher and establishing good relationship with students. Skaalvik and Skaalvik (2010) focused on the relationship between teacher burnout and self-efficacy among two thousand two hundred forty-nine Norwegian teachers in elementary school and middle school by using Norwegian Teacher self-efficay Scale (Skaalvik & Skaalvik, 2007) and Maslach Burnout Inventory Educators Survey (Maslach et al., 1996). They reported that teachers' self-efficacy and two dimensions of burnout were related to teacher job satisfaction and school context.

3. Method The data for this study were drawn from 30 instructors (15 males and 15 females) from Iranian universities of Urmia, Tabriz, Esfahan, Miandoab, Ardabil, Malekan, Hamedan and Sanandaj by random selection. The sample consisted of 15 instructors with 5-20

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years of teaching experience and 15 instructors with less than 15 years of experience. The teachers' age range was 30-50. The following instruments were used to acquire the data: 



Emotional Intelligence (Bar-On, 1997) Teacher Sense of Self Efficacy (Bandura, 1997)

Bar-On's (1997) EI questionnaire is a self-report measure of individuals and provides a measure of one's emotional and social intelligence. It contains one hundred and thirty three items based on five subscales- Intrapersonal EQ, Interpersonal EQ, Adaptibility EQ, Stress management EQ, and General mood- that were proposed by Bar-On (1997). Items are measured based on five point likert scale ranging from 1(very seldom of me) to 5 (very true of me). The reliability of the questionnaire is shown in Table 1. Table 1. The reliability statistics of Bar-On (1997) questionnaire Number of items 133

Cronbach's alpha .870

Banduras' (1997) Teachers' Sense of Self-efficacy includes thirty-item self-report questionnaire corresponding to seven criteria- Efficacy to influence decision making, Efficacy to influence school resources, Instructional self-efficacy, Disciplinary selfefficacy, Efficacy to enlist parental involvement, Efficacy to enlist community involvement, Efficacy to create a positive school climate. Items are measured based on nine-point likert scale ranging from 1 (nothing) to 9 (a great deal) to test teachers sense of self-efficacy As stated earlier, the present study was carried out in Urmia, Tabriz, Esfahan, Miandoab, Ardabil, Malekan ,Hamedan and Sanandaj among male and females experienced and novice teachers. To gain reliable data the purpose of the research study was explained to each teacher and the researcher had to contact with each teacher one by one, as they were selected from different cities. All the teachers took part in this study voluntarily. Two packages of questionnaires- Bar-On's (1997) EQ-i questionnaire and Banduras' sense of self-efficacy- were administered among teachers. Bar-On's questionnaire, which needs forty-five minutes to complete, was administered first to test teachers EI of novice and experienced teachers. Demographic information- age, gender, years of teaching experiences- were asked at the beginning of the research to compare the difference between EI of experienced and novice teachers and its impact on self-efficacy. To have balance in gender, 15 teachers were

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female and 15 were male. Banduras' self-efficacy questionnaire test was administered after completing EQ-i questionnaire.

4. Results and Discussion To investigate the relationship between EI and teachers' sense of self-efficacy, Pearson product moment correlation was used. The descriptive statistics of the participant teachers, age, range, gender and teaching experiences are presented in Table 2. In order to test the correlation between EI and self-efficacy, Pearson Product Correlation was run on data. The finding presented in table 2 indicates that there is a significant positive correlation between two variables, r =.76, n =30, p < 0.05. Table 2. Descriptive Statistics of Self-efficacy, Sex and Experience Variables Mean Std. Deviation SE 187.73 62.782 Sex 1.50 .509 Experience 1.53 .507

N 30 30 30

Table 3. Correlation between EI and Self-Efficacy Variables

experience Pearson Correlation 1 experience Sig. (2-tailed) N 30 Pearson Correlation .803** Sig. (2-tailed) .000 EI N 30 Pearson Correlation .936** Sig. (2-tailed) .000 SE N 30 **. Correlation is significant at the 0.01 level (2-tailed).

EI .803** .000 30 1 30 .769** .000 30

SE .936** .000 30 .769** .000 30 1 30

Table 4 presents the relationship between EI subscales based on Bar-On's frameworks- interpersonal skills, intrapersonal skills, stress management, adaptability and general mood. The analysis of findings of this research shows that there is positive and significant correlation between EI subscales, experience and self-efficacy. The results indicated that teachers experience has high impact on their EI as well as selfefficacy. Table 3 clearly shows that positive and significant correlation exists between EI subscales and teachers' sense of self-efficacy.

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Table 4. Correlation between EI Subscales, Experience and Self-Efficacy Self-efficacy

Self-efficacy

general mood

General mood

Adaptability

Adaptability

1

.769**

.870**

.526**

.562**

.154

.936**

.000

.000

.003

.001

.417

.000

.663

*

.458

*

.457

.206

.727**

.000

.011

.011

.276

.000

.294

.852** .000

**

.769

**

1

.000 **

**

.870

.663

.000

.000

**

Stress management

Stress Management

interpersonal

Interpersonal

Intrapersonal

Intrapersonal

Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed) Pearson Correlation Sig. (2-tailed)

Experience

Experience

*

**

1 **

.526

.458

.568

.003

.011

.001

**

*

**

.568

.647

.001

.000

.115

*

.379

*

.366

.568**

.039

.046

.001

1 *

.562

.457

.647

.379

.001

.011

.000

.039 *

.154

.206

.294

.366

.417

.276

.115

.046

**

**

**

**

**

**

1 **

.534

.534

.474**

.002

.008

1

.119

.002 **

.532

.936

.727

.852

.568

.474

.119

.000

.000

.000

.001

.008

.532

1

**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).

Teachers' impact on educational achievement and students' progress cannot be ignored. A good teacher can provide good learning conditions for students and creates enthusiasm in students for learning. There is not a clear definition for a good teacher as every teacher is unique and every teaching context is unique; however, this point cannot divert our attention from effort to be a good teacher. EI encourages people to deeply think about their strength and weaknesses, to know who they are, how they can be a successful person, know their emotions, control them and manage them, and as a result, have a happy life. The findings of this study are in line with previous researches about the correlation between EI and self-efficacy among Chinese secondary school teachers in Hong Kong (Chan, 2003, 2006), Azizian and Samadi (2011), the

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correlation between EI and learning styles (Alavinia & Ebrahimpour, 2012), the relationship between EI, gender and vocabulary knowledge (Asadollahfam, Salimi & Pashazadeh, 2012), EI and foreign language learning (Pishghadam, 2009), the correlation between EI and learners' performance on cloze test (Esfandiari & Ekradi, 2014), the relationship between EI and educational achievement (kashani, Azimi & Vaziri, 2012), and EI and coping styles (Noorbakhsh, Besharat & Zarei, 2010). Teachers' with high self-efficacy can be more effective in educational setting and they can use different methods of instructions (Henson, 2001). Teachers' self-efficacy as a powerful factor on their success and on students' academic achievement has been considered by many researchers (Caprara, Barbaranelli, Steca & Malone, 2006), Siwatu (2006), self-efficay and teacher burnout (Skaalvik & Skaalvik, 2010). The findings of this study confirm those of Rastegar and Memarpour (2009), Colmeischi and Colmeischi (2014).

5. Conclusion The result of this study can assist policy makers, teacher training programs, teachers and students to take into consideration the importance of EI and self-efficacy as key factors of success in educational setting, job performance and life success. Providing appropriate pre-service and in-service training programs, taking into consideration teachers' experiences and belief about education can result in higher educational achievement. However, this study has some limitations as using self-report questionnaire and small sample size.

References Alavinia, P., & Ebrahimpour, S. (2012). On the correlation between emotional intelligence and learning styles: The case of Iranian academic EFL learners. Theory and Practice in language Studies. 2(6), 1291-1299. Alavinia, P., & Razmi, S. (2012). Do emotionally more intelligent gain more from metacognitive writing strategy training. Issues in Language Teaching (ILT), 1 (2), 343-370. Armstrong, T.A., Kenedy, T.J., & Coggins, p. (2002). Summarizing concepts about teacher education, learning and neuroscience. Northwest Passage. NWATE Journal Education Practices, 2(1), 9-13. Armstrong, T. (2000). Multiple Intelligences. Association for supervision and curriculum development. Alexandria, VA: Pitt St.

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Azizian, S., & Samadi, A. (2012). Study of the relationship between emotional intelligence (EI) and self-efficay: The case of the staff of the Hamedan branch of Islamic Azad University. Procedia Social and Behavioral Sciences, 31, 496-502. Asadollahfam, H., Salimi, A., & Pashazadeh, F. M. (2012). Emotional intelligence, gender and vocabulary. Procedia Social and Behavioral Sciences 46, 833-837. Bar-On, R. (1997). Emotional and social intelligence: Insights from emotion Quotient Inventory. In R. Bar-On & J. Parker (Eds.). The handbook of emotional intelligence (pp. 363388). San Francisco, SF: Jossey-Bass. Caprara, G.V., Barbaranelli, C., Steca, P. & Malone, P.S., (2006). Teachers' educational beliefs as determinants of job satisfaction and students' academic achievement: A case study at the school level. Journal of School psychology, 44(6), 473-490. Chan, D.W (2004). Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong teachers. Personality and Individual Differences, 36(8), 1781-1795. Chan, D.W (2006). Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong teachers. Teaching and Teacher Education, 22(8), 1024-1054. Colomeischi, A., & Colomeischi. (2014). Teachers' attitudes towards work in relation with emotional intelligence and self-efficacy. Procedia Social and Behavioral Sciences, 159, 615-619. Farooq, A. (2003). Effect of emotional intelligence on academic performance. Institute of Clinical Psychology. University of Karachi. Retrieved from http://eeprints.hec.gov.pk/1169/1/889.htm. Esfandiari, R., & Ekradi, E. (2014). Relationship between Iranian EFL learners' emotional intelligence and their performance on cloze test. Procedia Social and Behavioral Sciences, 98, 435-444. Gardner, H. (1993). Multiple Intelligence: The theory in practice. New York, NY: Basic Books. Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. In D. Goleman, & C. Cherniss (eds.), The Emotionally intelligent workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations (pp. 1-13). San Francisco, CA: Jossey-Bass. Hall, G. (2011). Exploring English language: Teaching language in Action. London, England: Routledge. Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurements dilemmas. Invited keynote address at the annual meeting of the Educational Research Exchange. Texas A&M University, Texas, TE. Lotfi, K.F., Azimi, L., & Vaziri, S. (2012). Relationship between emotional intelligence and educational achievement. International conference on education and educational psychology (ICEEPSY). Procedia Social and Behavioral Science, 69, 1270-1275.

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Noorbakhsh, S.N., Besharat, M.A., & Zarei, J. (2010). Emotional intelligence and coping styles with stress. Procedia Social and Behavioral Sciences, 5, 818-822. Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronical Journal of language teaching, 6(1), 31-41. Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. Science Direct System, 37(4), 700-707. Roohani, A., & Mohammadi, N. (2014). The relationship between EFL teachers' emotional intelligence and students' motivational attributes. The Journal of Language Skills (JTLS) 6(3), 125-145. Siwatu, K.O., (2007). Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086-1101. Skaalvik, E.M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A case study of relations. Teaching and Teacher Education, 26(4), 1059-1069.

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Creativity and Its Relationship with Teachers’ Job Satisfaction 1

Mahboubeh Salehi Department of English Language and Literature, Yazd University

Ali Mohammad Fazilatfar Department of English Language and Literature, Yazd University

Narges Rashidi Department of English Language and Literature, Yazd University

Abstract. The purpose of this study was to explore the relationship between teachers’ creativity in teaching methodology and their attitudes towards job satisfaction. To this end 250 EFL learners, studying at institutes in Esfahan and Yazd, participated in the study by filling out English Language Teacher Creativity Scale (ELT-CS). JDI Questionnaire was also distributed among 40 teachers in order to investigate the teachers’ satisfaction in their occupation. The participants in this study were taught by the same teachers, and they were at intermediate, upper-intermediate and advanced levels. The result of the correlational analysis indicated a significant relationship between the amount of the teachers’ creativity and their satisfaction in their jobs. Furthermore, the results obtained from regression analysis showed that a couple of creativity dimensions can be a good predictor of teachers’ job satisfaction. The implications of the study can be insightful to language practitioners, particularly English teachers who are required to design language curriculums. In turn, their job satisfaction can be guaranteed based on their motivation and creativity applied in their occupation. Keywords: creativity, job satisfaction, teacher creativity scale, teaching methodology

1. Introduction Over the past decades, many endeavors have been made to improve teaching and learning situation. For instance, we can point out enormous efforts to increase the


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quality of teaching methodology, materials and teacher training courses. One more significant effort in language education is shifting the focus from language issues to the educational ones, and insertion of educational and psychological findings in language learning classes. In fact, teacher creativity is one of the most important issues in psychology of language learning, which is the focus of the present study. In today’s modern world, for a society that requires prosperity, creativity is inevitable. There are many cases that students learn to solve particular sorts of problems without utilizing prefabricated patterns and rules. In this regard, an expert teacher is required to be flexible, critical and a creative thinker rather than patterned one (Runco, 2004).

2. Background 2.1 Creativity Creativity is a familiar concept to both professional and lay people (Dornyei, 2005). Beyond its relative simplicity which makes it applicable to daily conversations, the notion of creativity possesses a complex history of thinking (Glaveanu, 2011). According to Csiksentmihalyi (1996), creativity does not only take place inside people’s head but is created from the interaction of a person’s thought and the socio-cultural context. So creativity is not a personality trait owned by highly talented individuals (Whitelock, Faulkner, & Miell, 2008). Therefore, it could be taught through utilizing simple techniques and strategies by the teacher. Rhodes (1961) estimated nearly 50 definitions of creativity which he qualitatively categorized into four levels known as (4- Ps) model: (a) person, (b) process, (c) press, and (d) products. Person category indicates information about personality, traits, temperament, and attitudes. This category considers that people with specific characteristics are more creative than others. Rhodes outlined process as motivation, learning, and thinking. Press hinges on the relationship between human beings and their environment, and product is the outcome of a creative endeavor. Although there is no unified definition for this notion, Almeida, Prieto, Ferrando, Oliveira and Ferrandiz (2008) provided a general explanation of creativity as the skills required for generating ideas and products that are (a) rather novel and unconventional; (b) high in quality; and (c) suitable to the task at hand. However sadly, nowadays, creativity is implicitly inhibited for the reason that children have to follow plenty of prescribed standards (Hui & Yuen, 2010). On the whole, lack of enough study on creativity in the field of language learning, encouraged us to explore it deeper and find out its relationship with teacher job satisfaction. Considering the importance of the teachers’

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perspective, Easona, Giannangelo, and Franceschini (2009) investigated teachers’ perspective of students’ creativity in public and private schools between kindergarten and grade three. Result indicated that teachers who consider themselves more creative are more likely to provide an environment to increase creativity. In another study, to check out creative thinking as a predictor of teacher effectiveness, Davidovitch and Milgram (2006) concluded that the correlation between the two variables were quite noticeable (r = 0/64). According to Otto (1998) and Albert and Kormos (2004), there is a significant positive correlation between creativity and L2 performance. Runco (2004) discovered that some specific classroom activities like testing discouraged students creativity, but it can be improved by implementing gamelike tasks. Some other studies indicate the important role of classroom discussions and cooperative activities for creative thinking (Beghetto, 2007; Drummond, Mazon, Fernandez, & Wegerif, 2006; vass, 2007). In addition, Eisenberg, Armeli, and Pretz, (1998) and Chien, and Hui (2010) revealed the role of reward expectancy in the development of creativity.

2.2 Job Satisfaction Teachers are the most important group of professionals who possess a significant role in their society. Therefore, it is a disaster to find that they are not satisfied with their jobs. Job dissatisfaction indicates negative feelings that individuals have regarding their jobs (Spector, 1997). Spector (1997) defined job satisfaction as peoples’ feeling about their jobs and different aspects of it. Ellickson and Logsdon (2002) in the same way, explain job satisfaction as the extent to which employees like their works. Wanous and E.E. Lawler (1972) points out that job satisfaction is the sum of job facet satisfaction across all facet of a job. According to Maslow’s theory (1954), job satisfaction has been studied by some researchers from need fulfillment perspective. Herzberg, Mausner, and Snyderman (1959) suggested a two-factor theory categorizing factors affecting job satisfaction and job dissatisfaction. Working condition, salary, and organizational policies are examples of job dissatisfaction factors. Achievement, advancement, recognition, responsibility and work itself are examples of job satisfaction factors. Job satisfaction and dissatisfaction depends on both the nature of the job and the expectation of what’s the job supply to an employee (Hussami, 2008). According to the study conducted by Friedlander and Margulies (1969), management and friendly staff relationships are the best predictors of the level of job satisfaction.

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Another important factor which includes work place, work instrument and organizational policy is working condition. Arnold and Feldman (1996) outlined some factors such as temperature, lighting, ventilation, noise, resources, and working hours as examples of working condition. The absence of such working conditions can poorly influence the employee’s mental and physical well-being (Baron & Greenberg, 2003). In this regard, workers may feel that poor working conditions will cause negative performance, since their jobs are mentally and physically demanding. Job satisfaction has been the most frequently investigated variable in the recent decades (Spector, 1997). In some studies with post secondary members as the researched population, researchers concluded that ethnic minorities have expressed lower job satisfaction than their white counterparts (Sanderson et al., 2000; Tack & Patitu, 1994). In the same way, women have reported lower level of job satisfaction than men (Fiorentino, 1999; Hagedorn, 1996, 1998; Tang & Talpade, 1999; U.S. Department of Education, 1998). In another study by Parvin and Kabir (2011) on factors affecting employee’s job satisfaction of pharmaceutical sector, the results indicated that salary, efficiency in work, fringe supervision, and co-worker relation are the most important factors contributing to job satisfaction. A review of the related literature demonstrates that no study have been carried out to highlight the relationship between teachers’ creativity and job satisfaction. In spite of instructors’ endeavor to incorporate creativity in school frameworks, implementing creativity in school curriculums carries some problems. In addition, these obstacles lead to teachers’ dissatisfaction and decreases their creativity. Hence by eliminating these obstacles, both rate of creativity and job satisfaction would increase. With these issues in mind, the aim of the present paper is to explore the relationship between creativity and teachers’ job satisfaction.

3. Method The study was conducted on a sample of 40 English language teachers who expressed their attitudes toward their job satisfaction. These teachers were both male (N=25) and female (N=15) with a range of between 22 to 35 years old (Mean=28.5). The teachers were graduated from the various branches of English namely, English teaching, English literature, and English translation at B.A. (N=12) and M.A. (N=28) level. These teachers were rated by their 250 English language learners. The learners were also both male (N=153) and female (N=97) in three proficiency levels: intermediate,

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higher intermediate, and advanced. The participants were chosen randomly from different language institutes of Esfahan and Yazd, Iran. According to Pishghadam, Ghorbani Nejad, and shayesteh (2012), there are some reasons for choosing participants from private institutes and not public schools: 1. The educational system in public schools is centralized, and decisions are made by the government and not teachers. On the contrary, the educational system of language institutes are decentralized, i.e. teachers have more freedom and option to choose their own materials and strategies. 2. Education in public schools is free of charge; so, there is no competition between schools to attract more students; however, there is a severe competition between language institutes to get more students. 3. In public schools teachers are permanently employed and do not have the fear of being dismissed. Therefore, there is no competition or interest to have a more effective class. Conversely, institute teachers are temporarily employed. On the condition they do not absorb more students to their class and institute, they will be replaced immediately. In the process of data collection, two different questionnaires were administered: English language teacher creativity scale (ELT-CS) (Pishghadam, Baghaei, & Shayesteh, 2012) and job descriptive index (JDI) (Wysocki & Kromm, 1991). In order to measure students’ sense of creativity, ELT-CS questionnaire was used. The scale comprises of 63 items ranging from “always” to “never”. This questionnaire gathered data on 7 dimensions, namely Originality and Elaboration, Fluency and Flexibility, Person (Teacher), Press (Environment) and Materials, Motivation, Independent Learning (Autonomy) and Brain Storming. The overall reliability gained by cronbach Alpha for the data in this study is 0/84. The other questionnaire is subjected to JDI, including 39 items representing 6 aspects of job. Job, manager, coworker, promotion, payment, and working condition are different aspects of job satisfaction trying to measure some one’s feelings towards his or her job. In this study, several language institutes in Yazd and Esfahan helped us in the process of data collection. Teachers and students were asked to fill out the two questionnaire near the end of the term. The students rated their teachers regarding the extent to which their teachers performed creative behaviors in the classroom. In the same way, teachers’ level of job satisfaction was evaluated by JDI questionnaire. The gathered data was entered in to and processed with SPSS 20 software. At first, to calculate the correlation between teachers’ job satisfaction and their creativity, Pearson Product-

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Moment was used. Multiple regression analysis was also used to discover the best predictor of job satisfaction among sub-dimensions of creativity. 4. Results Correlational analysis was conducted in order to answer the first question; whether there is any significant relationship between teachers’ creativity and their job satisfaction. Table1 demonstrates the answer to this question. Table 1. The Results of Correlational Analysis between Teachers’ Creativity and Job Satisfaction Overall creativity .554**

Overall job satisfaction Sig. (2-tailed) N

.000 40

Figure1. Correlation between Job Satisfaction and Creativity Computing the correlation, the overall job satisfaction of each teacher was calculated. The overall amount of creativity of each individual was measured by considering 6 to 7 of their own students’ attitudes toward their teacher and calculating the mean of them.

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As Table 1 shows, there is a relatively high correlation between teachers’ overall job satisfaction and their amount of creativity in the classroom (r=0.55, p A‬و ﻳﺎ از زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ زﺑﺎن ﻓﺮاﻧﺴﻪ‬ ‫)‪ (A>F‬را ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬

‫‪1‬‬

‫‪ Nb‬ﺗﻌﺪاد وﻗﻮعﻫﺎ را ﻧﺸﺎن ﻣﻲدﻫﺪ؛ ‪ %L‬ﻧﺴﺒﺖ و درﺻﺪ را ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻛﻞ ﺧﻂ ﻧﺸﺎن ﻣﻲدﻫﺪ‪%C ،‬درﺻﺪ را ﻧﺴﺒﺖ ﺑﻪ‬ ‫ﻛﻞ ﺳﺘﻮن ﺑﻴﺎن ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺟﺪول ‪ .1‬اﻧﻮاع ﺗﺮﺟﻤﻪ‬

‫‪2‬‬

‫)‪(sens‬‬

‫ﻣﺠﻤﻮع‬

‫‪5‬‬

‫‪4‬‬

‫‪3‬‬

‫‪2‬‬

‫‪1‬‬

‫‪0‬‬

‫ﻧﻮع‬

‫‪629‬‬

‫‪43‬‬

‫‪31‬‬

‫‪97‬‬

‫‪47‬‬

‫‪158‬‬

‫‪253‬‬

‫‪Nb‬‬

‫‪%100‬‬

‫‪%7‬‬

‫‪%5‬‬

‫‪%15‬‬

‫‪%7‬‬

‫‪%25‬‬

‫‪%40‬‬

‫‪%L‬‬

‫‪A>F‬‬

‫‪%51‬‬

‫‪%39‬‬

‫‪%38‬‬

‫‪%72‬‬

‫‪%36‬‬

‫‪%53‬‬

‫‪%52‬‬

‫‪%C‬‬

‫‪ ‬‬

‫‪614‬‬

‫‪66‬‬

‫‪51‬‬

‫‪37‬‬

‫‪82‬‬

‫‪140‬‬

‫‪238‬‬

‫‪Nb‬‬

‫‪%100‬‬

‫‪%11‬‬

‫‪%8‬‬

‫‪%6‬‬

‫‪%13‬‬

‫‪%23‬‬

‫‪%39‬‬

‫‪%L‬‬

‫‪%49‬‬

‫‪%61‬‬

‫‪%62‬‬

‫‪%28‬‬

‫‪%64‬‬

‫‪%47‬‬

‫‪%48‬‬

‫‪%C‬‬

‫‪1243‬‬

‫‪109‬‬

‫‪82‬‬

‫‪134‬‬

‫‪129‬‬

‫‪298‬‬

‫‪491‬‬

‫‪Nb‬‬

‫‪%100‬‬

‫‪%9‬‬

‫‪%7‬‬

‫‪%11‬‬

‫‪%10‬‬

‫‪%24‬‬

‫‪%40‬‬

‫‪%L‬‬

‫ﻣﺠﻤﻮع‬

‫‪%100‬‬

‫‪%100‬‬

‫‪%100‬‬

‫‪%100‬‬

‫‪%100‬‬

‫‪%100‬‬

‫‪%100‬‬

‫‪%C‬‬

‫‪Total‬‬

‫ﻣﻔﻬﻮم‬

‫‪F>A‬‬

‫ﻣﺠﻤﻮع ﺗﺮﺟﻤﻪﻫﺎي ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي و ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ ﻳﻚ ﺷﺸﻢ ﺗﺮﺟﻤﻪﻫﺎ را ﺷﺎﻣﻞ ﻣﻲﺷﻮد )‪ (%17‬اﺳﺖ‪،‬‬ ‫درﺻﺪ ﺑﺎﻻﺗﺮ ﻣﺮﺑﻮط ﺑﻪ ﺗﺮﺟﻤﻪ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي‪ ،‬در ﺗﺮﺟﻤﻪﻫﺎﻳﻲ ﻛﻪ از زﺑﺎن ﻓﺮاﻧﺴﻪ ﺑﻪ زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ‬ ‫})‪ %21 (F>A‬وﻗﺘﻲ زﺑﺎن ﻣﺒﺪاء ﻓﺮاﻧﺴﻪ اﺳﺖ و ‪ %12‬وﻗﺘﻲ زﺑﺎن ﻣﺒﺪاء اﻧﮕﻠﻴﺴﻲ)‪{(A>F‬؛ اﻳﻦ ﻣﻴﺰان ﺗﻐﻴﻴﺮ در درﺻﺪﻫﺎ‪،‬‬ ‫در ﺗﺮﺟﻤﻪ ﺗﺤﺖاﻟﻔﻈﻲ )‪ (0‬و ﺗﺮﺟﻤﻪ ﺷﺒﻪﺟﻤﻠﻪ ﺑﻪﺟﺎي ﺷﺒﻪﺟﻤﻠﻪ دﻳﮕﺮي ﻏﻴﺮ از زﺑﺎن ﻣﺒﺪاء )‪ (1‬ﻧﺎﻣﺤﺴﻮسﺗﺮ اﺳﺖ و‬ ‫ﺗﺮﺟﻤﻪ ﻧﻮع ‪ 3‬ﻳﻌﻨﻲ زﻣﺎﻧﻲﻛﻪ ﻣﺘﺮﺟﻢ ﻫﻴﭻ ﻣﻌﺎدﻟﻲ را در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﺮاي ﺷﺒﻪﺟﻤﻠﻪ در ﻧﻈﺮ ﻧﮕﺮﻓﺘﻪ اﺳﺖ ‪ %15‬از ﻛﻞ‬ ‫ﺗﺮﺟﻤﻪﻫﺎ را ﺗﺸﻜﻴﻞ ﻣﻲدﻫﺪ و دﻟﻴﻞ آن ﻣﺒﻬﻢ ﺑﻮدن ﺷﺒﻪ ﺟﻤﻠﻪ در زﺑﺎن ﻣﺒﺪاء اﺳﺖ و اﻳﻦﮔﻮﻧﻪ ﻧﺴﺒﺖﻫﺎي دﻳﮕﺮ را ﻧﻴﺰ‬ ‫ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﻗﺮار ﻣﻲدﻫﺪ‪ .‬ﻧﺴﺒﺖ ﻳﻚ ﺑﻪ ﺷﺶ ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﺷﺒﻪ ﺟﻤﻠﻪ ﭼﻴﺰي ﺟﺪاي از زﺑﺎن ﻧﻴﺴﺖ‪ ،‬زﻳﺮا ﺗﺮﺟﻤﻪﻫﺎي‬

‫‪ ‬‬ ‫‪ Nb -1‬ﺗﻌﺪاد وﻗﻮع ﻫﺎ و ﻣﻮﻗﻌﻴﺖﻫﺎ را ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬ ‫‪ -2‬آﻣﺎرﻫﺎي درج ﺷﺪه در ﺟﺪولﻫﺎ ﺗﻮﺳﻂ ﺑﺮﺗﺮان رﻳﺸﻪ‪ ،‬اﺳﺘﺎد داﻧﺸﮕﺎه ﺳﻮرﺑﻦ ﺟﺪﻳﺪ) ﭘﺎرﻳﺲ (‪3‬ﻣﺤﺎﺳﺒﻪ و ﺑﻪ دﺳﺖ آﻣﺪه اﺳﺖ‪.‬‬

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‫ﻣﺘﻌﻠﻖ ﺑﻪ ﮔﺮوه ‪ 0‬و ‪ 1‬ﺗﻤﺎﻣﻲ اﻳﻦ ﻣﻮارد را ﭘﻮﺷﺶ ﻣﻲدﻫﺪ و از ﻃﺮف دﻳﮕﺮ ﺑﺎ ﻣﺸﺎﻫﺪه درﺻﺪﻫﺎي ﺑﺪﺳﺖ آﻣﺪه در اﻧﻮاع‬ ‫ﺗﺮﺟﻤﻪ درﻣﻲﻳﺎﺑﻴﻢ ﻛﻪ ﺷﺒﻪﺟﻤﻠﻪ ﺑﻪ ﻫﻴﭻ ﻋﻨﻮان ﻋﻨﺼﺮي ﻧﺎﭼﻴﺰ و ﺑﻲاﻫﻤﻴﺖ در زﺑﺎن ﻧﻴﺴﺖ‪.‬‬ ‫در اﻳﻦ ﺗﺤﻘﻴﻖ‪ ،‬ﻫﺪف ﺗﻨﻬﺎ ﺑﺮرﺳﻲ ﺗﺮﺟﻤﻪﻫﺎي ﻣﺘﻌﻠﻖ ﺑﻪ ﮔﺮوه ‪ 2‬و ‪ 4‬اﺳﺖ‪ .‬ﺗﺮﺟﻤﻪ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي )‪ (TNI‬و ﺗﺮﺟﻤﻪ‬ ‫ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ )‪ (TVI‬ﺑﻪ ﻃﻮر ﻧﺎﻣﺴﺎوي ﮔﻮﻧﻪﻫﺎي ﺷﺒﻪ ﺟﻤﻠﻪاي را در زﺑﺎن ﻓﺮاﻧﺴﻪ و اﻧﮕﻠﻴﺴﻲ در ﺑﺮ ﻣﻲﮔﻴﺮد‪.‬‬ ‫ﺷﺒﻪﺟﻤﻠﻪﻫﺎي ‪ oh‬و ‪ ah‬در زﺑﺎن ﻓﺮاﻧﺴﻪ و زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﻛﻤﺘﺮ ﺑﻪ ﺻﻮرت ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي ﺗﺮﺟﻤﻪ ﻣﻲﺷﻮﻧﺪ و اﻛﺜﺮأ‬ ‫ﻫﻤﺘﺎي ﺧﻮد را در زﺑﺎن ﻣﻘﺼﺪ ﻣﻲﻳﺎﺑﻨﺪ‪ ،‬ﻟﺬا از ﻣﻴﺎن ﻣﺎﺑﻘﻲ ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎ از ﺟﺎﻳﮕﺎه وﻳﮋهاي ﺑﺮﺧﻮردارﻧﺪ و ﺑﻴﺸﺘﺮ اوﻗﺎت‬ ‫ﻣﺘﻌﻠﻖ ﺑﻪ ﺗﺮﺟﻤﻪ ﮔﺮوه ‪ 0‬ﻣﻲ ﺑﺎﺷﻨﺪ )ﺗﺮﺟﻤﻪ ﺗﺤﺖ اﻟﻔﻈﻲ(‪.‬‬ ‫زﻣﺎﻧﻲ ﺷﺒﻪ ﺟﻤﻠﻪ ‪ Eh‬در زﺑﺎن ﻓﺮاﻧﺴﻪ ﺑﻪ ﺻﻮرت ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي ﺗﺮﺟﻤﻪ ﻣﻲﺷﻮد ﻛﻪ ﺑﺎ ﻛﻠﻤﻪ ‪ bien‬ﺗﺮﻛﻴﺐ ﺷﺪه و‬ ‫ﻋﺒﺎرت ‪ Eh bien‬را ﺷﻜﻞ دﻫﺪ‪ .‬در اﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻋﺒﺎرت ﺑﻪدﺳﺖ آﻣﺪه از ﻟﺤﺎظ ﮔﺮاﻣﺮي ﺑﻼﻏﻲﺗﺮ از آن اﺳﺖ ﻛﻪ ﺑﺘﻮاﻧﺪ در‬ ‫ﮔﺮوه ﺷﺒﻪﺟﻤﻠﻪﻫﺎ ﻗﺮار ﺑﮕﻴﺮد و ﻛﻠﻤﻪ ‪ Oh well‬در زﺑﺎن اﻧﮕﻠﻴﺴﻲ در ﺑﺮﺧﻲ از ﺑﺎﻓﺖﻫﺎ ﻣﻌﺎدل ﻣﻨﺎﺳﺒﻲ ﺑﺮاي آن اﺳﺖ‪.‬‬ ‫ﮔﻮﻧﻪ ﺷﺒﻪﺟﻤﻠﻪ ‪ Eh‬در زﺑﺎناﻧﮕﻠﻴﺴﻲ ﻛﻤﺘﺮ ﻣﺘﺪاول اﺳﺖ و ‪ %4‬از ﻛﻞ ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎي ﻣﻮﺟﻮد در زﺑﺎن اﻧﮕﻠﻴﺴﻲ را ﺗﺸﻜﻴﻞ‬ ‫ﻣﻲدﻫﺪ‪ .‬در راﺑﻄﻪ ﺑﺎ اﻧﻮاع ﺷﺒﻪﺟﻤﻠﻪاي ﺛﺎﻧﻮي )‪ (Div., Subj‬ﻧﺴﺒﺖ و درﺻﺪ ﻗﺎﺑﻞ ﻣﻼﺣﻈﻪاي ﺑﻪ ﺗﺮﺟﻤﻪ ﻏﻴﺮﺷﺒﻪ‬ ‫ﺟﻤﻠﻪاي و ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ ﺑﺮاي ﮔﻮﻧﻪﻫﺎﻳﻲ ﻛﻪ در زﺑﺎن ﻓﺮاﻧﺴﻪ و اﻧﮕﻠﻴﺴﻲ وﺟﻮد دارد‪ ،‬اﺧﺘﺼﺎص داده‬ ‫ﺷﺪهاﺳﺖ و ﺑﺮﻋﻜﺲ ﺷﺒﻪﺟﻤﻠﻪﻫﺎي ‪ Oh‬و ‪ Ah‬ﻛﻪ ﺗﻨﻮع آن ﺑﻴﺸﺘﺮ ﺑﺮ ﻳﻚ زﺑﺎن ﻣﺘﻤﺮﻛﺰ اﺳﺖ‪ ،‬راﺣﺖﺗﺮ در ﻛﻼم ﺳﺎﺧﺘﻪ و‬ ‫ﭘﺮداﺧﺘﻪ ﻣﻲﺷﻮد‪ .‬ﻫﻤﻴﻦ اﺗﻔﺎق ﺑﻪ وﺿﻮح ﺑﺮاي ﺷﺒﻪﺟﻤﻠﻪ ‪ Div‬در زﺑﺎن ﻓﺮاﻧﺴﻪ رخ ﻣﻲدﻫﺪ و ‪ %29‬از ﺗﺮﺟﻤﻪﻫﺎي ﻏﻴﺮ‬ ‫ﺷﺒﻪﺟﻤﻠﻪاي آن ﺗﺎ اﻧﺪازهاي ﺗﻮﺳﻂ ﺗﺮﺟﻤﻪ ﺷﺒﻪﺟﻤﻠﻪ ‪ Dame1‬ﻛﻪ ﺑﻪ وﻓﻮر در رﻣﺎن ﻛﻠﻮدﻳﻦ در ﻣﺪرﺳﻪ‪ 2‬اﺳﺖ ﺑﻴﺎن‬ ‫ﻣﻲﺷﻮد‪.‬‬ ‫‪ .3‬ﺗﺤﻠﻴﻞ ﻣﺜﺎلﻫﺎ‬ ‫‪ 1 .3‬ادﻏﺎم ﻧﺤﻮي‬ ‫‪3‬‬

‫ﺷﺒﻪﺟﻤﻠﻪ اﻏﻠﺐ‪ ،‬در ﻏﺎﻟﺐ ﻋﺒﺎرﺗﻲ ﻛﻪ آن را در ﺑﺮ ﻣﻲﮔﻴﺮد ﺑﻪ ﻃﻮر ﻧﺤﻮي ﺗﻨﻬﺎ و ﻣﺠﺰا اﺳﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺻﻮرت ﻣﺘﺮﺟﻢ ﻧﻴﺰ‬ ‫ﺑﻴﺸﺘﺮ ﮔﺮاﻳﺶ دارد ﺗﺎ ﻋﻨﺎﺻﺮي ﻛﻪ ﺑﻴﺎﻧﮕﺮ ﺷﺒﻪ ﺟﻤﻠﻪ در ﺑﺎﻓﺖ ﻣﺘﻦ ﻫﺴﺘﻨﺪ را ﺑﻪ ﺻﻮرت ﻋﻨﺎﺻﺮي ﻣﺠﺰا در ﺟﻤﻠﻪ ﺗﺮﺟﻤﻪ‬ ‫ﻛﻨﺪ‪.‬‬

‫‪ ‬‬ ‫‪ -1‬اﻟﺒﺘﻪ!‬ ‫‪2. Claudine à l’école ‬‬

‫‪ -3‬ﻋﻼﻣﺖﻫﺎي ﻧﻘﻄﻪﮔﺬاري و وﻳﺮﮔﻮل ﺑﻌﺪ از ﺷﺒﻪ ﺟﻤﻠﻪ ﻣﻮﺟﺐ ﺟﺪاﺳﺎزي آن از دﻳﮕﺮ ﺑﺨﺶﻫﺎي ﺟﻤﻠﻪ ﻣﻲﺷﻮد‪.‬‬

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‫ﺑﻪ اﻳﻦ ﻣﺜﺎل ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪:‬‬ ‫‪1. F2 CHEVALLIER1/ Euffe2 299 B3/ 211 B4 (Parbleu5› Of course6)7‬‬ ‫!‪Parbleu, se dit-il, il n’y a qu’à voir le gaillard‬‬ ‫!‪Of course, he said to himself, all I’ve got to do is to see the blighter myself‬‬

‫ﺑﺎ ﺧﻮد ﮔﻔﺖ‪ ،‬اوف!‪ ،‬ﻓﻘﻂ ﺑﺎﻳﺪ اون ﻣﺮﺗﻴﻜﻪ رو ﺑﺒﻴﻨﻢ!‬ ‫)‪2. A4 MAILER/ Deer 118 C /121 D (Well› Ma foi8‬‬ ‫‪You just taked to him? Well, a little more than that.‬‬ ‫‪Tu n’a fait que lui parler? / -Ma foi…un peu plus.‬‬

‫ﺗﻮ ﻓﻘﻂ ﺑﺎﻳﺪ ﺑﺎ او ﺻﺤﺒﺖ ﻛﻨﻲ؟ واﻻ!‪...‬ﻳﻚ ﻛﻢ ﺑﻴﺸﺘﺮ‪.‬‬ ‫در ﺗﺮﺟﻤﻪ ﺷﺒﻪﺟﻤﻠﻪ ﻣﺜﺎل اول )‪ ،(parbleu‬و ﻣﺜﺎل دوم )‪ (ma foi‬در زﺑﺎن ﻓﺎرﺳﻲ ﻣﻲﺗﻮان از ﻣﻌﺎدﻟﻲ ﺷﺒﻪﺟﻤﻠﻪاي‬ ‫دﻳﮕﺮدر زﺑﺎن ﻓﺎرﺳﻲ اﺳﺘﻔﺎده ﻛﺮد‪ ←.‬اوف‪ ،‬واﻟّﺎ‪ .‬وﻟﻲ در زﺑﺎن ﻓﺮاﻧﺴﻪ و اﻧﮕﻠﻴﺴﻲ از ﺗﺮﺟﻤﻪﻫﺎي ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي ‪(ma‬‬ ‫)‪ foi/of course‬اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﺗﺮﺟﻤﻪ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪ اي و ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪ ﺟﻤﻠﻪ در ردﻳﻒ‬ ‫ﺷﺒﻪﺟﻤﻠﻪاي ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬ ‫‪9‬‬

‫در ﻣﺜﺎلﻫﺎي زﻳﺮ‪ ،‬ادﻏﺎم ﻧﺤﻮي در ﻋﺒﺎرات ‪ Oh Yes/No‬و ﺗﺮﺟﻤﻪ ﻓﺮاﻧﺴﻪ آن ‪ ، Mais oui/ Non‬ﺑﻪ ﺻﻮرت ﻧﺴﺒﻲ‪ ،‬ﻫﻢ‬ ‫ﺷﺒﻪﺟﻤﻠﻪ و ﻋﻨﺼﺮ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي را ﺷﺎﻣﻞ ﻣﻲﺷﻮد‪.‬‬ ‫)‪3. F4 COLETT / Ecole 158 B/173 B (Mais›Oh‬‬ ‫‪-Enfin, est-il mauvais, votre devoir ? /- Mais non, Mademoiselle, je ne le crois pas mauvais.‬‬ ‫‪Well, was your eassy bad? / Oh no, I don’t think it was bad.‬‬

‫‪ ‬‬ ‫‪ -1‬ﻧﺎم ﻧﻮﻳﺴﻨﺪه‬ ‫‪ -2‬ﻧﺎم ﻛﺘﺎب‬ ‫‪ -3‬ﺷﻤﺎره ﺻﻔﺤﻪ ﻛﺘﺎب در زﺑﺎن ﻣﺒﺪاء‬ ‫‪ -4‬ﺷﻤﺎره ﺻﻔﺤﻪ ﻛﺘﺎب در زﺑﺎن ﻣﻘﺼﺪ‬ ‫‪ -5‬ﺷﺒﻪﺟﻤﻠﻪ ﺑﻪﻛﺎرﺑﺮده ﺷﺪه در زﺑﺎم ﻣﺒﺪاء‬ ‫‪ -6‬ﻋﻨﺼﺮ ﻏﻴﺮ ﺷﺒﻪ ﺟﻤﻠﻪ اي ﺑﻜﺎر رﻓﺘﻪ در زﺑﺎن ﻣﻘﺼﺪ‬ ‫‪ -7‬ﺑﺮاي ﻫﺮ ﻣﺜﺎل‪ ،‬ﺑﻪ ﺗﺮﺗﻴﺐ ﺷﻤﺎره ﻣﺮﺑﻮط ﺑﻪ آن‪ ،‬زﺑﺎن اﺻﻠﻲ و ﻧﻮع ﺗﺮﺟﻤﻪ آن را ﻣﺸﺨﺺ ﻛﺮده اﻳﻢ‪ .‬اﺳﻢ ﻧﻮﻳﺴﻨﺪه‪ /‬ﻧﺎم ﻛﺘﺎب‪ ،‬ﺻﻔﺤﻪ ﻛﺘﺎب‬ ‫در زﺑﺎن ﻣﺒﺪاء‪ /‬ﺻﻔﺤﻪ ﻛﺘﺎب در زﺑﺎن ﻣﻘﺼﺪ )ﺷﺒﻪ ﺟﻤﻠﻪ در زﺑﺎن ﻣﺒﺪاء( ﻋﻨﺼﺮ زﺑﺎﻧﺸﻨﺎﺳﻲ ﻏﻴﺮ ﺷﺒﻪ ﺟﻤﻠﻪ اي در زﺑﺎن ﻣﻘﺼﺪ درج ﺷﺪه اﺳﺖ‬ ‫‪ -8‬راﺳﺘﺶ‪...‬واﻻ‬ ‫‪ -9‬اﻟﺒﺘﻪ‪ /‬ﻧﻪ‬

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‫ﺧﻮب‪ ،‬آﻳﺎ ﺗﻜﻠﻴﻔﺘﻮن ﺑﺪه؟ ﻧﻪ ﺑﺎﺑﺎ ﺧﺎﻧﻢ‪ ،‬ﮔﻤﺎن ﻧﻤﻲﻛﻨﻢ ﻛﻪ ﺑﺪ ﺑﺎﺷﻪ‪.‬‬ ‫در اﻳﻦﺟﺎ‪ ،‬ﺷﺒﻪﺟﻤﻠﻪ ﺑﻴﺸﺘﺮ ﻧﻘﺶ ﻳﻚ اﺑﺰار را در ﻏﺎﻟﺐ ﻳﻚ ﻗﻴﺪ ﺑﺎزي ﻣﻲﻛﻨﺪ ﻛﻪ ﺗﻨﻬﺎ ﻓﺮﻣﻮلﺑﻨﺪي ﻗﻀﺎوﺗﻲ اﺳﺖ ﻛﻪ‬ ‫ﻣﺎﺑﻘﻲ ﺟﻤﻠﻪ را ﺑﺴﻂ ﻣﻲدﻫﺪ‪ .‬در ﻫﺮ ﺻﻮرت‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪ در اﻳﻦ ﺷﺮاﻳﻂ ﻛﺎﻣﻸ واﻛﻪاي اﺳﺖ و درﺟﻪ اﻧﺘﺰاع‪ 1‬آن را ﻧﺸﺎن‬ ‫ﻣﻲدﻫﺪ‪ .‬در زﺑﺎن اﻧﮕﻠﻴﺴﻲ‪ ،‬ﺟﺎﻳﮕﺎه ﻫﺮ ﻋﺒﺎرت اﻳﺠﺎب ﻣﻲﻛﻨﺪ ﺗﺎ دو ﻛﻠﻤﻪ ﺑﻪ ﻳﻚ ﻛﻠﻤﻪ ﺗﻐﻴﻴﺮ ﺷﻜﻞ ﻳﺎﺑﺪ‪ .‬در ﺣﺎﻟﻲ ﻛﻪ در‬ ‫ﻣﻌﺎدل اﻧﺘﺨﺎﺑﻲ در ﺗﺮﺟﻤﻪ ﻓﺎرﺳﻲ )ﻧﻪ ﺑﺎﺑﺎ‪ ،‬اوا ﻧﻪ!( ﺷﺒﻪﺟﻤﻠﻪ اﻧﺘﺨﺎﺑﻲ ﻛﻤﺎﺑﻴﺶ واﻛﻪاي اﺳﺖ و از دو ﻛﻠﻤﻪ ﺗﺸﻜﻴﻞ‬ ‫ﺷﺪهاﺳﺖ‪.‬‬ ‫‪2‬‬

‫دوﻣﻴﻦ ﺷﻜﻞ ﻗﻴﺎﺳﻲ ‪ ،‬ادﻏﺎم ﻧﺤﻮي ﺑﻪ ﺻﻮرت ﻏﻴﺮ ﺷﺒﻪ ﺟﻤﻠﻪاي اﺳﺖ‪ .‬در اﺑﺘﺪا ﺑﺎ ﻣﺜﺎلﻫﺎﻳﻲ ﻛﻪ ﻣﺘﺸﻜﻞ از ﺷﺒﻪ ﺟﻤﻠﻪ‬ ‫واﻛﻪاي ‪ Oh‬در زﺑﺎن اﻧﮕﻠﻴﺴﻲ اﺳﺖ‪ ،‬آﻏﺎز ﻣﻲﻛﻨﻴﻢ ‪.‬‬ ‫)‪4. A2 HEMINGWAY/Sun 161 B/ 190 A (Oh›Donc‬‬ ‫‪Oh, go to hell! Mike said languidly.‬‬ ‫‪-Foutez- nous donc la paix, dit Mike négligemment.‬‬

‫ﻣﺎﻳﻚ ﺑﺎ ﺑﻲ ﺣﻮﺻﻠﮕﻲ ﮔﻔﺖ‪ :‬ﮔﻤﺸﻮ ﺑﺎﺑﺎ!‬ ‫)‪5. F4 CAMUS/Peste 84 A/ 73A (Bien› Oh‬‬ ‫‪- Cette histoire est stupide, je sais bien, mais elle nous concerne tous. Mais il faut la prendre‬‬ ‫‪comme elle est.‬‬ ‫‪Oh, I know it’s an absurd situation, but we’re all involved in it, and we’ve got to accept it as it‬‬ ‫‪is.‬‬

‫ﺧﻮب ﻣﻲدوﻧﻢ ﻛﻪ اﻳﻦ وﺿﻌﻴﺖ اﺣﻤﻘﺎﻧﻪ اﺳﺖ‪ ،‬اﻣﺎ ﺷﺎﻣﻞ ﻫﻤﻤﻮن ﻣﻴﺸﻪ‪ .‬اﻣﺎ ﺑﺎﻳﺪ ﻫﻤﻮنﻃﻮري ﻛﻪ ﻫﺴﺖ ﻗﺒﻮﻟﺶ ﻛﻨﻴﻢ‪.‬‬ ‫اﮔﺮ ﺷﺒﻪﺟﻤﻠﻪ ‪ Oh‬ﺗﻮﺳﻂ ﻋﻨﺼﺮي ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي و ادﻏﺎم ﺷﺪه ﻗﺎﺑﻞ ﻣﻌﺮﻓﻲ ﺷﺪن ﺑﺎﺷﺪ‪ ،‬ﻧﺸﺎندﻫﻨﺪه آن اﺳﺖ ﻛﻪ اﻳﻦ‬ ‫ﺷﺒﻪﺟﻤﻠﻪ در زﺑﺎناﻧﮕﻠﻴﺴﻲ ﺧﻴﻠﻲ ﻗﺎﺑﻞ اﻫﻤﻴﺖ ﻧﻴﺴﺖ‪ .‬ﺑﻪﻋﻼوه‪ ،‬درﺟﻪ اﻧﺘﺰاع ﺷﻜﻞ ﻓﺮاﻧﺴﻮي آن اﺛﺒﺎت ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﻴﺶ از‬ ‫آن ﻛﻪ ﺷﺒﻪﺟﻤﻠﻪ ﻓﻘﻂ ﻳﻚ ﻗﻀﺎوت )از ﻟﺤﺎظ ﻣﻌﻨﺎﻳﻲ در ﺟﻤﻠﻪ( ﺑﺎﺷﺪ‪ Oh ،‬ﺑﻴﺎﻧﮕﺮ اﻳﺪه ﺧﻮد ﻗﻀﺎوت و ﻧﻮﻋﻲ ﺗﻮﻗﻒ‬ ‫اﻧﻌﻜﺎﺳﻲ اﺳﺖ )رﻳﭽﺖ‪ ،2003 ،‬ص ‪ .(86‬اﻳﻦ ارزش اﺳﺎﺳﻲ ﻛﻪ ﺧﺎص ﺧﻮد ﺷﺒﻪﺟﻤﻠﻪ اﺳﺖ ﺑﻴﺎﻧﮕﺮ ﺑﻌﺪ ارﺟﺎﻋﻲ آن اﺳﺖ‪.‬‬ ‫ﺷﺒﻪﺟﻤﻠﻪ ﺑﺎ ﺳﺎﺧﺘﺎر ﺧﺎص ﺧﻮد و ﺷﻜﻞ و ﺗﻨﺎوﺑﺶ اﻳﻦ ﺣﺎﻟﺖ ارﺟﺎﻋﻲ را در ﺟﻤﻠﻪ ﺗﻮﻟﻴﺪ ﻣﻲﻛﻨﺪ و ﺣﺘﻲ اﮔﺮ ﻣﺴﺘﻘﻞ ﻫﻢ‬ ‫ﺑﺎﺷﺪ‪ ،‬اﺳﺘﻔﺎده آن را در ﺟﻤﻠﻪ آﺳﺎن ﻣﻲﻧﻤﺎﻳﺪ‪ .‬در ﺗﺮﺟﻤﻪ ﻓﺎرﺳﻲ ﺟﻤﻠﻪ ﻫﻤﻴﻨﮕﻮي‪ ،‬ﻣﻌﺎدل )‪>oh‬ﺑﺎﺑﺎ!( اﻧﺘﺨﺎب ﺷﺪه ﻛﻪ‬ ‫ﻋﻠﻲرﻏﻢ ﻇﺎﻫﺮ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي ﺧﻮد‪ ،‬ﻛﺎﻣﻸ ﻣﻔﻬﻮم ﺷﺒﻪﺟﻤﻠﻪاي در زﺑﺎن ﻓﺎرﺳﻲ دارد‪ .‬در ﻣﺜﺎل دوم )ﺟﻤﻠﻪ ﻛﺎﻣﻮ( در‬ ‫زﺑﺎن ﻓﺎرﺳﻲ از ﻫﻤﺎن ﻗﻴﺪ )ﺧﻮب( ﺑﻪ ﻋﻨﻮان ﻣﻌﺎدﻟﻲ ﻣﻨﺎﺳﺐ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪.‬‬

‫‪ ‬‬ ‫‪1. Abstraction‬‬ ‫‪2. Figure ‬‬

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‫ﺑﺮﻋﻜﺲ‪ ،‬ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎﻳﻲ در زﺑﺎن ﻓﺮاﻧﺴﻪ وﺟﻮد دارﻧﺪ ﻛﻪ ﺑﺎ ﻋﻨﺼﺮي در زﺑﺎن اﻧﮕﻠﻴﺴﻲ‪ ،‬ﻛﻪ از ﻧﻈﺮ ﻧﺤﻮي ادﻏﺎم ﺷﺪهاﻧﺪ‪،‬‬ ‫ﻣﺮﺗﺒﻂ ﻫﺴﺘﻨﺪ‪ .‬اﻳﻦﮔﻮﻧﻪ در ﻣﺜﺎلﻫﺎي زﻳﺮ‪ ،‬وﻗﻮع اﻧﻮاع ﺷﺒﻪﺟﻤﻠﻪﻫﺎي ذﻫﻨﻲ )‪ (subjective‬و اﻟﻬﻲ دﻳﺪه ﻣﻲﺷﻮد‬ ‫)‪ (divin‬ﻛﻪ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺗﺼﻮﻳﺮ آن ﺷﻜﻠﻲ ﻗﻴﺪي دارد )ﻗﻴﺪﻫﺎﻳﻲ ﻛﻪ ﺑﺎ ﭘﺴﻮﻧﺪ ‪ ly‬ﺳﺎﺧﺘﻪ ﻣﻲﺷﻮﻧﺪ‪damn, the :‬‬

‫‪(hell, on earth‬‬ ‫)‪6. F2 COLETTE/ ECOLE 104 A/ 116 A (Dame> Certainly‬‬ ‫! ‪-Eh bien! Vous avez le déshabillage gai, là-haut !/-Dame‬‬ ‫!‪Well, well! You have a gay time undressing up there! / We certainly do‬‬

‫ﺧﻮﺑﻪ! اون ﺑﺎﻻ ﺧﻮب اﺳﺘﺮﻳﺐ ﺗﻴﺰﻛﺮدي!‪-‬واﻗﻌﺎ ﻛﻪ!‬ ‫)‪7. HEMINGWAY/Have 40A /52 A (The hell› Nom de Dieu‬‬ ‫‪What’s the matter? Eddy said. What the hell’s the matter? / Nothing, I told him.‬‬ ‫‪-Qu’est-ce qui se passe, demande Eddy. Qu’est-ce qui se passe, nom de Dieu ?/-Rien, je lui dis.‬‬

‫ادي ﭘﺮﺳﻴﺪ‪» :‬ﭼﻪ اﺗﻔﺎﻗﻲ اﻓﺘﺎده؟ اوه ﺧﺪاي ﻣﻦ! ﭼﻪ اﺗﻔﺎﻗﻲ اﻓﺘﺎده؟«‪ -‬ﺑﻬﺶ ﮔﻔﺘﻢ‪ :‬ﻫﻴﭽﻲ‪.‬‬ ‫ﻣﻔﻬﻮم ﻣﺒﻬﻢ ﺷﺒﻪﺟﻤﻠﻪ ‪ Dame‬در ﻣﺜﺎل اول و اﻳﻦ ﻣﺴﺎﻟﻪ ﻛﻪ ﻛﻠﻤﻪاي ﻫﻢﭼﻮن ‪ ،diable‬ﻛﻪ از ﻟﺤﺎظ ﻧﺤﻮي ادﻏﺎمﭘﺬﻳﺮ‬ ‫اﺳﺖ‪ ،‬ﺑﻴﺸﺘﺮ ﺑﻪ ﺻﻮرت ﺗﺤﺖاﻟﻔﻈﻲ ﺗﺮﺟﻤﻪ ﻣﻲﺷﻮد در ﺻﻮرﺗﻲ ﻛﻪ اﺷﻜﺎل ﻫﻤﻴﻦ ﻛﻠﻤﺎت در زﺑﺎناﻧﮕﻠﻴﺴﻲ در ﻣﺜﺎلﻫﺎي‬ ‫دﻳﮕﺮ‪ ،‬ﭘﺎﻳﻪاي ﺗﻮﺿﻴﺤﻲ دارﻧﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺧﺎﻃﺮ‪ ،‬ﺗﺮﺟﻤﻪ ﭘﻴﺸﻨﻬﺎدي‪ ،‬وراي ﺗﻮﺿﻴﺤﺎت دﻗﻴﻘﻲ ﻛﻪ در ﻣﻮرد ﺷﻜﻞ و ﻓﺮم آن‬ ‫ﺷﺪه‪ ،‬ﻳﻚ ﺑﺎر دﻳﮕﺮ ﺗﺄﻛﻴﺪ ﺑﺮ ﻣﺠﺎورت ﺑﻴﻦ ﺷﺒﻪﺟﻤﻠﻪ و ﺑﻘﻴﻪ ﺟﻤﻠﻪ از ﻣﻨﻈﺮ زﺑﺎنﺷﻨﺎﺳﻲ دارد ﻋﻠﻲاﻟﺨﺼﻮص درﻣﻮرد اﻳﻦ‬ ‫ﻣﺴﺎﻟﻪ ﻛﻪ ﻋﻨﺎﺻﺮ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي ﻧﻘﺶ ﻣﻌﺮﻓﻲ ﺷﺒﻪﺟﻤﻠﻪ را در ﻣﺘﻦ اﻳﻔﺎ ﻣﻲﻛﻨﻨﺪ و ارزش ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي آﻧﻬﺎ در‬ ‫ﺑﺎﻓﺖ ﻣﺘﻦ ﻣﺸﺨﺺ ﻣﻲﺷﻮد‪.‬‬ ‫ﻣﻌﺎدﻟﻲ ﻛﻪ در زﺑﺎن ﻓﺎرﺳﻲ ﺑﺮاي ﺟﻤﻠﻪ اول اﻧﺘﺨﺎب ﺷﺪ )واﻗﻌﺎ ﻛﻪ!( ﻛﺎﻣﻸ ﺑﺎ ﻓﺮﻫﻨﮓ و ﺑﺎور اﻳﺮاﻧﻲ ﻋﺠﻴﻦ ﺷﺪه اﺳﺖ‪ ،‬ﻟﺬا‬ ‫ﺑﻪ ﺧﻮﺑﻲ ﻣﻲﺗﻮان ﻣﺸﺎﻫﺪه ﻛﺮد ﻛﻪ در ﺑﺴﻴﺎري از ﻣﻮارد ﻣﺘﺮﺟﻢ ﻣﻲﺗﻮاﻧﺪ درك ﺧﻮد از ﺟﻤﻠﻪ را ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻓﺮﻫﻨﮓ و‬ ‫ﺑﺎورﻫﺎي ﺧﻮد ﺗﻐﻴﻴﺮ دﻫﺪ‪ .‬ﺑﺎ اﻳﻨﻜﻪ ﻣﻌﺎدل اﻧﺘﺨﺎﺑﻲ از دو ﻛﻠﻤﻪ )واﻗﻌﺎ=ﻗﻴﺪ‪/‬ﻛﻪ=ﺣﺮف اﺿﺎﻓﻪ( ﺗﺸﻜﻴﻞ ﺷﺪه وﻟﻲ وﻗﺘﻲ ﺑﺎ ﻫﻢ‬ ‫ادﻏﺎم ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻣﻔﻬﻮم ﺷﺒﻪﺟﻤﻠﻪاي ﺑﻪ ﺧﻮد ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﻣﻌﺎدل اﻧﺘﺨﺎﺑﻲ ﺟﻤﻠﻪ دوم ﻛﺎﻣﻸ ﺷﺒﻪﺟﻤﻠﻪاي اﺳﺖ‪.‬‬ ‫‪ 2 .3‬ﻋﺪم ﺗﻘﺎرن در ﺗﺮﺟﻤﻪ‬ ‫ﺣﺘﻲ اﮔﺮ ﭘﻴﻜﺮه زﺑﺎﻧﻲ ﻣﻮرد ﻧﻈﺮ ﻛﻤﻲ ﻣﺤﺪود ﺑﺎﺷﺪ‪ ،‬ﺗﻤﺎﻳﻞ ﺑﻪ ﻋﺪم ﺗﻘﺎرن در ﺗﺮﺟﻤﻪ ﻣﺸﺎﻫﺪه ﻣﻲﺷﻮد‪.‬‬

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‫ ﻣﻲرﺳﻴﻢ زﻳﺮا اﻳﻦ ﻧﻮع ﺗﺮﺟﻤﻪ از ﻟﺤﺎظ آﻣﺎري و‬،‫ ﻛﻪ ﭘﻴﺶﺗﺮ ﺑﻪ آن اﺷﺎره ﻛﺮدﻳﻢ‬،‫اﻛﻨﻮن ﺑﻪ ﺑﻌﺪ ﺗﻮﺿﻴﺤﻲ در ﺗﺮﺟﻤﻪ‬ ‫ﻛﻴﻔﻴﺘﻲ ﺑﻪ ﻣﻮﻗﻌﻴﺖﻫﺎي »اﺣﺘﻤﺎﻟﻲ« ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎ ﻣﺤﺪود ﻣﻲﺷﻮد و ﺣﺘﻲ اﮔﺮ ﺗﻤﺎﻣﻲ اﻧﻮاع ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎ ﺗﻮﺳﻂ ﺗﺮﺟﻤﻪ‬ ‫ اﻳﻦ ﺑﻌﺪ ﺗﻮﺿﻴﺤﻲ اﻣﻜﺎن ﺑﻴﺎن‬،‫( ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﺷﺪه ﺑﺎﺷﺪ‬TVI) ‫( و ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ‬TNI) ‫ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي‬ ‫ اﻳﻦ راه ﺣﻞ ﺑﻪ اﻧﺪازه ﻓﺮم و ﺷﻜﻞ ﺧﻼﺻﻪﺷﺪه و ﻣﺘﺮاﻛﻢ‬.‫ﺷﺒﻪﺟﻤﻠﻪ ﺧﺎرﺟﻲ را ﺑﺎ ﺑﺮرﺳﻲ ﺗﺮاﻛﻢ ﺗﻜﻤﻴﻠﻲ زﺑﺎن ﻣﻲدﻫﺪ‬ ‫ ﺑﺪون‬.‫ﺷﺒﻪﺟﻤﻠﻪ ﺣﺎﺋﺰ اﻫﻤﻴﺖ اﺳﺖ و زﺑﺎنﺷﻨﺎﺳﺎن را ﻣﺠﺒﻮر ﻣﻲﻛﻨﺪ ﺗﺎ اﺳﺘﺪﻻل ﺧﻮد را ﺑﺮ ﭘﺎﻳﻪ درونﻧﮕﺮي ﺑﻨﺎ ﻧﻤﺎﻳﺪ‬ .‫ ﺳﺨﺖﺗﺮ از ﻋﺒﺎرات ﺷﺒﻪﺟﻤﻠﻪ اي ﺧﻮاﻫﺪ ﺑﻮد‬Ah ‫ و‬Oh ‫ﺷﻚ ﺗﺤﻠﻴﻞ ﺷﺒﻪ ﺟﻤﻠﻪ ﻫﺎي‬ 8. F2 CAMUS / Peste26 A / 20 A (Ah>Wait a bit) Je n’ai rien vu d’extraordinaire. / -Pas de fièvre avec inflammation ? / - Ah! si, pourtant, deux cas avec des ganglions très enflammés. I’ve noticed nathing exceptional. / No fever with local inflammation? / Wait a bit! I have two cases with inflamed glands.

.‫ دو ﻣﻮرد ﺑﺎ ورم ﻏﺪه ﻟﻨﻔﺎوي‬،‫ﻓﻜﺮ ﻛﻨﻢ! ﭼﺮا‬-/‫ﺣﺘﻲ ﺗﺐ ﻫﻤﺮاه ﺑﺎ اﻟﺘﻬﺎب ﻫﻢ ﻧﺪﻳﺪي؟‬- /.‫ﭼﻴﺰ ﻋﺠﻴﺒﻲ ﻧﺪﻳﺪم‬

9. F4 CHEVALLIER / Euffe 132 C / 92 B (Voyons1>Why) Et je ne sais pas si tu te rends compte de la nature des questions qui pourraient être posées à ce procès ? Voyons, mère, nous ferions rigoler! And I don’t know if it occurs to you what kind of questions might be asked in court? Why, Mother, we should be a laughing-stock!

!‫ ﻣﻲﺧﻨﺪوﻧﻴﻢ‬،‫ﻧﻤﻲدوﻧﻢ ﻛﻪ ﻣﺘﻮﺟﻪ ﺳﻮاﻻﺗﻲ ﻛﻪ ﺗﻮ دادﮔﺎه ﻣﻤﻜﻨﻪ ﭘﺮﺳﻴﺪه ﺑﺸﻪ ﺷﺪي؟ ﺑﺒﻴﻦ ﻣﺎﻣﺎن‬ 10. A2 HEMINGWAY / Sun 178 BC / 207 BC (Oh rot> Allons donc2) Have you? / Oh, yes. / Oh, rot, said Brett. Maybe it works for some people, though. -Et toi? / -Oh! Si!/ - Allons donc! Dit Brett. Enfin, il y a peut-être des gens auxquels ça réussit.

‫ ﺑﺒﻴﻨﻴﻢ‬-1 ‫ ﭘﺲ ﺑﺮﻳﻢ‬-2

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‫و ﺗﻮ؟‪-/‬آه! ﺑﻠﻪ!‪ -/‬ﺑﺮت ﮔﻔﺖ‪»:‬ﺑﺮﻳﻢ دﻳﮕﻪ!‪ .‬ﺑﺎﻻﺧﺮه ﺷﺎﻳﺪ ﺑﺮاي ﺑﻌﻀﻲ از اﻓﺮاد ﻛﺎر ﺑﻜﻨﻪ‪«.‬‬ ‫ﻫﺮ ﻳﻚ از ﭼﻨﺪ ﻣﺜﺎل ﺑﺎﻻ ﺷﺎﻣﻞ ﻳﻚ وﺟﻪ اﻣﺮي اﺳﺖ ﻛﻪ ﻛﺎرﺑﺮد آن در ﺟﻤﻠﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﻮاﺑﻲ ﻛﻪ اﻧﺘﻈﺎر ﻣﻲرود‪ ،‬ﺑﻪ‬ ‫ﺧﻮﺑﻲ ﺣﻔﻆ ﺷﺪهاﺳﺖ‪ .‬اﻳﻦ وﺟﻮه اﻣﺮي‪ ،‬ﻋﻤﻞ )ﻛﻨﺶ(‪ 1‬را ﺑﻴﺎن ﻣﻲﻛﻨﻨﺪ و در ﻫﻤﺎن ﻟﺤﻈﻪ‪ ،‬ﻋﻤﻞ را ﺑﻪ دو ﺻﻮرت ﻧﺸﺎن‬ ‫ﻣﻲدﻫﻨﺪ‪ ،‬در اﺑﺘﺪا ﺑﻪ ﺻﻮرت ﺑﺎﻟﻘﻮه و ﻗﺒﻞ از ﺗﺤﻘﻖ ﺣﻘﻴﻘﻲ آن و ﺳﭙﺲ در ﭘﺎﻳﺎن‪ ،‬ﭼﻮن ﺗﻤﺎﻣﺄ در ﻳﻚ ﻓﺮم ﺟﻤﻊ ﺷﺪهاﺳﺖ‬ ‫)ﻛﻮﺗﻪ‪ ،1992 ،2‬ﺻﺺ ‪ .(129-126‬ﺑﻪ ﺧﻮﺑﻲ در ﻣﻲﻳﺎﺑﻴﻢ ﻛﻪ ﻋﻠﻲرﻏﻢ ﺳﺎدﮔﻲ ﺷﻜﻠﻲ ﺷﺒﻪﺟﻤﻠﻪ‪ ،‬ﻣﻌﺎدلﻳﺎﺑﻲ آن در زﺑﺎن‬ ‫ﻣﻘﺼﺪ ﺑﺴﺘﮕﻲ ﺑﻪ درك آن در ﺑﺎﻓﺖ ﻣﻌﻨﺎﻳﻲ و ﻧﺤﻮه ﺑﻴﺎن آن دارد‪ .‬اﻳﻦ درﺣﺎﻟﻲ اﺳﺖ ﻛﻪ در ﻣﻌﺎدلﻫﺎي اﻧﺘﺨﺎﺑﻲ در زﺑﺎن‬ ‫ﻓﺎرﺳﻲ )اوا‪ ،‬آﻫﺎن‪ ،‬آه( ﺧﻴﻠﻲ ﻧﻴﺎز ﺑﻪ ﺗﻐﻴﻴﺮ‪ ،‬ﺗﻮﺿﻴﺢ و اﺳﺘﻔﺎده از وﺟﻮه اﻣﺮي ﻧﻴﺴﺖ‪ ،‬و ﺷﺎﻳﺪ اﻳﻦ ﻣﺴﺎﻟﻪ ﺑﻪ ﺧﺎﻃﺮ آن اﺳﺖ‬ ‫ﻛﻪ ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎي واﻛﻪاي در زﺑﺎن ﻓﺎرﺳﻲ ﺟﺎ اﻓﺘﺎدهﺗﺮ و راﻳﺞﺗﺮ از زﺑﺎنﻫﺎي دﻳﮕﺮ اﺳﺖ‪.‬‬ ‫اﻛﻨﻮن اﮔﺮ اﻓﻌﺎﻟﻲ را ﻛﻪ ﺑﻪ ﻋﻨﻮان ﻓﻌﻞ ﻛﻤﻜﻲ در وﺟﻪ اﻣﺮي ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮارﮔﺮﻓﺘﻪ اﻧﺪ و ﺗﺼﻮﻳﺮ ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎ را ﻣﻮرد‬ ‫ارزﻳﺎﺑﻲ ﻗﺮار دﻫﻴﻢ‪ ،‬ﻣﺘﻮﺟﻪ ﻣﻲﺷﻮﻳﻢ ﻛﻪ ﻣﻌﻨﺎﺷﻨﺎﺳﻲ‪ ،‬آﻧﻬﺎ را ﺑﻴﻦ ﻋﺎﻣﻞ ﻣﺘﻀﺎد ﻳﻌﻨﻲ »ﺗﻮﻗﻒ« و »ﺣﺮﻛﺖ« ﻗﺮار ﻣﻲدﻫﺪ‪.‬‬ ‫اﻳﻦ اﻓﻌﺎل ﻳﺎ ﺣﺮﻛﺖ را ﺑﻴﺎن ﻣﻲﻛﻨﻨﺪ ) رﻓﺘﻦ‪ ،3‬دﻳﺪن‪ (4‬و ﻳﺎ رﻓﺘﺎر را ﻧﺸﺎن ﻣﻲدﻫﻨﺪ )ﺻﺒﺮ ﻛﺮدن‪ ،5‬ﮔﺮﻓﺘﻦ‪ (6‬ﻛﻪ ﻫﻤﮕﻲ‬ ‫ارزش آﺳﺘﺎﻧﻪ را ﺑﺎﻻ ﻣﻲﺑﺮﻧﺪ‪ .‬ﻓﻌﻞ ﮔﺮﻓﺘﻦ ‪ tenir‬ﻳﻌﻨﻲ ﺑﺮﮔﺸﺖ ﺑﻪ ﭼﻴﺰي ﺑﺮاي ﺗﺄﻳﻴﺪ واﻗﻌﻴﺖ؛ ﻓﻌﻞ ﺻﺒﺮﻛﺮدن ﺑﻪ ﻣﻌﻨﻲ‬ ‫ﮔﺮﻓﺘﻦ ﻟﺤﻈﻪاي زﻣﺎن ﺑﺮاي ﺑﻬﺘﺮ ﻣﺤﺎﺳﺒﻪﻛﺮدن آﻳﻨﺪه اﺳﺖ و ﻓﻌﻞ دﻳﺪن‪ ،‬ﺑﺮﺟﺴﺘﻪ ﻛﺮدن ﺷﻨﺎﺳﺎﻳﻲ )ﺗﻌﻴﻴﻦ ﻫﻮﻳﺖ ﺷﻴﺊ‬ ‫اﺣﺘﻤﺎﻟﻲ ﻫﻤﭽﻮن ﭘﻴﺶﺷﺮط ﻋﻤﻞ و ﻓﻌﻞ رﻓﺘﻦ زﻣﺎﻧﻲ ﻛﻪ آن ﻋﻤﻞ اﻧﺠﺎم ﺷﺪه(‪.‬‬ ‫‪ 3 .3‬ﺷﺒﻪ ﺟﻤﻠﻪ و ﺗﻜﺮار‬ ‫اﻛﻨﻮن ﺗﺮﺟﻤﻪ ﺑﺴﻴﺎر ﻣﺘﻔﺎوت دﻳﮕﺮي از ﺷﺒﻪﺟﻤﻠﻪﻫﺎ را در ﻣﺜﺎل زﻳﺮ ﺧﻮاﻫﻴﻢ دﻳﺪ ﻛﻪ ﺑﺮ ﻣﺒﻨﺎي ﺗﻜﺮار ﺷﻜﻠﻲ ﭘﺎرهاي از‬ ‫ﺟﻤﻠﻪ ﻛﻪ ﻣﻤﻜﻦ اﺳﺖ ﺷﺒﻪ ﺟﻤﻠﻪاي ﺗﺮﺟﻤﻪ ﺷﻮد و ﻳﺎ ﻏﻴﺮ ﺷﺒﻪ ﺟﻤﻠﻪاي‪ ،‬روﺑﺮو ﻣﻲﺷﻮﻳﻢ‪ .‬در ﺣﻘﻴﻘﺖ ﻧﺰدﻳﻚ ﺑﻪ ﺳﻲ‬ ‫ﻣﺜﺎل در زﺑﺎن ﻣﺒﺪاء و ﻣﻘﺼﺪ ﺑﻪ اﻳﻦ ﺷﻜﻞ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ و ﻓﺮاﻧﺴﻪ ﺗﺮﺟﻤﻪ ﺷﺪهاﺳﺖ )واﻧﺪﻟﻮاس‪ ،1989 ،7‬ﺻﺺ ‪-101‬‬

‫‪ .(123‬ﺑﻪ ﻣﺜﺎل زﻳﺮ ﻛﻪ در آن ﺗﻜﺮار دوﺟﺎﻧﺒﻪ وﺟﻮد دارد‪ ،‬ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪:‬‬

‫‪ ‬‬ ‫‪1. Action ‬‬ ‫‪2. Cotte‬‬ ‫‪3. Aller‬‬ ‫‪4. Voir‬‬ ‫‪5. Attendre‬‬ ‫‪6. Tenir ‬‬ ‫‪7. Vandeloise‬‬

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‫)‪11. F2 COLETTE/ Ecole C/232 C (Ta, ta, ta› Now, now, now‬‬ ‫‪Et Mlle voudrait que nous lui demandions des fleurs ! Elle n’y songe pas ! / …Ta, ta, ta ! On‬‬ ‫!‪dirait que je vous envoie à l’abattoir‬‬ ‫‪She couldn’t have realized what she was doing! /… Now, now, now! Anyone would think I was‬‬ ‫!‪sending off lambs to the slaughterhouse‬‬

‫ﺧﺎﻧﻢ ﻧﻤﻲﻓﻬﻤﻪ ﻛﻪ ﭼﻴﻜﺎر ﻛﺮده! ﺑﻬﺶ ﻓﻜﺮم ﻧﻜﺮده!؟‪...‬ﺣﺎﻻ‪ ،‬ﺣﺎﻻ‪ ،‬ﺣﺎﻻ! ﺷﻴﻄﻮﻧﻪ ﻣﻲﮔﻪ ﻛﻪ ﺷﻤﺎ را ﺑﻪ ﻛﺸﺘﺎرﮔﺎه ﺑﻔﺮﺳﺘﻢ!‬ ‫در ﻣﺜﺎل ﺑﺎﻻ‪ ،‬ﻣﻌﺎدل اﻧﺘﺨﺎﺑﻲ در زﺑﺎن اﻧﮕﻠﻴﺴﻲ و ﻓﺎرﺳﻲ‪ ،‬ﺗﻜﺮار ﺷﺒﻪﺟﻤﻠﻪ در زﺑﺎن ﻣﺒﺪاء را ﺣﻔﻆ ﻛﺮدهاﺳﺖ‪ ،‬زﻳﺮا ﺗﻜﺮار در‬ ‫ﺑﺴﻴﺎري از ﻣﻮارد ﺑﻴﺎﻧﮕﺮ اﺣﺴﺎﺳﺎت و ﻋﻮاﻃﻒ ﮔﻮﻳﻨﺪه اﺳﺖ ﻛﻪ ﺑﺎﻳﺪ ﺑﻪ درﺳﺘﻲ در زﺑﺎن ﻣﻘﺼﺪ ﺳﺎﺧﺘﻪ و ﭘﺮداﺧﺘﻪ ﺷﻮد‪.‬‬ ‫‪ .4‬ﻧﺘﻴﺠﻪ‬ ‫ﺗﺤﻠﻴﻞ ﻣﺜﺎلﻫﺎي اﻳﻦ ﺗﺤﻘﻴﻖ‪ ،‬دو ﻣﺴﺎﻟﻪ را از دو دﻳﺪﮔﺎه ﻣﺨﺘﻠﻒ ﺑﺮ ﻣﺎ روﺷﻦ ﻣﻲﺳﺎزد‪ :‬ﺗﺮﺟﻤﻪﺷﻨﺎﺳﻲ و زﺑﺎنﺷﻨﺎﺳﻲ‪.‬‬ ‫ﺗﺮﺟﻤﻪﺷﻨﺎﺳﻲ از آن ﺟﻬﺖ ﻛﻪ ﻣﺘﺮﺟﻢ ﻛﻤﺎﺑﻴﺶ ﺑﻪ ﻃﻮر ﻧﺎﺧﻮدآﮔﺎه ﺗﻤﺎﻳﻞ دارد ﻛﻪ ﺗﻮﺿﻴﺢ دﻫﺪ‪ ،‬زﻳﺮا در اﻛﺜﺮ ﻣﺜﺎلﻫﺎ‬ ‫ﺑﻴﺸﺘﺮ ﺑﺎ ﺗﺮﺟﻤﻪ ﻏﻴﺮﺷﺒﻪﺟﻤﻠﻪاي ﻣﻮاﺟﻪ ﺷﺪﻳﻢ ﺗﺎ ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ‪ .‬اﻳﻦ در ﺣﺎﻟﻲ اﺳﺖ ﻛﻪ در ﻣﻌﺎدلﮔﺰﻳﻨﻲ در‬ ‫زﺑﺎن ﻓﺎرﺳﻲ ﻫﻢ از ﺗﺮﺟﻤﻪ ﺷﺒﻪﺟﻤﻠﻪاي و ﻫﻢ ﺗﺮﺟﻤﻪ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ‪ .‬ﺑﻴﺸﺘﺮ اﻳﻦ ﺗﻔﺎوتﻫﺎ ﻧﺎﺷﻲ از‬ ‫وﻳﮋﮔﻲ ﻓﺮﻫﻨﮕﻲ و ﺳﺎﺧﺘﺎر زﺑﺎﻧﻲ ﻫﺮ ﻛﺸﻮر اﺳﺖ‪ .‬ﺑﺪون ﺷﻚ‪ ،‬ﺳﺨﻦ و ﮔﻔﺘﻤﺎن رﺷﺪ ﻳﺎﻓﺘﻪ‪ ،‬ﺑﻪ راﺣﺘﻲ ﻧﻤﻲﺗﻮاﻧﺪ در ﻏﺎﻟﺐ‬ ‫ﻳﻚ ﺷﺒﻪ ﺟﻤﻠﻪ ﺳﺎﺧﺘﻪ و ﭘﺮداﺧﺘﻪ ﺷﻮد‪.‬‬ ‫اﮔﺮ از ﻣﻨﻈﺮ زﺑﺎنﺷﻨﺎﺳﻲ ﺑﻪ اﻳﻦ ﻣﻮﺿﻮع ﻧﮕﺎه ﻛﻨﻴﻢ‪ ،‬در ﻣﻲﻳﺎﺑﻴﻢ ﻛﻪ اﻳﻦ دوﻧﻮع ﺗﺮﺟﻤﻪ )ﺗﺮﺟﻤﻪ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي و‬ ‫ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ( در اﻗﻠﻴﺖ ﻗﺮار دارﻧﺪ وﻟﻲ از ﻃﺮف دﻳﮕﺮ ﻫﺸﺪار دﻫﻨﺪهاﻧﺪ‪ .‬زﻳﺮا ﺗﺮﺟﻤﻪﻫﺎي ﭘﻴﺸﻨﻬﺎدي‬ ‫ﻋﻠﻲرﻏﻢ ﻧﻘﺶ دﺳﺘﻮري ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪ اي ﺧﻮد )ﻗﻴﺪ‪ ،‬اﺳﻢ‪ ،‬ﺣﺮف اﺿﺎﻓﻪ(‪ ،‬اﻏﻠﺐ در ﻣﻌﻨﺎ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ ﻧﺰدﻳﻚ اﻧﺪ‪ ،‬و اﻳﻦ‬ ‫ﻣﺴﺄﻟﻪ ﻧﻪ ﺗﻨﻬﺎ ﻇﻬﻮر ﺷﺒﻪﺟﻤﻠﻪ در ﻏﺎﻟﺐ دﻳﮕﺮ ﻋﻨﺎﺻﺮ زﺑﺎﻧﻲ ﺟﻤﻠﻪ را ﻧﺸﺎن ﻣﻲدﻫﺪ‪ ،‬ﺑﻠﻜﻪ ﺗﻤﺎم و ﻛﻤﺎل آن را آﺷﻜﺎر‬ ‫ﻣﻲﺳﺎزد‪ .‬زﻳﺮا اﻳﻦ ﺗﺮﺟﻤﻪﻫﺎ )ﺗﺮﺟﻤﻪ ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي و ﺗﺮﺟﻤﻪ ﻧﺰدﻳﻚ ﺑﻪ ﺷﺒﻪﺟﻤﻠﻪ( در ﺣﺎﺷﻴﻪ ﭘﺪﻳﺪه ﺷﺒﻪﺟﻤﻠﻪاي‬ ‫ﻇﺎﻫﺮ ﻣﻲﺷﻮد‪ ،‬و اﻳﻦ آن ﭼﻴﺰي اﺳﺖ ﻛﻪ در ﺗﺮﺟﻤﻪ ﺷﺒﻪﺟﻤﻠﻪاي ﺑﻪ وﺿﻮح اﺗﻔﺎق ﻧﻤﻲاﻓﺘﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺧﺎﻃﺮ‪ ،‬ﻣﺘﺮﺟﻢ ﻧﻘﺶ‬ ‫ﻣﻬﻤﻲ را ﺑﺎزي ﻣﻲﻛﻨﺪ و آﮔﺎﻫﻲ زﺑﺎنﺷﻨﺎﺳﻲ وي ﺑﺴﻴﺎر ﻣﻬﻢ اﺳﺖ‪.‬‬

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2nd Conference on


‫ ﻣﻲﺗﻮاﻧﺪ ﺗﺼﻮﻳﺮ ﻣﻨﺤﺼﺮ ﺑﻔﺮدي را از ﭼﮕﻮﻧﮕﻲ ﺷﻜﻞﮔﻴﺮي‬،‫اﮔﺮ ﭘﺎرهﻫﺎي ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي از ﺷﺒﻪ ﺟﻤﻠﻪﻫﺎ ﺧﺒﺮ ﺑﺪﻫﺪ‬ ،‫ ﺷﺒﻪﺟﻤﻠﻪ ﺑﻪ دﻟﻴﻞ وﻳﮋﮔﻲ ﺧﺎص دﺳﺘﻮري ﺧﻮد ﻛﻪ اﻛﺜﺮأ در اول ﺟﻤﻠﻪ ﻗﺮار ﻣﻲﮔﻴﺮد‬.‫ﺳﺨﻦ ﺑﻪ ﻣﺨﺎﻃﺐ اﻧﺘﻘﺎل دﻫﺪ‬ ‫ ﺑﻪ ﺧﺎﻃﺮ ﻫﻤﻴﻦ ﺑﺴﻴﺎر ﭘﺮ ﻣﻌﻨﻲ اﺳﺖ و ﻣﻲﺗﻮان‬،‫آﻧﭽﻪ را ﻛﻪ ﺳﺨﻦ و ﻛﻼم ﻣﻲﺧﻮاﻫﺪ ﺑﻴﺎن ﻛﻨﺪ در ﺧﻮد ﺧﻼﺻﻪ ﻣﻲﻧﻤﺎﻳﺪ‬ ‫ از ﻫﻤﺎن ﻣﺎﻫﻴﺘﻲ ﺑﺮﺧﻮرداﻧﺪ ﻛﻪ ﺑﻘﻴﻪ‬،‫ﮔﻔﺖ ﻛﻪ ﭘﺎرهﻫﺎي ﻏﻴﺮ ﺷﺒﻪﺟﻤﻠﻪاي ﻛﻪ ﺑﻪ ﺟﺎي ﺷﺒﻪﺟﻤﻠﻪ در ﭘﻴﻜﺮه ﻣﺎ ﻗﺮار ﮔﺮﻓﺘﻨﺪ‬ ‫ ﺗﺮﺟﻤﻪ ﻛﺎﻣﻸ ﻫﻤﭽﻮن ﻣﻌﺮﻓﻲ و ﺑﻪ‬،‫ اﻳﻦﭼﻨﻴﻦ‬.‫ ﺑﺮﺧﻮردارﻧﺪ‬،‫ﻋﻨﺎﺻﺮ ﻣﻮﺟﻮد در زﻧﺠﻴﺮه ﺳﺨﻦ ﺑﻪ دﻧﺒﺎل آن آﻣﺪه اﺳﺖ‬ .‫ﺗﺼﻮﻳﺮ ﻛﺸﻴﺪن ﻣﻌﻨﺎي ﺗﻠﻮﻳﺤﻲ ﺷﺒﻪﺟﻤﻠﻪ ﻋﻤﻞ ﻣﻲﻛﻨﺪ‬

‫ﻣﻨﺎﺑﻊ‬ Ballard, M. (1987). La traduction: De l’anglais au français. Paris, France: Nathan. Barnes, J. (1991). Before she met me (M. Courtois-Fourcy, Trans.). Paris, France: Denoël. (Original work published 1982). Camus, A. (1948). The plague (S. Gilbert, Trans.). New York : Vintage. (Original work published 1947). Chevallier, G. (1957). The affairs of Flavie (J. Godefroi, Trans.). London, England: Penguine. (Original work published 1945). Colette. (1957). Claudine at School (A. White, Trans.). New York: Farrar Straus. (Original work published 1900). Cotte, P. (1996). L’Explication grammaticale de textes anglais. Paris, France: Universitaire de France. Hemingway, E. (1949). Le soleil se lève aussi (M. E. Coindreau, Trans.). Paris, France: Gallimard. (Original work published 1926). Mailer, N. (1957). The Deer Park. Traduction de C. Elsen. Paris, France: Denoël. (Original work published 1956). Richet, B. (2000). Quelques données et réflexions sur la traduction des interjections. In Ballard Michel (Ed.), Oralité et traduction (pp. 79-128). Arras: Artois Presses Université. Vandeloise, C. (1989). L’Expression linguistique de la relation de suspension. Cahiers De Lexicologie, 55(9), 101-133.

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‫ﺗﺌﺎﺗﺮ‪ :‬اﺑﺰاري ﻧﻮﻳﻦ در ﻳﺎدﮔﻴﺮي زﺑﺎن دوم‬

‫زﻫﺮا ﺳﻌﺎدتﻧﮋاد‬

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‫ﮔﺮوه زﺑﺎن وادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬ ‫ﻧﮕﺎر ﻣﺰاري‬

‫ﮔﺮوه زﺑﺎن وادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬

‫ﭼﻜﻴﺪه‪ .‬اﺳﺘﻔﺎده از اﺑﺰاري ﻧﻮﻳﻦ ﻫﻢﭼﻮن ﺗﺌﺎﺗﺮ ﺑﺎ ﻫﺪف اﻳﺠﺎد ﻓﻀﺎﻳﻲ ﻣﻮﺛﺮ و ﭘﻮﻳﺎ در اﻣﺮ آﻣﻮزش ﺑﻪ ﻃﻮر ﻛﻠﻲ و ﺑﻮﻳﮋه در‬ ‫آﻣﻮزش زﺑﺎن ﻓﺮاﻧﺴﻪ در ﺣﺎل ﮔﺴﺘﺮش اﺳﺖ‪ .‬ﺗﺌﺎﺗﺮ ﻳﻜﻲ از ﻓﻌﺎﻟﻴﺖﻫﺎي ﻓﺮﻫﻨﮕﻲ ﺟﺎﻣﻌﻪ اﺳﺖ ﻛﻪ ﺑﺎ ﺑﻪﻛﺎرﮔﻴـﺮي اﺑﺰارﻫـﺎي‬ ‫ﻗﺪرﺗﻤﻨﺪ‪ ،‬ﻇﺮاﻓﺖﻫﺎي زﺑﺎﻧﻲ را ﺑﻪ زﺑﺎنآﻣﻮز ﻣﻲآﻣﻮزد و ﺑﻪ او اﻳﻦ اﻣﻜﺎن را ﻣـﻲدﻫـﺪ ﻛـﻪ ﺑـﺎ اﺳـﺘﻔﺎده از ﻧﻴـﺮوي ﺗﺨﻴـﻞ و‬ ‫ﺧﻼﻗﻴﺖ ﺧﻮد دﻧﻴﺎي دروﻧﻲاش را ﺑﻪ ﻧﻤﺎﻳﺶ ﺑﮕﺬارد‪ .‬زﺑﺎنآﻣﻮز ﻧﻪ ﺗﻨﻬﺎ ﺑﺮاي ﺧﻮدش‪ ،‬ﺑﻠﻜﻪ ﺑـﻪﻋﻨـﻮان ﻧﻘـﺶ ﻣﻜﻤـﻞ ﻳـﺎ در‬ ‫ﻣﻌﺮض ﻋﻤﻮم اﻳﻔﺎي ﻧﻘﺶ ﻣﻲﻛﻨﺪ‪ ،‬در ﻧﺘﻴﺠﻪ ﻧﻘﺶ دﻳﮕﺮي )ﻧﻘﺶ ﻣﻜﻤﻞ‪ -‬ﻋﻤﻮم( اﻫﻤﻴﺖ ﻣﻲﻳﺎﺑﺪ‪ .‬در ﺳﺎلﻫﺎي اﺧﻴﺮ‪ ،‬ﺗﺌﺎﺗﺮ‬ ‫ﺟﺎﻳﮕﺎه ﺧﺎﺻﻲ داﺷﺘﻪاﺳﺖ و اﻣﺮوزه در ﻣﺘﺪﻫﺎي آﻣﻮزﺷﻲ ﺟﺪﻳﺪ ﺷﺎﻫﺪ ﺗﻤﺮﻳﻦﻫﺎي ﻋﻤﻠـﻲ و اﺟﺮاﻳـﻲ در ﻛـﻼس ﻫﺴـﺘﻴﻢ‪.‬‬ ‫ﻣﺎرﺳﻞ ﭘﺮوﺳﺖ‪ ،‬ﻧﻮﻳﺴﻨﺪهي ﻗﺮن ﺑﻴﺴﺖ ﻓﺮاﻧﺴﻪ‪ ،‬ﻣﻌﺘﻘﺪ اﺳﺖ ﺣﺎﻓﻈﻪي ﺑﺪن ﻧﺴﺒﺖ ﺑﻪ ﺣﺎﻓﻈﻪي ذﻫﻦ ﻗﺪرت ﺑﻴﺸـﺘﺮي در‬ ‫ﺑﻪﻳﺎدآوري ﺧﺎﻃﺮات ﮔﺬﺷﺘﻪ دارد‪ .‬ﭘﺮوﺳﺖ از ﺣﺎﻓﻈﻪي ﺑﺪن ﺑﺮاي ﺑﺎزﮔﺸﺖ ﺑﻪ ﺧﺎﻃﺮات ﮔﺬﺷﺘﻪ ﺑﻬـﺮه ﻣـﻲﺑـﺮد ﻛـﻪ ﺑﺎﻋـﺚ‬ ‫ﺧﻼﻗﻴﺖ ﺑﻪ ﻋﻨﻮان ﻣﻨﺒﻌﻲ ﺑﺮاي آﻓﺮﻳﻨﺶ اﺛﺮ اﺳﺖ‪ .‬ﺑﺎ ﻧﮕﺎﻫﻲ ﺑﻪ ﻧﻈﺮﻳﻪ ﭘﺮوﺳﺖ ﺑﺮآﻧﻴﻢ ﺑﺎ ﺑﺮرﺳﻲ دو ﻛﺘـﺎب آﻣﻮزﺷـﻲ ﻧـﻮﻳﻦ‬ ‫ﻓﺮاﻧﺴﻪ در زﻣﻴﻨﻪي ﺗﺌﺎﺗﺮ‪ :‬ﺑﺎزيﻫـﺎي ﺗﺌـﺎﺗﺮي )‪ (Marjolaine & Treffandier, 2013‬و روﻳـﺎروﻳﻲﻫـﺎ )‪ ،(Bouter, 2014‬ﺑـﻪ‬ ‫ﻣﻄﺎﻟﻌﻪي ﻋﻮاﻣﻞ ﻣﻮﺛﺮ ﺑﻪ اﻓﺰاﻳﺶ ﻗﺪرت ﺣﺎﻓﻈﻪي ﺑﺪن و ﺣﺎﻓﻈﻪي ذﻫﻦ در ﺧﻼل ﺗﻤﺮﻳﻦﻫﺎ ﺑﭙﺮدازﻳﻢ و در ﻧﻬﺎﻳـﺖ ﭘﺎﺳـﺦ‬ ‫دﻫﻴﻢ‪ :‬ﻫﺪف از اﻳﻦ ﻧﻮع ﺗﻤﺮﻳﻦﻫﺎ ﭼﻴﺴﺖ؟ ﭼﮕﻮﻧﻪ از ﺣﺎﻓﻈﻪ اﺳﺘﻔﺎده ﻣﻲﻛﻨﺪ ﻛﻪ »ﻣﻦ دروﻧﻲ« را ﺑﻪ ﺳﻤﺖ »ﻣﻦ دﻳﮕﺮي«‬ ‫ﺳﻮق دﻫﺪ؟‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﺗﺌﺎﺗﺮ‪ ،‬ﻳﺎدﮔﻴﺮي زﺑﺎن‪ ،‬ﺣﺎﻓﻈﻪ ذﻫﻦ‪ ،‬ﺣﺎﻓﻈﻪ ﺑﺪن‬

‫‪ ‬‬ ‫‪ -1‬ﻧﻮﻳﺴﻨﺪه ﻣﺴﺌﻮل‪ .‬راﻳﺎﻧﺎﻣﻪ‪ [email protected] :‬‬

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‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫اﻣﺮوزه ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮش و ﺗﻌﻤﻴﻖ رواﺑﻂ ﺑﻴﻦ ﻛﺸﻮرﻫﺎ‪ ،‬ﻓﺮاﮔﻴﺮي زﺑﺎن دوم‪ ،‬ﺑﺮاي ﺑﺮﻗﺮاري رواﺑﻂ ﻋﻤﻴﻖﺗﺮ ﺑﺎ ﻣﺮدم ﺟﻬﺎن‬ ‫ﻻزم و ﺿﺮوري ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ‪ .‬ﻣﺪرﺳﻴﻦ زﺑﺎن ﺑﻪدﻧﺒﺎل روشﻫﺎي ﻧﻮﻳﻦ ﺑﺮاي ﺟﺬب زﺑﺎنآﻣﻮزان و اﻳﺠﺎد اﻧﮕﻴﺰه و ﺗﺴﻬﻴﻞ‬ ‫در اﻣﺮ ﻳﺎدﮔﻴﺮي ﻫﺴﺘﻨﺪ‪ .‬روش ﻳﺎدﮔﻴﺮي در زﺑﺎن اول روش ﺷﻨﻴﺪاري‪-‬ﮔﻔﺘﺎري اﺳﺖ؛ ﻛﻮدك ﺑﺪون آﻧﻜﻪ ﻣﺴﺘﻘﻴﻤﺎ دﺳﺘﻮر‬ ‫و واژﮔﺎن را آﻣﻮزش ﺑﺒﻴﻨﺪ‪ ،‬ﻣﻮﻓﻖ ﺑﻪ ﺑﺮﻗﺮاري ارﺗﺒﺎط ﻣﻲﺷﻮد‪ .‬ﻣﻲﺗﻮان ﮔﻔﺖ در ﻓﺮاﮔﻴﺮي زﺑﺎن ﺧﺎرﺟﻲ ﻧﻴﺰ روش‬ ‫ﺷﻨﻴﺪاري‪-‬ﮔﻔﺘﺎري ﻣﻲﺗﻮاﻧﺪ ﻧﻘﺶ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪهاي اﻳﻔﺎ ﻧﻤﺎﻳﺪ‪ .‬‬ ‫روشﻫﺎي ﻧﻮﻳﻦ آﻣﻮزش زﺑﺎن ﺑﺎ روﻳﻜﺮد ارﺗﺒﺎﻃﻲ‪ ،‬اﻫﻤﻴﺖ وﻳﮋهاي ﺑﺮاي ﺗﻌﺎﻣﻼت اﺟﺘﻤﺎﻋﻲ ﻗﺎﺋﻞ اﺳﺖ‪ .‬ﻣﺪرس ﺳﻌﻲ در‬ ‫ﺑﻪوﺟﻮدآوردن ﻣﺤﻴﻂ ﻃﺒﻴﻌﻲ دارد‪ .‬ﺗﺌﺎﺗﺮ ﺑﺴﺘﺮ ﻣﻨﺎﺳﺒﻲ ﺑﺮاي زﺑﺎنآﻣﻮز ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ ﺗﺎ ﺑﺪون ﻃﻲ روﻧﺪ ﭘﻴﭽﻴﺪهاي ﺑﺮاي‬ ‫آﻣﻮزش زﺑﺎن‪ ،‬ﺑﻪآﺳﺎﻧﻲ و ﺑﺪون آﻣﻮزش ﻣﺴﺘﻘﻴﻢ‪ ،‬زﺑﺎن دوم را ﺑﻴﺎﻣﻮزد‪ .‬ﺑﺎ اﺟﺮاي ﻧﻤﺎﻳﺶ‪ ،‬ﻓﺮاﮔﻴﺮ ﺑﻪﻣﺎﻧﻨﺪ زﺑﺎن ﻣﺎدري از‬ ‫زﺑﺎن دوم ﺑﺮاي ﺑﻴﺎن اﺣﺴﺎﺳﺎت دروﻧﻲ ﺧﻮد ﺑﻬﺮه ﻣﻲﺑﺮد‪ .‬ﮔﺮﭼﻪ ﺑﻪدﻧﺒﺎل ﻳﺎدﮔﻴﺮي زﺑﺎن دوم ﻧﺎﭼﺎر اﺳﺖ ﺑﺎ واژﮔﺎن و‬ ‫ﺳﺎﺧﺖﻫﺎي دﺳﺘﻮري زﺑﺎن آﺷﻨﺎ ﺷﻮد‪ ،‬اﻣﺎ ﺗﺌﺎﺗﺮ اﺑﺰاري اﺳﺖ ﻛﻪ ﻧﻪﺗﻨﻬﺎ ﻣﻬﺎرتﻫﺎي زﺑﺎﻧﻲ را ﺑﻪﺻﻮرت ﻫﻤﺰﻣﺎن اﻓﺰاﻳﺶ‬ ‫ﻣﻲدﻫﺪ‪ ،‬ﺑﻠﻜﻪ ﻗﺪرت ﺧﻼﻗﻴﺖ و ﮔﻔﺘﺎر ﻓﻲاﻟﺒﺪاﻫﻪ را ﻧﻴﺰ ﻣﻲاﻓﺰاﻳﺪ‪ .‬‬ ‫ﺣﺎﻓﻈﻪ ﻧﻘﺶ ﻣﻬﻤﻲ در ﻓﺮآﻳﻨﺪ ﻳﺎدﮔﻴﺮي زﺑﺎن دارد‪ .‬زﺑﺎنآﻣﻮز ﺑﻪ دﻧﺒﺎل روشﻫﺎﻳﻲ ﺑﺮاي ﻛﻤﻚ ﺑﻪ ﻳﺎدﮔﻴﺮي ﻫﺮﭼﻪ ﺑﻬﺘﺮ‬ ‫اﺳﺖ‪ .‬در ﻫﻨﮕﺎم اﻳﻔﺎي ﻧﻘﺶ‪ ،‬ﻓﺮاﮔﻴﺮ ﻋﻼوه ﺑﺮ اﺳﺘﻔﺎده از ﺣﺎﻓﻈﻪي ذﻫﻨﻲ‪ ،‬از ﺣﺎﻓﻈﻪي ﺑﺪﻧﻲ‪ ،‬ﺣﺎﻓﻈﻪ ﺣﺴﻲ و ﺣﺎﻓﻈﻪ‬ ‫ﻋﺎﻃﻔﻲ ﺧﻮد ﻧﻴﺰ ﺳﻮد ﻣﻲﺑﺮد و ﺣﺎﻓﻈﻪي ﺑﺪﻧﻲ ﺑﻪ او در ﺑﻪﻳﺎدﺳﭙﺎري ﻣﻮﻗﻌﻴﺖﻫﺎ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ .‬‬ ‫در اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﺎ در ﻧﻈﺮﮔﺮﻓﺘﻦ ﻧﻘﺶ اﺳﺎﺳﻲ ﺣﺎﻓﻈﻪ در روﻳﻜﺮد ارﺗﺒﺎﻃﻲ و اﻫﻤﻴﺖ ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪ در ﻓﺮاﮔﻴﺮي زﺑﺎن دوم‪،‬‬ ‫ﺑﻪ ﻧﻘﺶ وﻳﮋه ﺗﺌﺎﺗﺮ در اﻳﻦ زﻣﻴﻨﻪ ﻣﻲﭘﺮدازﻳﻢ‪ .‬ﻧﮕﺎﻫﻲ اﺟﻤﺎﻟﻲ ﺑﻪ ﺗﻤﺮﻳﻦﻫﺎي دو ﻛﺘﺎب آﻣﻮزش زﺑﺎن ﻓﺮاﻧﺴﻪ از ﻃﺮﻳﻖ ﺗﺌﺎﺗﺮ‪،‬‬ ‫ﺑﻪ ﻣﺎ ﻛﻤﻚ ﺧﻮاﻫﺪ ﻛﺮد ﺗﺎ ﺗﺎﺛﻴﺮ ﺗﺌﺎﺗﺮ ﺑﻪﻋﻨﻮان اﺑﺰار آﻣﻮزﺷﻲ را ﻣﻮرد ارزﻳﺎﺑﻲ ﻗﺮار دﻫﻴﻢ‪ .‬اﻳﻦ ﺗﻤﺮﻳﻦﻫﺎ ﭼﮕﻮﻧﻪ ﻣﻬﺎرتﻫﺎي‬ ‫زﺑﺎﻧﻲ را ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﺪ؟ ﺑﻪ ﭼﻪ ﺻﻮرت ﻗﺪرت ﺣﺎﻓﻈﻪ اﻓﺰاﻳﺶ ﻣﻲﻳﺎﺑﺪ؟ ﺗﺌﺎﺗﺮ ﭼﻪ ﻧﻘﺸﻲ در ﺗﺮﻏﻴﺐ ﺑﻪ ﻳﺎدﮔﻴﺮي و‬ ‫ﻳﺎدﺳﭙﺎري ﺑﻬﺘﺮ و ﺑﻴﺸﺘﺮ دارد؟ ﻫﺪف از آﻣﻮزش از ﻃﺮﻳﻖ ﺗﺌﺎﺗﺮ‪ ،‬ﻗﺮاردادن زﺑﺎنآﻣﻮز در روﻳﺪادي واﻗﻌﻲ اﺳﺖ‪ ،‬ﺗﺎ او ﺑﻪ‬ ‫واﻛﻨﺸﻲ ﺣﻘﻴﻘﻲ ﺑﺮﺳﺪ‪ .‬اﻣﺎ ﺑﺮاي رﺳﻴﺪن ﺑﻪ اﻳﻦ ﻫﺪف ﭼﻪ ﻣﺴﻴﺮي را دﻧﺒﺎل ﻣﻲﻛﻨﺪ؟‬ ‫ﺑﻪ ﺑﺎور ﭘﺮوﺳﺖ‪ ،‬ﻗﺪرت ﺣﺎﻓﻈﻪي ﺑﺪن از ﻗﺪرت ذﻫﻦ ﺑﻴﺸﺘﺮ اﺳﺖ‪ ،‬ﺗﺌﺎﺗﺮ از ﻫﻤﻴﻦ روش ﺳﻮد ﻣﻲﺑﺮد و ﺑﺎ ﻫﻤﺮاهﻛﺮدن ﺑﺪن‬ ‫)ﺣﺎﻻت ﻓﻴﺰﻳﻜﻲ‪ ،‬ﺟﺎﺑﻪﺟﺎﻳﻲ ﺑﻪروي ﺻﺤﻨﻪ‪ ،‬ﺑﺮوز اﺣﺴﺎﺳﺎت و ‪ (...‬ﺑﻪ ﻓﻌﺎلﻣﺎﻧﺪن ﺣﺎﻓﻈﻪ ﻛﻤﻚ ﻣﻲﻛﻨﺪ و ﺑﻪ زﺑﺎنآﻣﻮز‬ ‫ﻗﺪرت ﻣﻲدﻫﺪ ﺑﻪ ﻫﻨﮕﺎم ﻣﻜﺎﻟﻤﻪ ﺑﻪ زﺑﺎن دوم از ﻫﺮ دو ﺣﺎﻓﻈﻪي ذﻫﻨﻲ و ﺑﺪﻧﻲ ﺧﻮد اﺳﺘﻔﺎده ﻛﻨﺪ و ﺑﻪ ﻧﺤﻮ ﺑﻬﺘﺮي داﻧﺶ‬

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‫ﺧﻮد را ﺑﻪﻛﺎر ﮔﻴﺮد‪ .‬ﺑﺮرﺳﻲ ﺗﻤﺮﻳﻦﻫﺎي دو ﻛﺘﺎب آﻣﻮزﺷﻲ ﻛﻤﻚ ﻣﻲﻛﻨﺪ درﻳﺎﺑﻴﻢ ﺗﺌﺎﺗﺮ ﺑﻪﻋﻨﻮان ﻳﻚ اﺑﺰار آﻣﻮزﺷﻲ ﭼﮕﻮﻧﻪ‬ ‫ﻣﻲﺗﻮاﻧﺪ ﺑﻪ ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪ زﺑﺎنآﻣﻮز ﻛﻤﻚ ﻧﻤﺎﻳﺪ؟‬ ‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﺗﺤﻘﻴﻖ ‪ ‬‬ ‫ﭘﮋوﻫﺶﻫﺎي ﻣﺘﻌﺪدي در زﻣﻴﻨﻪ ﻧﻘﺶ ﺣﺎﻓﻈﻪ در ﻓﺮاﮔﻴﺮي زﺑﺎن دوم ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ؛ ﺑﻪ اﺧﺘﺼﺎر ﺑﻪ ﺑﺮﺧﻲ از ﻣﻬﻢﺗﺮﻳﻦ‬ ‫ﭘﮋوﻫﺶﻫﺎي اﻧﺠﺎم ﺷﺪه اﺷﺎره ﻣﻲﻛﻨﻴﻢ‪ .‬ﮔﺸﺘﻤﺮدي )‪ (1384‬در ﭘﮋوﻫﺸﻲ ﺑﺎﻋﻨﻮان »ﻧﻘﺶ ﺣﺎﻓﻈﻪ در ﻓﺮآﻳﻨﺪ ﻳﺎدﮔﻴﺮي‬ ‫زﺑﺎن ﺧﺎرﺟﻲ« ﺑﻪ ﺑﺮرﺳﻲ ﻧﻘﺶ ﺣﺎﻓﻈﻪ‪ :‬ﺣﺎﻓﻈﻪ ﻛﻮﺗﺎه ﻣﺪت‪ ،‬ﺑﻠﻨﺪ ﻣﺪت‪ ،‬ﺣﺎﻓﻈﻪ ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺣﺎﻓﻈﻪ ﻛﺎري‪...‬در ﻓﺮآﻳﻨﺪ آﻣﻮزش‬ ‫زﺑﺎن ﻣﻲﭘﺮدازد‪ .‬اﻳﻦ ﻣﺤﻘﻖ ﺑﺎ روﺷﻦ ﻛﺮدن ﺟﺎﻳﮕﺎه ﺣﺎﻓﻈﻪ در ﻓﺮاﮔﻴﺮي زﺑﺎن دوم‪ ،‬ﻋﻮاﻣﻞ ﺗﺎﺛﻴﺮﮔﺬار ﺑﺮ ﺣﺎﻓﻈﻪ را ﻣﺎﻧﻨﺪ‬ ‫اﺳﺘﺮس‪ ،‬اﺿﻄﺮاب‪ ،‬ﻣﺤﻴﻂ ﻣﺨﺎﻃﺮه اﻧﮕﻴﺰ ﺑﺮرﺳﻲ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺗﺤﻘﻴﻖ دﻳﮕﺮي ﻛﻪ در زﻣﻴﻨﻪ ﻓﺮاﮔﻴﺮي زﺑﺎن دوم ﺑﻪﺻﻮرت ﻏﻴﺮﺣﻀﻮري ﻳﻌﻨﻲ آﻣﻮزش از راه دور ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ‪ ،‬ﺑﺎ‬ ‫اﺷﺎره ﺑﻪ ﺷﻴﻮهﻫﺎي ﻣﺘﻔﺎوت ﻓﺮاﮔﻴﺮي زﺑﺎن‪ ،‬ﻧﮕﺎﻫﻲ ﺑﻪ ﺗﻔﺎوتﻫﺎي ﻓﺮدي زﺑﺎنآﻣﻮزان دارد‪ .‬اﻳﻦ ﭘﮋوﻫﺸﮕﺮ ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ‬ ‫ﺗﻮﺟﻪ ﻣﺪرس ﺑﻪ ﺗﻮاﻧﺎﻳﻲﻫﺎي ﻓﺮدي ﻫﺮ زﺑﺎنآﻣﻮز )ﺑﻪ ﻋﻨﻮان ﻣﺜﺎل ﻗﺪرت ﺣﺎﻓﻈﻪ او( ﻧﻘﺶ ﻣﻬﻤﻲ در ﻳﺎدﮔﻴﺮي زﺑﺎندوم‬ ‫ﺑﺮاي آن ﻓﺮد اﻳﻔﺎ ﻣﻲﻛﻨﺪ )ﻛﻮﻟﻴﺒﺎﻟﻲ‪.(2006 ،1‬‬ ‫رﺣﻤﺘﻴﺎن در ﻣﻘﺎﻻت ﻣﺘﻌﺪدي ﺑﺤﺚ ﻋﻮاﻣﻞ ﺗﺎﺛﻴﺮﮔﺬار ﺑﺮ آﻣﻮزش زﺑﺎن را ﻣﻄﺮح ﻛﺮدهاﺳﺖ‪ .‬در ﭘﮋوﻫﺸﻲ ﺗﺤﺖﻋﻨﻮان‬ ‫»ﺑﺮرﺳﻲ اﺳﺘﺮس )ﻓﺸﺎر رواﻧﻲ( در ﻓﺮاﻳﻨﺪ ﻳﺎدﮔﻴﺮي و اﺳﺘﻔﺎده از زﺑﺎن ﺧﺎرﺟﻲ ﻧﺰد داﻧﺸﺠﻮﻳﺎن اﻳﺮاﻧﻲ« )‪ 1391‬اﻟﻒ(‪،‬‬ ‫ﻓﺮاﻳﻨﺪآﻣﻮزش از زواﻳﺎي روانﺷﻨﺎﺧﺘﻲ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻗﺮار ﮔﺮﻓﺘﻪاﺳﺖ‪ .‬او در ﺗﺤﻘﻴﻖ دﻳﮕﺮي ﺗﺤﺖﻋﻨﻮان »ﺷﻴﻮهﻫﺎي آﻣﻮزش‬ ‫زﺑﺎن و ﺑﻪﻛﺎرﮔﻴﺮي دﺳﺘﻮر در روش ﻫﺎي ﺳﻤﻌﻲ‪-‬ﺑﺼﺮي ﻳﻜﭙﺎرﭼﻪ ‪ ،(1381) «SGAV ‬اﺻﻮل و ﻣﺒﺎﻧﻲ روش ﻫﺎي آﻣﻮزش‬ ‫زﺑﺎن را ﺗﺤﻠﻴﻞ و ارزﻳﺎﺑﻲ ﻣﻲﻛﻨﺪ و ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲرﺳﺪ ﻛﻪ ﻓﺮاﮔﻴﺮي آوا و آﻫﻨﮓ ﻛﻼم زﺑﺎنﺧﺎرﺟﻲ‪ ،‬دﺳﺘﻮر ﮔﻔﺘﺎر‬ ‫ﻛﻼﻣﻲ و ﻏﻴﺮ ﻛﻼﻣﻲ )اﻳﻤﺎ و اﺷﺎره(‪ ،‬واژﮔﺎن ﻣﻔﻴﺪ‪ ،‬رﻓﺘﺎرﻫﺎي ﻓﺮدي اﺟﺘﻤﺎﻋﻲﺷﺪه ﻛﻪ در ﻣﻮﻗﻌﻴﺖ واﻗﻌﻲ در ﺧﺪﻣﺖ ﮔﻔﺘﺎر‬ ‫ﺑﻪﻛﺎر ﻣﻲروﻧﺪ‪ ،‬ﺑﺎ اﺳﺘﻔﺎده از اﻣﻜﺎﻧﺎت ﺳﻤﻌﻲ‪-‬ﺑﺼﺮي اﻣﻜﺎنﭘﺬﻳﺮ اﺳﺖ‪ .‬ﭘﮋوﻫﺶ دﻳﮕﺮي ﻛﻪ در اﻳﻦ راﺳﺘﺎ ﺑﺎ ﻋﻨﻮان »ﺑﺮرﺳﻲ‬ ‫ﺗﺎﺛﻴﺮ ﺟﻮ اﺟﺘﻤﺎﻋﻲ ﻛﻼس و اﻳﺠﺎد راﺑﻄﻪ ﻋﺎﻃﻔﻲ در ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ زﺑﺎنآﻣﻮزان« )‪ 1391‬ب( اﻧﺠﺎم ﺷﺪهاﺳﺖ‪ ،‬ﻧﺸﺎن‬ ‫ﻣﻲدﻫﺪ ﻛﻪ ﺗﺼﻤﻴﻢﮔﻴﺮيﻫﺎي آﻣﻮزﺷﻲ ﻧﻘﺶ ﺷﺎﻳﺎﻧﻲ در ﭘﻴﺸﺮﻓﺖ زﺑﺎنآﻣﻮز دارد‪ .‬ﺑﻪ ﺑﻴﺎن دﻳﮕﺮ ﻣﺸﺎرﻛﺖ و رﻓﺎﻗﺖ ﺗﺎ اﻧﺪازه‬ ‫زﻳﺎدي ﺑﺮ ﻳﺎدﮔﻴﺮي زﺑﺎن ﺗﺎﺛﻴﺮ ﻣﻲﮔﺬارد‪.‬‬ ‫ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از ﻣﻄﺎﻟﻌﺎﺗﻲ ﻛﻪ ﺗﺎ ﻛﻨﻮن ﺻﻮرت ﮔﺮﻓﺘﻪ ﺑﻴﺎﻧﮕﺮ اﻳﻦ ﻣﻄﻠﺐ اﺳﺖ ﻛﻪ ﻓﺮاﮔﻴﺮي زﺑﺎن دوم در ﺣﺎل ﺗﺤﻮل و ﮔﺬر‬ ‫ﺑﻪ ﻣﺮﺣﻠﻪ ﺟﺪﻳﺪي اﺳﺖ‪ .‬روشﻫﺎي ﺟﺪﻳﺪ آﻣﻮزﺷﻲ‪ ،‬ﻣﺒﻨﺎي ﻓﺮاﮔﻴﺮي زﺑﺎن دوم را ﺑﺮ درك و ﺗﻮﻟﻴﺪ زﺑﺎن در ﻣﻮﻗﻌﻴﺖ واﻗﻌﻲ‬

‫‪ ‬‬ ‫‪1. Coulibaly‬‬

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‫ﻗﺮار ﻣﻲدﻫﻨﺪ‪ .‬ﻣﺎ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﻪ ﻧﻘﺶ ﺗﺌﺎﺗﺮ در اﻳﻦ زﻣﻴﻨﻪ و ﻫﻢﭼﻨﻴﻦ ﻧﻘﺶ آن در ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪي ذﻫﻦ و ﺑﺪن‬ ‫ﺧﻮاﻫﻴﻢ ﭘﺮداﺧﺖ‪.‬‬ ‫‪ .3‬روش ﺗﺤﻘﻴﻖ‬ ‫در اﻳﻦ ﭘﮋوﻫﺶ ﺟﺎﻳﮕﺎه ﺗﺌﺎﺗﺮ ﺑﻪﻋﻨﻮان روﺷﻲ ﻧﻮﻳﻦ در آﻣﻮزش زﺑﺎن ﺑﺎ ﺗﺤﻠﻴﻞ ﺗﻤﺮﻳﻦﻫﺎي دو ﻛﺘﺎب ﺑﺎزيﻫﺎي ﺗﺌﺎﺗﺮي و‬ ‫روﻳﺎروﻳﻲﻫﺎ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬ ‫ﻛﺘﺎب ﺑﺎزيﻫﺎي ﺗﺌﺎﺗﺮي ﺷﺎﻣﻞ ‪ 70‬ﺑﺎزي ﺗﺌﺎﺗﺮي )‪ (70 Jeus‬اﺳﺖ و در ﻫﺮ ﻗﺴﻤﺖ ﻧﺤﻮهي اﺟﺮاي ﻫﺮ ﻧﻤﺎﻳﺶ ﺑﻴﺎن‬ ‫ﺷﺪهاﺳﺖ‪ .‬ﺑﺮاي ﻫﺮ ﺑﺎزي ﻋﻨﻮان و ﻣﺪت زﻣﺎن ﻣﺸﺨﺼﻲ ﺑﺮاي اﺟﺮا وﺟﻮد دارد‪ .‬در اﺑﺘﺪا‪ ،‬ﺻﺤﻨﻪ ﻧﻤﺎﻳﺶ و ﻧﻘﺶ اﻋﻀﺎ و‬ ‫ﻫﺪف از اﻧﺠﺎم ﺑﺎزي ﺑﻴﺎن ﻣﻲﺷﻮد‪ ،‬ﺳﭙﺲ اﺟﺮاي ﻧﻤﺎﻳﺶ را در ‪ 3‬ﻳﺎ ‪ 4‬ﻣﺮﺣﻠﻪ ﺷﺮح ﻣﻲدﻫﺪ‪ .‬اﻳﻦ ﻛﺘﺎب ﻣﺸﺘﻤﻞ ﺑﺮ ﺳﻪ‬ ‫ﺑﺨﺶ اﺳﺎﺳﻲ اﺳﺖ‪ ،‬ﺑﺨﺶ اول ﺑﻪ ﻓﻌﺎل ﻛﺮدن زﺑﺎن آﻣﻮز ﻛﻤﻚ ﻣﻲﻛﻨﺪ )‪ (Dynamiser‬ﻛﻪ ﺧﻮد ﺷﺎﻣﻞ ‪ 3‬ﻗﺴﻤﺖ و ‪25‬‬ ‫ﺑﺎزي اﺳﺖ‪ ،‬در ﺑﺨﺶ دوم ﻧﻤﺎﻳﺶﻫﺎ اراﺋﻪ ﻣﻲﺷﻮد )‪ ،(Théatraliser‬اﻳﻦ ﺑﺨﺶ ﺷﺎﻣﻞ ‪ 4‬ﻗﺴﻤﺖ اﺳﺖ و ﺗﺎ ﻧﻤﺎﻳﺶ ‪45‬‬ ‫اداﻣﻪ دارد و ﺑﺨﺶ ﻧﻬﺎﻳﻲ‪ ،‬ﺗﺎﻛﻴﺪ ﺑﺮ ﮔﻔﺘﺎر ﻓﻲاﻟﺒﺪاﻫﻪ و اﻓﺰاﻳﺶ ﻗﺪرت ﺧﻼﻗﻴﺖ زﺑﺎنآﻣﻮز)‪ (Interpréteret créer‬دارد؛‬ ‫اﻳﻦ ﺑﺨﺶ ﻧﻴﺰ ‪ 4‬ﻗﺴﻤﺖ اﺳﺖ‪ .‬در اﻳﻦ ﻛﺘﺎب روش آﻣﻮزش زﺑﺎن واﻛﻨﺶ ﻛﻼﻣﻲ اﺳﺖ و زﺑﺎنآﻣﻮز را ﻳﺎري ﻣﻲدﻫﺪ ﺗﺎ در‬ ‫ﺣﻴﻦ اﺟﺮاي ﺗﺌﺎﺗﺮ ﺧﻮد را از ﻣﻮﻗﻌﻴﺖ زﺑﺎن اول رﻫﺎ ﻛﻨﺪ‪.‬‬ ‫در ﻛﺘﺎب روﻳﺎروﻳﻲﻫﺎ ﻧﻴﺰ ﻣﺒﻨﺎي آﻣﻮزش زﺑﺎن ﺑﺮ ﭘﺎﻳﻪي ﺗﺌﺎﺗﺮ ﻗﺮار دارد‪ .‬اﻳﻦ ﻛﺘﺎب آﻣﻮزﺷﻲ ‪ 16‬ﻧﻤﺎﻳﺶ در ﺳﻄﻮح ﻣﺨﺘﻠﻒ‬ ‫زﺑﺎﻧﻲ اراﺋﻪ ﻣﻲدﻫﺪ‪ .‬در اﺑﺘﺪا ﺗﻌﺪاد ﺷﺨﺼﻴﺖﻫﺎ‪ ،‬ﭼﻴﺪﻣﺎن ﺻﺤﻨﻪ ﻧﻤﺎﻳﺶ و دﻛﻮر ﺗﻮﺻﻴﻒ ﺷﺪه‪ ،‬ﻟﻮازم ﺟﺎﻧﺒﻲ ﻣﻮرد ﻧﻴﺎز‬ ‫ﺑﺮاي اﺟﺮا ذﻛﺮ ﺷﺪه و ﺳﻄﺢ زﺑﺎﻧﻲ ﻣﺘﻦ آن ﻧﻤﺎﻳﺶ ﻣﺸﺨﺺ ﺷﺪهاﺳﺖ‪ .‬ﻗﺒﻞ از ﺷﺮوع ﻣﺘﻦ‪ ،‬ﺗﻮﺻﻴﻔﻲ از ﺻﺤﻨﻪ دارﻳﻢ‪.‬‬ ‫ﻣﺘﺮادف واژﮔﺎن دﺷﻮار ﻳﺎ ﻣﻌﺎﻧﻲ آنﻫﺎ در ﭘﺎﻳﻴﻦ ﺻﻔﺤﺎت ذﻛﺮ ﺷﺪه ﻛﻪ ﺑﻪ درك ﻣﺘﻦ ﻳﺎري ﻣﻲرﺳﺎﻧﺪ‪ .‬ﺗﻔﺎوت اﻳﻦ ﻛﺘﺎب ﺑﺎ‬ ‫ﺑﺎزيﻫﺎي ﺗﺌﺎﺗﺮي در وﺟﻮد ﺗﻤﺮﻳﻦﻫﺎﻳﻲ ﭘﺲ از ﻣﺘﻦ ﺗﺌﺎﺗﺮ اﺳﺖ‪ .‬ﻓﺮاﮔﻴﺮي از ﻃﺮﻳﻖ ﺗﺌﺎﺗﺮ ﻣﺤﺪود ﺑﻪ ﻓﻌﺎﻟﻴﺖﻫﺎي ﺷﻔﺎﻫﻲ‬ ‫ﻧﻤﻲﺷﻮد ‪ ‬و ﻫﻤﺰﻣﺎن ﺳﺎﻳﺮ ﻣﻬﺎرتﻫﺎي زﺑﺎﻧﻲ در ﺳﺎﻳﻪ ﻣﺘﻦ ﻧﻤﺎﻳﺸﻲ ﺑﻪ زﺑﺎنآﻣﻮز آﻣﻮﺧﺘﻪ ﻣﻲﺷﻮد‪ .‬در اﻳﻦ ﻛﺘﺎب آﻣﻮزﺷﻲ‬ ‫ﺳﻌﻲ ﺷﺪه دﺳﺘﻮر از ﺟﻨﺒﻪ ﻳﺎدﮔﻴﺮي ارﺗﺒﺎﻃﻲ ﺟﺪا ﻧﺸﻮد‪ .‬اﻳﻦ ﺗﻤﺮﻳﻦﻫﺎ ﺧﻮد دو دﺳﺘﻪ ﻫﺴﺘﻨﺪ‪ :‬ﺗﻤﺮﻳﻦﻫﺎﻳﻲ ﺗﺤﺖ ﻋﻨﻮان‬ ‫»ﺑﺮاي ﺧﻮاﻧﺪن‪ «1‬و »ﺑﺮاي ﮔﻔﺘﻦ‪ «2‬ﻛﻪ اﻃﻼﻋﺎت ﻓﺮاﮔﺮﻓﺘﻪ در ﻣﺘﻦ ﺗﺌﺎﺗﺮ را ﺗﺜﺒﻴﺖ ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮ ﻃﺒﻖ اﺻﻮل آﻣﻮزﺷﻲ‪ ،‬ﺑﺮاي‬ ‫ﺗﺜﺒﻴﺖ آﻣﻮﺧﺘﻪﻫﺎي ﺟﺪﻳﺪ‪ ،‬زﺑﺎنآﻣﻮز ﺑﺎﻳﺪ از آﻧﭽﻪ آﻣﻮﺧﺘﻪ‪ ،‬اﺳﺘﻔﺎده ﻛﻨﺪ و ﺑﺎ ﺗﻜﺮار آن را ﺑﻪ ﺣﺎﻓﻈﻪ ﺧﻮد ﺑﺴﭙﺎرد‪ ،‬ﭼﺮا ﻛﻪ‬ ‫»ﺣﺎﻓﻈﻪي ﻛﻮﺗﺎهﻣﺪت ﺑﺎ ﺑﺴﺎﻣﺪ و ﺗﻜﺮار ذﻫﻨﻲ ﺗﻘﻮﻳﺖ ﻣﻲﺷﻮد« )ﺗﺮوﻛﻤﻪ ﻓﺎﺑﺮ‪ ،1994 ،‬ص ‪.(76‬‬

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‫ﺗﻌﺮﻳﻒ ﺣﺎﻓﻈﻪ در ﻓﺮﻫﻨﮓ ﻟﻐﺖ روانﺷﻨﺎﺳﻲ ﺣﺎﻓﻈﻪ ﺑﻪ اﻳﻦ ﺷﺮح اﺳﺖ‪» :‬اﻳﻦ اﺻﻄﻼح ﻣﻔﻬﻮﻣﻲ ﻛﻠﻲ دارد و ﺑﻪ آن ﮔﺮوه از‬ ‫ﺟﺮﻳﺎﻧﺎت رواﻧﻲ ﻛﻪ ﻓﺮد را ﺑﻪ ذﺧﻴﺮه ﻛﺮدن ﺗﺠﺎرب و ادراﻛﺎت و ﻳﺎدآوري ﻣﺠﺪد آﻧﻬﺎ ﻗﺎدر ﻣﻲﺳﺎزد‪ ،‬اﻃﻼق ﻣﻲﺷﻮد« ‪ ‬‬ ‫)ﭘﻮراﻓﻜﺎري‪ ،1373 ،‬ص ‪.(905‬‬ ‫ﻛﺘﺎب روﻳﺎروﻳﻲﻫﺎ ﺑﺎ ﺗﻜﺮار و ﺗﺎﻛﻴﺪ ﺑﺮ ﺣﺎﻓﻈﻪي ﻛﻮﺗﺎهﻣﺪت ﺳﻌﻲ ﺑﺮ ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪي ﺑﻠﻨﺪﻣﺪت دارد‪ .‬در ﻫﺮ دو ﻛﺘﺎب‬ ‫ﺣﺎﻓﻈﻪي ﺑﺪن و ﺣﺎﻓﻈﻪي ﺗﺼﻮﻳﺮي زﺑﺎنآﻣﻮز ﻣﺪﻧﻈﺮ اﺳﺖ و در ﺑﻪ ﻳﺎدآوري آﻣﻮﺧﺘﻪﻫﺎ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ ،‬ﭼﺮا ﻛﻪ‬ ‫»ﻣﻬﺎرتﻫﺎي ﺑﺨﺎﻃﺮﺳﭙﺎري ﺑﺎ دﻳﺪاري ﻣﻨﺎﺳﺐ‪ ،‬ﻣﻮﺟﺐ ﻓﻌﺎلﺳﺎزي ﻧﻴﻢﻛﺮه راﺳﺖ ﻣﻐﺰ ]…[ ﻣﻲﺷﻮد‪ .‬ازاﻳﻦ رو ﻳﺎدﮔﻴﺮي‬ ‫زﺑﺎن ﺧﺎرﺟﻲ اﺳﺘﻮارﺗﺮ ﻣﻲﺷﻮد‪ […] .‬روش دﻳﺪاري ﺑﺮاي ﻳﺎدﮔﻴﺮي زﺑﺎن ﺧﺎرﺟﻲ ]…[ ﻣﻮﺛﺮﺗﺮ اﺳﺖ« )ﮔﺸﻤﺮدي‪ ،‬‬ ‫زﻫﺮهوﻧﺪي‪ .(1390 ،‬در ﻗﺴﻤﺖ ﺑﻌﺪي ﺑﻪ ﺗﻔﺼﻴﻞ ﺗﺎﺛﻴﺮ اﻳﻦ ﺣﺎﻓﻈﻪﻫﺎ را ﺷﺮح ﺧﻮاﻫﻴﻢ داد‪.‬‬ ‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ‬ ‫ﺗﺤﻠﻴﻞ‪ :‬از آن ﺟﻬﺖ ﻛﻪ ﺗﻌﺪاد ﺗﻤﺮﻳﻦﻫﺎ زﻳﺎد و ﻣﺘﻨﻮع اﺳﺖ‪ ،‬ﺑﻪﺻﻮرت اﺟﻤﺎﻟﻲ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺘﻪاﻧﺪ‪ .‬در ﺑﺨﺶ اول‬ ‫ﺑﺎزيﻫﺎي ﺗﺌﺎﺗﺮي‪ ،‬ﺑﺎزيﻫﺎ ﺑﻪﺻﻮرت ﮔﺮوﻫﻲ ﺑﺮاي ﻫﻤﻪ ﺳﻄﻮح زﺑﺎﻧﻲ اﺳﺖ‪ .‬اﺑﺘﺪا ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎﻃﻲ آﻣﻮزش داده ﻣﻲﺷﻮد‬ ‫و ﺳﭙﺲ ﻣﻬﺎرتﻫﺎي ﻛﺴﺐﺷﺪه در ﮔﺮوه اﺳﺘﻔﺎده ﺧﻮاﻫﺪ ﺷﺪ‪ .‬در اﻳﻦ ﺑﺎزيﻫﺎ ﻛﻼﻣﻲ رد و ﺑﺪل ﻧﻤﻲﺷﻮد و ﺻﺮﻓﺎ ﺟﻬﺖ‬ ‫ﺗﻘﻮﻳﺖ ﺗﻮاﻧﺎﻳﻲ ﺑﺮﻗﺮاري ارﺗﺒﺎط ﺟﻤﻌﻲ و اﻓﺰاﻳﺶ ﻗﺪرت ﺣﺎﻓﻈﻪ‪ ،‬ﺑﻪوﻳﮋه ﺣﺎﻓﻈﻪي ﺑﺪن اﺳﺖ‪ .‬اﻫﺪاف اﻳﻦ ﺑﺎزيﻫﺎ ﺗﺎﻛﻴﺪ ﺑﺮ‬ ‫ﻗﺪرت ﺗﻤﺮﻛﺰ‪ ،‬ﻛﻨﺘﺮل ﺗﻨﻔﺲ و اﺳﺘﺮس‪ ،‬اﻓﺰاﻳﺶ اﻋﺘﻤﺎد ﺑﻪ ﻧﻔﺲ‪ ،‬ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪ ﺑﺪﻧﻲ‪ ،‬ﭘﺬﻳﺮﻓﺘﻦ ﺣﻀﻮر دﻳﮕﺮان اﺳﺖ‪.‬‬ ‫ﻗﺴﻤﺖﻫﺎي ﻧﻬﺎﻳﻲ اﻳﻦ ﺑﺨﺶ‪ ،‬ﺑﻪ ﺗﻠﻔﻆ ﺻﺤﻴﺢ ﺣﺮوف اﺧﺘﺼﺎص ﻳﺎﻓﺘﻪاﺳﺖ‪.‬‬ ‫در ﺑﺎزي ﺷﻤﺎره ‪ 5‬ﺑﺎ ﻋﻨﻮان »ﭘﻨﺞ‪ ،‬ﺷﺶ‪ ،‬ﻫﻔﺖ و ﻫﺸﺖ!« اﻋﻀﺎي ﮔﺮوه ﺑﻪﺻﻮرت داﻳﺮهوار در ﺻﺤﻨﻪ ﻗﺮار ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﻳﻜﻲ‬ ‫از ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن ﺣﺮﻛﺖ رﻳﺘﻤﻴﻜﻲ را ﭘﻴﺸﻨﻬﺎد ﻣﻲدﻫﺪ ﻛﻪ ﺑﻘﻴﻪ ﮔﺮوه آن را ﺗﻜﺮار ﻛﻨﻨﺪ و ﺑﻪﻳﺎد ﺑﺴﭙﺎرﻧﺪ‪ ،‬ﻋﻀﻮ ﺑﻌﺪي‬ ‫ﺣﺮﻛﺘﻲ در راﺳﺘﺎي ﻫﻤﺎن ﺣﺮﻛﺖ اوﻟﻴﻪ اﺿﺎﻓﻪ ﻣﻲﻛﻨﺪ و ﻫﻤﻴﻦﻃﻮر اداﻣﻪ ﻣﻲﻳﺎﺑﺪ ﺗﺎ زﻣﺎﻧﻲ ﻛﻪ ﺣﺮﻛﺘﻲ ﻣﻮزون ﺑﻪوﺟﻮد آﻳﺪ‬ ‫و زﺑﺎنآﻣﻮزان ﺑﻪﺻﻮرت ﻫﻢزﻣﺎن اﻳﻦ ﺣﺮﻛﺎت را ﺗﻜﺮار ﻛﻨﻨﺪ‪ .‬ﻣﺪرس ﺑﺮاي ﻛﻤﻚ ﻣﻲﺗﻮاﻧﺪ ﻣﻮزﻳﻚ ﭘﺨﺶ ﻛﻨﺪ‪ ،‬ﺑﺮاي ﺑﺮﺧﻲ‬ ‫ﺣﺮﻛﺎت‪ ،‬ﻛﻠﻤﻪاي را ﺑﺎ ﺻﺪاي ﺑﻠﻨﺪ ﺑﻴﺎن ﻛﻨﺪ ﺗﺎ زﺑﺎنآﻣﻮزان ﺑﺎ ﻫﻤﺎﻫﻨﮕﻲ ﺑﻴﺸﺘﺮي ﺣﺮﻛﺎت را اﻧﺠﺎم دﻫﻨﺪ‪.‬‬ ‫ﻫﺪف از اﻳﻦ ﺑﺎزي‪ ،‬ﺑﺮاﻧﮕﻴﺨﺘﻦ ﺣﺎﻓﻈﻪي ﺣﺮﻛﺘﻲ‪ ،‬ﺑﺪﻧﻲ اﺳﺖ‪ .‬اﻋﻀﺎي ﮔﺮوه ﺑﺎ اﻓﺰودن ﺣﺮﻛﺘﻲ ﺟﺪﻳﺪ‪ ،‬ﺣﺮﻛﺎت ﻗﺒﻠﻲ را‬ ‫ﺑﻪﺧﺎﻃﺮ ﻣﻲﺳﭙﺎرﻧﺪ‪ .‬در ﺑﺨﺶ دوم ﺗﻤﺮﻛﺰ ﺗﻤﺮﻳﻦﻫﺎ ﺑﻪروي ﺗﻘﻮﻳﺖ ﻗﻮه ﺗﺨﻴﻞ‪ ،‬ﺧﻼﻗﻴﺖ و ﺗﺎﻛﻴﺪ ﺑﻪ ﺣﺮﻛﺎت ﺑﺪن ﺑﺮاي‬ ‫ﻛﻤﻚ ﺑﻪ ﺣﺎﻓﻈﻪي ﺑﺪن اﺳﺖ‪ .‬ﺳﻄﺢ زﺑﺎﻧﻲ آﻧﻬﺎ از ‪ A21‬ﺑﻪ ﺑﺎﻻﺳﺖ و ﺑﺎزيﻫﺎ اﻛﺜﺮا ﺑﻪﺻﻮرت ﮔﺮوﻫﻲ و در ﻣﺪت زﻣﺎن‬

‫‪ ‬‬ ‫‪ -1‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭼﻬﺎرﭼﻮب ﻣﺸﺘﺮك اروﭘﺎ در روﻳﻜﺮد زﺑﺎن )‪ (CECRL‬ﺑﻪ ﺻﻮرت‪A1‐A2‐B1-B2‐C1‐C2 :‬‬

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‫ﻣﺸﺨﺺ اراﺋﻪ ﺷﺪهاﺳﺖ‪.‬‬ ‫در ﺑﺎزي ﺷﻤﺎره ‪ 32‬اﻋﻀﺎي ﮔﺮوه در ﻓﻀﺎي ﺑﺎز ﺣﻀﻮر دارﻧﺪ‪ .‬ﻣﺪرس ﺷﺶ اﺻﻄﻼح ﻣﺘﺪاول در زﺑﺎن را اﻧﺘﺨﺎب ﻣﻲﻛﻨﺪ و‬ ‫ﺑﺮاي ﻫﺮ اﺻﻄﻼح ﻳﻚ ﺣﺮﻛﺖ در ﻧﻈﺮ ﻣﻲﮔﻴﺮد‪ .‬ﺳﭙﺲ اﺻﻄﻼﺣﺎت‪ ،‬ژﺳﺖﻫﺎي ﻣﺮﺑﻮط ﺑﻪ آن و اﻋﺪاد را ﺑﻪ زﺑﺎنآﻣﻮزان‬ ‫ﻣﻲﮔﻮﻳﺪ و ﻳﺎدآور ﻣﻲﺷﻮد ﻛﻪ آنﻫﺎ را ﺑﻪﺧﺎﻃﺮ ﺑﺴﭙﺎرﻧﺪ‪ .‬زﺑﺎنآﻣﻮزان در ﻓﻀﺎي ﺑﺎز راه ﻣﻲروﻧﺪ و ﻣﺮﺑﻲ ﻋﺪدي را ﺑﻪﻃﻮر‬ ‫اﺗﻔﺎﻗﻲ اﻋﻼم ﻣﻲﻛﻨﺪ و زﺑﺎنآﻣﻮزان ﺑﺎﻳﺪ اﺻﻄﻼح ﻣﺮﺑﻮط ﺑﻪ آن ﻋﺪد را ﺑﻴﺎن ﻛﻨﻨﺪ و ﺣﺮﻛﺖ ﻣﺸﺨﺺ ﺷﺪه را اﻧﺠﺎم دﻫﻨﺪ‪.‬‬ ‫ﺑﺮاي ﭘﻴﺸﺮﻓﺖ ﺑﻴﺸﺘﺮ ﻣﺪرس ﻣﻲﺗﻮاﻧﺪ اﻋﺪاد را ﺗﺮﻛﻴﺐ ﻛﻨﺪ‪.‬‬ ‫در ﭘﺎﻳﺎن دﺳﺘﻮراﻟﻌﻤﻞ آﻣﻮزﺷﻲ اﻳﻦ ﺑﺎزي‪ ،‬ﻣﺜﺎلﻫﺎﻳﻲ ﺑﺮاي اﺳﺘﻔﺎده ذﻛﺮ ﺷﺪهاﺳﺖ‪ :‬ﻣﺪرس ﻣﻲﺗﻮاﻧﺪ »ﺧﻮﺷﺒﺨﺘﻢ« را ﺑﺎ‬ ‫ﺧﻢﻛﺮدن ﺳﺮ ﻧﺸﺎن دﻫﺪ‪» ،‬ﺧﺴﺘﻪﺷﺪم« را ﺑﺎ ﻗﺮار دادن دﺳﺖﻫﺎ ﺑﻪروي ﺳﺮ‪» ،‬ﺧﺴﺘﻪام« را ﺑﺎ ﺑﺎﻻﺑﺮدن ﻛﺘﻒﻫﺎ و‬ ‫آهﻛﺸﻴﺪن‪» ،‬ﺑﻮي ﺑﺪ ﻣﻲآﻳﺪ« را ﺑﺎ ﮔﺮﻓﺘﻦ ﺑﻴﻨﻲ‪» ،‬ﭼﻪ؟« را ﺑﺎ ﻗﺮار دادن دﺳﺖ در ﭘﺸﺖ ﮔﻮش و ﻏﻴﺮه‪...‬‬ ‫ﻣﺎرﺳﻞ ﭘﺮوﺳﺖ ﺗﺤﺖ ﺗﺎﺛﻴﺮ ﺑﺮﮔﺴﻮن از ﺣﺎﻓﻈﻪي ﻏﻴﺮ ارادي و ارادي ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ و ﻧﻘﺶ ﺧﻼﻗﻴﺖ در اﺛﺮ را ﺑﻪ‬ ‫ﺣﺎﻓﻈﻪي ﻏﻴﺮ ارادي ﻣﻨﺘﺴﺐ ﻣﻲﻛﻨﺪ‪ .‬وي ﻣﻌﺘﻘﺪ اﺳﺖ ﺣﺎﻓﻈﻪي ﺑﺪن از ﺣﺎﻓﻈﻪي ذﻫﻦ ﻗﻮيﺗﺮ ﻋﻤﻞ ﻣﻲﻛﻨﺪ و ﻧﻘﺶ‬ ‫ﺑﺴﺰاﻳﻲ در ﺑﻪﻳﺎدآوري ﺧﺎﻃﺮات و آﮔﺎﻫﻲﻫﺎي ﻗﺒﻠﻲ دارد‪ .‬در اﻳﻦ ﺑﺎزي‪ ،‬زﺑﺎنآﻣﻮزان در ﺣﺎﻟﻴﻜﻪ ﺳﺮﮔﺮم ﻫﺴﺘﻨﺪ‪،‬‬ ‫اﺻﻄﻼحﻫﺎي ﻛﺎرﺑﺮدي را ﻓﺮا ﻣﻲﮔﻴﺮﻧﺪ و ﺑﻪ ﺣﺎﻓﻈﻪ ﺑﺪن ﻣﻲﺳﭙﺎرﻧﺪ و در ﻣﻮﻗﻌﻴﺖﻫﺎي ﻣﺸﺎﺑﻪ ﻣﻲﺗﻮاﻧﻨﺪ ﺑﻪراﺣﺘﻲ و ﺣﺘﻲ‬ ‫ﺑﻪﻃﻮر ﻧﺎﺧﻮدآﮔﺎه و ﻏﻴﺮارادي در ﺻﻮرت ﻟﺰوم ﺑﻴﺎن ﻛﻨﻨﺪ‪ .‬ﺑﺎ اﻳﻦ ﺑﺎزي ژﺳﺖﻫﺎﻳﻲ را ﻓﺮا ﻣﻲﮔﻴﺮﻧﺪ ﻛﻪ ﻣﺮﺑﻮط ﺑﻪ ﻓﺮﻫﻨﮓ‬ ‫زﺑﺎن دوم اﺳﺖ؛ ﺑﻪﻃﻮر ﻣﺜﺎل »ﺗﻮ ﮔﻔﺘﻲ ﻣﻦ ﻫﻢ ﺑﺎور ﻛﺮدم!‪ «1‬را ﺑﺎ ﻗﺮار دادن اﻧﮕﺸﺖ زﻳﺮ ﭼﺸﻢ ﻧﺸﺎن ﻣﻲدﻫﻨﺪ‪ .‬اﻳﻦ‬ ‫اﺻﻄﻼح ﺑﻪ اﻳﻦ ﺷﻜﻞ در زﺑﺎن ﻓﺎرﺳﻲ وﺟﻮد ﻧﺪارد‪ ،‬اﻣﺎ ﻓﺮاﻧﺴﻮيﻫﺎ ﺑﺮاي ﺗﻌﺠﺐ از اﻳﻦ ﺣﺮﻛﺖ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‪ .‬ﺣﺎﺻﻞ‬ ‫اﻳﻦ ﺑﺎزي ﻳﻚ ﻣﺠﻤﻮﻋﻪ ﺻﻮﺗﻲ‪-‬دﻳﺪاري اﺳﺖ‪ ،‬ﺟﻨﺒﻪ دﻳﺪاري در ﻳﻚ ﺑﺎﻓﺖ ﻣﻮﻗﻌﻴﺘﻲ ﺑﻪ ﻳﻚ واﻛﻨﺶ ﻛﻼﻣﻲ ﺧﺘﻢ ﻣﻲﺷﻮد‪،‬‬ ‫در ﻧﺘﻴﺠﻪ زﺑﺎنآﻣﻮز ﺑﺎ ﺑﻪﻛﺎرﮔﻴﺮي ﺗﺨﻴﻞ و ﺧﻼﻗﻴﺖ ﺧﻮد ﺣﺎﻓﻈﻪي ﺗﺼﻮﻳﺮي را ﻓﻌﺎل ﻣﻲﻛﻨﺪ و ﺑﺎ اﻧﺠﺎم ﺣﺮﻛﺎت‪ ،‬ﺣﺎﻓﻈﻪي‬ ‫ﺑﺪن ﺧﻮد را ﺗﻘﻮﻳﺖ ﻣﻲﻧﻤﺎﻳﺪ‪.‬‬ ‫در ﺑﺨﺶ ﺳﻮم ﻛﺘﺎب‪ ،‬ﺗﺎﻛﻴﺪ ﺑﺮ روي ﮔﻔﺘﺎر ﻓﻲاﻟﺒﺪاﻫﻪ و اﻓﺰاﻳﺶ ﻗﺪرت ﺧﻼﻗﻴﺖ ﺑﺮاي ﺳﻄﻮح ‪ A2–B12‬ﻣﻲﺑﺎﺷﺪ‪ .‬ﻫﺪف‬ ‫ﺑﺎزيﻫﺎ ﺑﻴﺎن اﺣﺴﺎﺳﺎت‪ ،‬ﺗﻘﻮﻳﺖ ﻣﻬﺎرتﻫﺎي ﺷﻨﻴﺪاري‪-‬ﮔﻔﺘﺎري‪-‬ﻧﻮﺷﺘﺎري‪ ،‬اﻓﺰاﻳﺶ ﻗﻮه ﺗﺨﻴﻞ و ﻋﻜﺲاﻟﻌﻤﻞ و ﭘﺎﺳﺦ ﺳﺮﻳﻊ‬

‫‪ ‬‬ ‫ﺳﻄﺢ ‪ A2‬دوﻣﻴﻦ ﺳﻄﺢ زﺑﺎﻧﻲ در ردهي ﻣﺒﺘﺪي ﻣﻲﺑﺎﺷﺪ ﻛﻪ زﺑﺎن آﻣﻮز ﻗﺎدر اﺳﺖ ﻣﻌﺎﻧﻲ ﻛﻠﻤﺎت راﻳﺞ را ﻣﺘﻮﺟﻪ ﺷﻮد‪ ،‬ﺟﻤﻼت ﺳﺎده را ﺑﺨﻮاﻧﺪ‬ ‫و ﻓﺮاﮔﻴﺮد‪ ،‬در ﻣﻮرد ﻣﺴﺎﺋﻞ روزﻣﺮه ﺻﺤﺒﺖ ﻛﻨﺪ‪ ،‬ﺑﺎ دﻳﮕﺮان ارﺗﺒﺎط ﺑﺮﻗﺮار ﻛﻨﺪ و ﻫﻤﭽﻨﻴﻦ ﻣﻲﺗﻮاﻧﺪ ﻧﺎﻣﻪﻫﺎ و ﻳﺎدداﺷﺖﻫﺎي ﻛﻮﺗﺎﻫﻲ ﺑﻨﻮﻳﺴﺪ‪.‬‬ ‫!‪1. Mon œil‬‬

‫‪ -2‬در اﻳﻦ ﺳﻄﺢ‪ (B1) ‬زﺑﺎن آﻣﻮز ﻣﻔﻬﻮم اﺳﺎﺳﻲ ﻣﻮﺿﻮﻋﺎت ﻏﻴﺮ ﺗﺨﺼﺼﻲ را ﺑﻪ ﺧﻮﺑﻲ درك ﻣﻲﻛﻨﺪ و ﻗﺎدر اﺳﺖ ﭘﻴﺮاﻣﻮن اﻳﻦ ﻣﺴﺎﺋﻞ ارﺗﺒﺎط‬ ‫ﺑﺮﻗﺮار ﻛﻨﺪ و ﺑﺪون آﻣﺎدﮔﻲ در ﻣﻮرد ﺑﺮﺧﻲ ﻣﻮﺿﻮﻋﺎت ﺻﺤﺒﺖ ﻛﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻣﻴﺘﻮاﻧﺪ اﺣﺴﺎﺳﺎت ﺧﻮد را ﺑﻴﺎن ﻛﻨﺪ ﻳﺎ ﺑﻨﻮﻳﺴﺪ‪ .‬‬

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‫ﻧﺴﺒﺖ ﺑﻪ رﻓﺘﺎر و ﮔﻔﺘﺎر دﻳﮕﺮان اﺳﺖ و در ﻧﻬﺎﻳﺖ ﺑﻪ اﺟﺮاي ﻧﻤﺎﻳﺶ ﻣﻲاﻧﺠﺎﻣﺪ‪.‬‬ ‫ﻣﺤﻘﻘﺎن در ﭘـﮋوﻫﺶﻫـﺎي ﻣﺘﻌـﺪدي ﺛﺎﺑﺖ ﻛﺮدهاﻧﺪ ﻛـﻪ ﺧﻠـﻖ و ﺧـﻮ و ﺣﺎﻟـﺖ ﻋـﺎﻃﻔﻲ ﻣﻲﺗﻮاﻧﺪ ﻳﺎدﺳﭙﺎري و ﻳـﺎدآوري‬ ‫ﺧﺎﻃﺮات را ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻗﺮاردﻫﺪ )ﮔﺸﻤﺮدي‪.(1384 ،‬‬ ‫در ﺑﺎزي ‪ 68‬ﻣﺪت زﻣﺎن ﺑﺎزي ﺳﻲ دﻗﻴﻘﻪ‪ ،‬ﺑﺮاي ﺳﻄﺢ ‪ B1‬و ﺑﺎﻻﺗﺮ اﺳﺖ‪ .‬زﺑﺎنآﻣﻮزان ﺑﻪ ﮔﺮوهﻫﺎي ﻛﻮﭼﻚ ﺗﻘﺴﻴﻢ‬ ‫ﻣﻲﺷﻮﻧﺪ و در ﻣﺮﺣﻠﻪي اول ﻣﺪرس ﻣﺘﻦ ﺗﺌﺎﺗﺮ را ﺑﻪ آنﻫﺎ ﻣﻲدﻫﺪ‪ ،‬در ﺑﺮﮔﻪﻫﺎ ﺑﺮاي ﮔﺮوه اول‪ ،‬ﮔﻔﺘﻪﻫﺎي ﺷﺨﺼﻴﺖ اول‬ ‫ﺣﺬف ﺷﺪه و ﺑﺮاي ﮔﺮوه دوم ﮔﻔﺘﻪﻫﺎي ﺷﺨﺼﻴﺖ دوم ﺧﺎﻟﻲ اﺳﺖ‪ .‬زﺑﺎنآﻣﻮزان ﺑﺎﺗﻮﺟﻪ ﺑﻪ ﺧﻼﻗﻴﺖ و درك ﺧﻮد از ﻣﺘﻦ‬ ‫)ﮔﻔﺘﻪﻫﺎي ﻃﺮف ﻣﻘﺎﺑﻞ( ﺟﺎﻫﺎي ﺧﺎﻟﻲ را ﭘﺮ ﻣﻲﻛﻨﻨﺪ و ﭘﺲ از ﺗﻜﻤﻴﻞ ﺑﺎﻳﺪ ﻧﻤﺎﻳﺶ را اﺟﺮا ﻛﻨﻨﺪ‪ .‬ﻫﺪف ﺑﺎزي ﺑﻪﻛﺎرﮔﻴﺮي‬ ‫داﻧﺶﻫﺎي از ﻗﺒﻞ آﻣﻮﺧﺘﻪ ﺷﺪه و ﮔﻔﺘﺎر ﻓﻲاﻟﺒﺪاﻫﻪ ﻣﻲﺑﺎﺷﺪ‪ .‬زﺑﺎنآﻣﻮزان ﺑﺎ ﺗﻤﺮﻛﺰ ﻗﻮي‪ ،‬ﺳﻌﻲ در ﻓﻌﺎلﻛﺮدن ﻗﻮهي ﺗﺨﻴﻞ‬ ‫ﺧﻮد دارﻧﺪ‪ ،‬ﺗﺎ ﺑﻪﺻﻮرت ﻓﻲاﻟﺒﺪاﻫﻪ ﭘﺎﺳﺦﮔﻮي ﻧﻔﺮ ﻣﻘﺎﺑﻞ ﺑﺎﺷﻨﺪ‪ .‬ﺑﺪاﻫﻪﺳﺎزي ﺑﺎﻋﺚ ﺑﻪﻛﺎر اﻧﺪاﺧﺘﻦ ﺟﺮﻳﺎن ﺳﻴﺎل ﻓﻜﺮ ﻣﻲ‬ ‫ﺷﻮد‪ .‬اﻧﺪﻳﺸﻪ و ﻋﻤﻞ ﺑﻪﺻﻮرت ﻫﻤﺰﻣﺎن اﻧﺠﺎم ﻣﻲﮔﻴﺮد‪ .‬در اﻳﻦ ﺗﻤﺮﻳﻦﻫﺎ زﺑﺎنآﻣﻮز از ﺣﺎﻓﻈﻪي ﺧﻮد ﻧﻪﺗﻨﻬﺎ ﺑﺮاي ﻧﻮﺷﺘﻦ‬ ‫ﮔﻔﺘﮕﻮﻫﺎ ﺑﻬﺮه ﻣﻲﺑﺮد‪ ،‬ﺑﻠﻜﻪ در ﺑﻴﺎن ﻋﻮاﻃﻒ و اﺣﺴﺎﺳﺎت ﻧﻴﺰ‪ ،‬از ﻣﻮﻗﻌﻴﺖﻫﺎﻳﻲ ﻛﻪ ﺗﺠﺮﺑﻪ ﻛﺮده‪ ،‬ﺑﻬﺮه ﻣﻲﺟﻮﻳﺪ‪ .‬در اﻳﻦ‬ ‫ﺑﺎزيﻫﺎ ﺣﺎﻓﻈﻪﺣﺴﻲ ﺗﻘﻮﻳﺖ ﺷﺪه و ﺣﺎﻓﻈﻪ ﻋﺎﻃﻔﻲ ﺑﺎ ﺑﺮاﻧﮕﻴﺨﺘﻦ ﻋﻮاﻃﻒ ﻓﻌﺎل ﻣﻲﺷﻮد‪.‬‬ ‫ﻛﺘﺎب روﻳﺎروﻳﻲﻫﺎ ﻣﺠﻤﻮﻋﻪ ﺗﺌﺎﺗﺮﻫﺎﻳﻲ اﺳﺖ ﻛﻪ ﺗﻮﺳﻂ ﭘﺎﺗﺮﻳﻚ دو ﺑﻮﺗﻮر ﻧﻮﺷﺘﻪ ﺷﺪه و ﺑﻪروي ﺻﺤﻨﻪ اﺟﺮا ﺷﺪهاﻧﺪ‪ .‬ﺻﺤﻨﻪ‬ ‫ﻫﺎﻳﻲ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ در زﻧﺪﮔﻲ روزﻣﺮه اﺗﻔﺎق ﺑﻴﻔﺘﺪ‪ ،‬زﺑﺎنآﻣﻮز ﺧﻮد را در ﻣﻮﻗﻌﻴﺖ واﻗﻌﻲ زﻧﺪﮔﻲ ﻣﻲﻳﺎﺑﺪ‪ ،‬ﺗﺠﺎرب و ﻋﻮاﻃﻒ‬ ‫دروﻧﻲ ﺑﺎزﻳﮕﺮ ﻛﻪ ﺑﺎزﻧﻤﻮد آن در ﻛﻼم و ﺣﺮﻛﺎت و رﻓﺘﺎر ﺷﺨﺼﻴﺖ ﻧﻤﺎﻳﺶ اﺳﺖ‪ ،‬در ﺣﺎﻓﻈﻪ ﻋﺎﻃﻔﻲ او ﺛﺒﺖ ﻣﻲﺷﻮد‪ .‬اﻳﻦ‬ ‫ﻛﺘﺎب ﻣﻨﺎﺳﺐ ﺑﺮاي ﻧﻮﺟﻮاﻧﺎن و ﺑﺰرﮔﺴﺎﻻن‪ ،‬ﺑﺮاي ﺳﻄﻮح ‪ A2‬ﺑﻪ ﺑﺎﻻ اﺳﺖ‪.‬‬ ‫ﺗﺌﺎﺗﺮ ﺻﻔﺤﻪ ‪ 113‬ﻛﺘﺎب ﺑﺎ ﻋﻨﻮان »ﻫﻤﻪ ﺑﺮاي ﻫﻤﻴﻦ‪ «1‬داﺳﺘﺎن دﺧﺘﺮ و ﻣﺮد ﺟﻮاﻧﻲ اﺳﺖ ﻛﻪ ﻫﺮﻳﻚ از ﺟﻬﺘﻲ ﻣﺨﺎﻟﻒ‬ ‫وارد ﺻﺤﻨﻪ ﻣﻲﺷﻮد‪ .‬ﺳﭙﺲ ﺷﺎﻫﺪ ﮔﻔﺘﮕﻮﻫﺎي دروﻧﻲ و دو ﻃﺮﻓﻪ ﻫﺴﺘﻴﻢ‪ .‬ﺑﺎ ﺗﻚﮔﻮﻳﻲﻫﺎي دروﻧﻲ ﻫﺮ ﻓﺮد در ﻣﻲﻳﺎﺑﻴﻢ‬ ‫ﺑﻪﻫﻢ ﻋﻼﻗﻪﻣﻨﺪﻧﺪ و ﻫﺮﻳﻚ ﺑﻪدﻧﺒﺎل ﺑﻬﺎﻧﻪاي ﺑﺮاي آﺷﻨﺎﻳﻲ اﺳﺖ‪ .‬ﻣﺮد ﺟﻮان ﻣﻜﺎﻟﻤﻪ را آﻏﺎز ﻣﻲﻛﻨﺪ و ﻫﺮ دو ﻣﺪﻋﻲ‬ ‫ﻣﻲﺷﻮﻧﺪ ﻳﻜﺪﻳﮕﺮ را ﻗﺒﻼ در ﻣﻬﻤﺎﻧﻲ دوﺳﺘﻲ ﻣﺸﺘﺮك دﻳﺪهاﻧﺪ‪ ،‬در ﺻﻮرﺗﻲﻛﻪ اﻳﻦ ﺑﻬﺎﻧﻪاي ﺑﺮاي آﻏﺎز ﻣﻜﺎﻟﻤﻪ اﺳﺖ‪ ،‬وﻟﻲ ﺑﻪ‬ ‫ﻋﻠﺖ ﺗﺮس از ﻗﻀﺎوت دﻳﮕﺮي‪ ،‬ﻣﻮﻓﻖ ﺑﻪ ﺑﺮوز اﺣﺴﺎﺳﺎت دروﻧﻲ ﻧﻤﻲﺷﻮﻧﺪ‪.‬‬ ‫ﺑﻌﺪ از ﻣﺘﻦ ﺗﺌﺎﺗﺮ ﺳﻮاﻻﺗﻲ ﺑﺎ ﻋﻨﻮان »ﺑﺮاي ﺧﻮاﻧﺪن« دارﻳﻢ‪ .‬ﺑﺮاي ﭘﺎﺳﺦﮔﻮﻳﻲ‪ ،‬زﺑﺎنآﻣﻮز ﺑﺎﻳﺪ ﺑﻪﺧﻮﺑﻲ ﻣﺘﻦ را درك ﻛﺮده‬ ‫ﺑﺎﺷﺪ‪ .‬ﺗﻜﺮار ﻧﻴﺰ ﺑﺎﻋﺚ درك ﺑﻬﺘﺮ ﻣﺘﻦ ﻣﻲﺷﻮد‪.‬‬

‫‪ ‬‬ ‫!‪1. Tout ça pour ça‬‬

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‫ﺗﻤﺮﻳﻦ اول ﺑﺎ ﺗﺤﻠﻴﻞ ﻣﺘﻦ ﻧﻤﺎﻳﺶ ﺑﻪ درك ﺑﻬﺘﺮ ﻛﻤﻚ ﻣﻲﻛﻨﺪ و دﺳﺘﻪﺑﻨﺪي از ﻟﺤﺎظ ﻣﻮﺿﻮﻋﻲ اﻧﺠﺎم ﻣﻲﺷﻮد‪ .‬ﺗﻤﺮﻳﻦ‬ ‫دوم ﺑﺮﻗﺮاري ارﺗﺒﺎط ﺑﻴﻦ ﺗﻚﮔﻮﻳﻲﻫﺎ و ﻣﻜﺎﻟﻤﺎت دوﻃﺮﻓﻪ اﺳﺖ؛ زﺑﺎن آﻣﻮز ﺑﺎﻳﺪ ﻋﻠﺖ رﻓﺘﺎرﻫﺎي ﻣﺘﻨﺎﻗﺾ ﻫﺮدو ﺑﺎزﻳﮕﺮ و‬ ‫اﺣﺴﺎﺳﺎت دروﻧﻲ را درك ﻛﻨﺪ ﺗﺎ ﺑﺘﻮاﻧﺪ ﭘﺎﺳﺦ دﻫﺪ‪ .‬اﻳﻦ دو ﺗﻤﺮﻳﻦ ﺑﻪ ﺗﻘﻮﻳﺖ ﻣﻬﺎرت »درك ﻣﺘﻦ ‪ «1‬ﻣﻲﭘﺮدازد‪ .‬در ﺗﻤﺮﻳﻦ‬ ‫ﺳﻮم‪ ،‬زﺑﺎنآﻣﻮز درﺳﺘﻲ و ﻏﻠﻄﻲ ﺟﻤﻼت را ﺗﺎﻳﻴﺪ ﻳﺎ رد ﻣﻲﻛﻨﺪ؛ و ﺑﻪ درك ﻋﻤﻴﻖﺗﺮي ﻣﻲرﺳﺪ‪ ،‬ﺟﻤﻼت ﺗﻜﺮار ﻣﻲﺷﻮﻧﺪ و‬ ‫زﺑﺎنآﻣﻮز ﺑﺪون ﺗﻼش آنﻫﺎ را ﺑﻪﻳﺎد ﻣﻲﺳﭙﺎرد‪ .‬ﺗﻤﺮﻳﻦ ﭼﻬﺎرم ﺑﻪ ﻳﺎدﮔﻴﺮي واژﮔﺎن اﺧﺘﺼﺎص ﻳﺎﻓﺘﻪ‪ ،‬ﻣﺘﻨﻲ ﭘﻴﺶرو دارﻳﻢ‬ ‫ﻛﻪ ﻣﺮد ﺟﻮان ﭘﺲ از ﭘﺎﻳﺎن ﻣﺎﺟﺮا در دﻓﺘﺮ ﻳﺎدداﺷﺖ ﺧﻮد ﻣﺎﺟﺮا را ﺑﺎزﻧﻮﻳﺴﻲ ﻣﻲﻛﻨﺪ‪ ،‬اﻣﺎ ﭼﻨﺪ ﺟﺎي ﺧﺎﻟﻲ در ﻣﺘﻦ وﺟﻮد‬ ‫دارد ﻛﻪ زﺑﺎنآﻣﻮز ﺑﺎﻳﺪ واژهﻫﺎي ﭘﻴﺸﻨﻬﺎدي را ﺑﻪﻛﺎر ﺑﺮد‪ .‬اﻳﻦ ﺗﻤﺮﻳﻦ واژﮔﺎن را ﺑﺎ ﺗﻜﺮار در ﺣﺎﻓﻈﻪ زﺑﺎنآﻣﻮز ﺛﺒﺖ ﻣﻲﻛﻨﺪ‪.‬‬ ‫در ﻗﺴﻤﺖ دوم اﻳﻦ ﺗﻤﺮﻳﻦ‪ ،‬ﻣﺘﻦ ﻧﻮﺷﺘﻪﺷﺪه را ﺑﺎ اﺳﺘﻌﻤﺎل زﻣﺎن »ﺷﺮﻃﻲ ﮔﺬﺷﺘﻪ« اداﻣﻪ ﻣﻲدﻫﺪ‪ .‬اﻳﻦ ﺗﻤﺮﻳﻦ ﻣﺠﻤﻮﻋﻪاي‬ ‫از ﻣﻬﺎرتﻫﺎي دركﻣﻄﻠﺐ اﺳﺖ و ﺑﺎ ﺗﻜﺮار ﺑﻪ ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪ‪ ،‬ﺗﻘﻮﻳﺖ دﺳﺘﻮر زﺑﺎن ﻣﻲﭘﺮدازد و ﻫﺪف ﻧﻬﺎﻳﻲ »ﺗﻮﻟﻴﺪ‬ ‫ﻧﻮﺷﺘﺎر‪ «2‬ﻣﻲﺑﺎﺷﺪ‪ .‬ﺗﻤﺮﻳﻦ ﭘﻨﺠﻢ دﻟﻴﻞ اﻧﺘﺨﺎب ﻋﻨﻮان ﺗﺌﺎﺗﺮ را ﺟﻮﻳﺎ ﻣﻲﺷﻮد و زﺑﺎن آﻣﻮز ﺑﺎﻳﺪ ﻋﻨﻮان دﻳﮕﺮي ﺑﺎ ذﻛﺮ دﻟﻴﻞ‬ ‫ﺑﻴﺎن ﻛﻨﺪ؛ او ﭘﺲ از درك و ﺗﻜﺮار داﺳﺘﺎن ﺑﻪ ﺷﻴﻮهﻫﺎي ﮔﻮﻧﺎﮔﻮن ﻗﺎدر اﺳﺖ ﺑﻪﺧﻮﺑﻲ ﺑﻪ اﻳﻦ ﺳﻮال ﭘﺎﺳﺨﮕﻮ ﺑﺎﺷﺪ‪.‬‬ ‫در ﺗﻤﺮﻳﻦﻫﺎﻳﻲ ﺑﺎ ﻋﻨﻮان »ﺑﺮاي ﮔﻔﺘﻦ«‪ ،‬ﻫﺪف ﺗﺼﺤﻴﺢ آﻫﻨﮓ ﻛﻼم و ﻧﺤﻮهي ﺑﻴﺎن ﺟﻤﻼت ﻣﻲﺑﺎﺷﺪ و در ﭘﺎﻳﺎن اﺟﺮاي‬ ‫ﻧﻤﺎﻳﺶ اﺳﺖ‪ .‬در ﺗﻤﺮﻳﻦ اول ﺑﺎﻳﺪ ﺟﻤﻼت اﻧﺘﺨﺎﺑﻲ از ﻣﺘﻦ را ﺑﺎ ﺻﺪاي ﺑﻠﻨﺪ اﺑﺘﺪا ﺑﻪﺻﻮرت آرام و ﺷﻤﺮده و ﺳﭙﺲ ﺧﻴﻠﻲ‬ ‫ﺳﺮﻳﻊ ﺑﻴﺎن ﻛﻨﺪ‪ .‬اﻳﻦ ﺗﻤﺮﻳﻦ ﻣﻬﺎرت »ﺑﻴﺎن ﺷﻔﺎﻫﻲ‪ «3‬را ﻣﺪ ﻧﻈﺮ دارد‪ .‬در ﺗﻤﺮﻳﻦ ﺑﻌﺪي‪ ،‬آﻫﻨﮓ و ﻟﺤﻦ ﻛﻼم در ﺑﻴﺎن‬ ‫اﺣﺴﺎس اﻫﻤﻴﺖ دارد‪ .‬زﺑﺎنآﻣﻮز ﻟﺤﻦ و ﺣﺎﻟﺖ ﮔﻔﺘﺎري ﻫﺮ ﺟﻤﻠﻪ را ﻣﺸﺨﺺ ﻣﻲﻛﻨﺪ‪ .‬او در اﺑﺘﺪا ﻧﻮع ﺟﻤﻠﻪ )ﺧﺒﺮي‪،‬‬ ‫ﭘﺮﺳﺸﻲ‪ ،‬ﺗﻌﺠﺒﻲ و ‪ (...‬را ﺗﺸﺨﻴﺺ ﻣﻲدﻫﺪ ﺗﺎ ﺑﺘﻮاﻧﺪ ﻟﺤﻦ ﻣﺘﻨﺎﺳﺐ را ﺑﻪﻛﺎر ﺑﺮد‪ .‬ﺗﻤﺮﻳﻦ ﺳﻮم ﺗﺎﻛﻴﺪ ﺑﺮ ﻣﻬﺎرت »ﺗﻮﻟﻴﺪ‬ ‫ﻣﺘﻦ« دارد؛ از زﺑﺎنآﻣﻮز درﺧﻮاﺳﺖ ﺷﺪه ﺑﺎ ﺗﺼﻮر ﺑﺎزﮔﺸﺖ ﺧﺎﻧﻢ ﺟﻮان ﭘﺎﻳﺎن داﺳﺘﺎن را ﺗﻐﻴﻴﺮ دﻫﺪ و ﺑﺎزﻧﻮﻳﺴﻲ ﻛﻨﺪ‪.‬‬ ‫ﺑﺎ درك ﻛﺎﻣﻞ ﻣﺘﻦ و ﻣﻬﺎرتﻫﺎي ﻓﺮاﮔﺮﻓﺘﻪ‪ ،‬زﺑﺎن آﻣﻮز ﺑﻪ اﺟﺮاي ﺗﺌﺎﺗﺮ ﻣﻲﭘﺮدازد‪ .‬دراﻳﻦ ﻧﻤﺎﻳﺶ ﺗﻜﻨﻴﻚ »آﭘﺎرﺗﻪ‪ :4‬ﮔﻔﺘﻤﺎن‬ ‫ﺧﺼﻮﺻﻲ« ﺑﻪﻛﺎر ﮔﺮﻓﺘﻪ ﺷﺪه )ﺗﻚﮔﻮﻳﻲﻫﺎﻳﻲ ﻛﻪ ﺑﺎزﻳﮕﺮ در ﺗﺌﺎﺗﺮ ﺧﻄﺎب ﺑﻪ ﺗﻤﺎﺷﺎﭼﻴﺎن ﻣﻲﮔﻮﻳﺪ‪ ،‬ﻃﻮريﻛﻪ ﺳﺎﻳﺮ ﺑﺎزﻳﻜﻨﺎن‬ ‫ﻣﺘﻮﺟﻪ ﻧﺸﻮﻧﺪ(‪ .‬در ﺑﻴﺎن دﻳﺎﻟﻮگﻫﺎ‪ ،‬ﻟﺤﻦ ﺑﺎ اﺣﺴﺎﺳﺎت و ﺷﻮق ﺑﻴﺎن ﻣﻲﺷﻮﻧﺪ وﻟﻲ ﺑﺮاي ﺑﻴﺎن اﻓﻜﺎر دروﻧﻲ ﻟﺤﻨﻲ ﺑﺴﻴﺎر آرام‬ ‫و ﮔﺎﻫﻲ ﻣﺨﺎﻟﻒ اﺣﺴﺎس ﻇﺎﻫﺮي ﺑﻪﻛﺎر ﻣﻲرود‪ .‬ﻻزم اﺳﺖ زﺑﺎنآﻣﻮزان اﺑﺘﺪا ﻧﻤﺎﻳﺶ را ﺑﺎ رﻋﺎﻳﺖ آﻫﻨﮓ و ﻟﺤﻦ ﻛﻼم ﺑﻪاﺟﺮا‬ ‫درآورﻧﺪ و ﺳﭙﺲ ﻧﻤﺎﻳﺶ را ﺑﺪون اﺳﺘﻔﺎده از ﺗﻚﮔﻮﻳﻲﻫﺎي دروﻧﻲ اﺟﺮا ﻛﻨﻨﺪ و در ﻗﺴﻤﺖ ﭘﺎﻳﺎﻧﻲ ﻛﻪ ﻫﺪف ﺗﻘﻮﻳﺖ ﻗﺪرت‬

‫‪ ‬‬ ‫‪1. Compréhension écrite ‬‬ ‫‪2. Production écrite‬‬ ‫‪3. Expression orale‬‬ ‫‪4. aparté ‬‬

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‫ﺧﻼﻗﻴﺖ اﺳﺖ‪ ،‬ﺑﺎ ﺗﺼﻮر ﺑﺎزﮔﺸﺖ ﺧﺎﻧﻢ ﺟﻮان‪ ،‬ﺑﺎزﻳﮕﺮ ﻣﺤﺪود ﺑﻪ داﺳﺘﺎن ﭘﻴﺸﻨﻬﺎدي ﻛﺘﺎب ﻧﻤﻲﺷﻮد و ﭘﺎﻳﺎن ﻧﻤﺎﻳﺶ را ﺑﻪ‬ ‫ﮔﻮﻧﻪاي دﻳﮕﺮ ﺧﻠﻖ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺑﻪدﻟﻴﻞ ﻃﻮﻻﻧﻲ ﺷﺪن ﻛﻼم‪ ،‬ﺑﻪ ﺑﺮرﺳﻲ ﻳﻚ ﻧﻤﻮﻧﻪ ﺗﻤﺮﻳﻦ ﺑﺴﻨﺪه ﺷﺪ‪ ،‬اﻣﺎ روﻧﺪ ﺗﻤﺮﻳﻦﻫﺎي اﻳﻦ ﻛﺘﺎب ﻣﺸﺎﺑﻪ اﺳﺖ و‬ ‫زﺑﺎنآﻣﻮز ﻫﻢزﻣﺎن ﻣﻮﻓﻖ ﺑﻪ ﻓﺮاﮔﻴﺮي ﺗﻤﺎﻣﻲ ﻣﻬﺎرتﻫﺎي زﺑﺎﻧﻲ ﻣﻲﺷﻮد‪ .‬اﺟﺮاي ﻧﻤﺎﻳﺶ ﺧﻮد ﺗﺎﺛﻴﺮ ﺑﻪﺳﺰاﻳﻲ در ﺗﻘﻮﻳﺖ‬ ‫ﺣﺎﻓﻈﻪ و ﺷﻜﻮﻓﺎﻳﻲ اﺳﺘﻌﺪادﻫﺎي ذﻫﻦ دارد‪ .‬ﺣﺮﻛﺎت و ﺗﻤﺮﻳﻨﺎت ﺑﺪﻧﻲ‪ ،‬ﻟﺤﻦ ﺑﻴﺎن در ﺗﺌﺎﺗﺮ ﺑﻪ ﻳﺎدﮔﻴﺮي ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ .‬در‬ ‫ﻛﺘﺎب روﻳﺎروﻳﻲﻫﺎ اﻓﺰون ﺑﺮ ﻣﺮﺣﻠﻪي اﺟﺮاي ﺗﺌﺎﺗﺮ‪ ،‬ﻣﺮاﺣﻞ ﻗﺒﻞ از اﺟﺮا و آﻣﺎدﮔﻲ ذﻫﻦ اﻫﻤﻴﺖ دارﻧﺪ و ﺣﺎﻓﻈﻪي ﺑﺪن ﺑﻪ‬ ‫ﺧﻮﺑﻲ ﺗﻘﻮﻳﺖ ﻣﻲﺷﻮد و ﺑﻪ ﻳﺎدﺳﭙﺎري ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ .‬ﺣﺎﻓﻈﻪ ﺣﺴﻲ و ﺣﺎﻓﻈﻪ ﻋﺎﻃﻔﻲ ﻧﻴﺰ ﺑﻪ ﻛﻤﻚ ﺑﺎزﻳﮕﺮ ﻣﻲآﻳﻨﺪ‪.‬‬ ‫زﺑﺎنآﻣﻮز ﭘﺲ از ﻛﺴﺐ ﻣﻬﺎرتﻫﺎي اوﻟﻴﻪ‪ ،‬ﺑﺎ ﺗﻤﺮﻳﻦ و ﻣﻤﺎرﺳﺖ و ﺗﻜﺮار آﻣﻮﺧﺘﻪﻫﺎ‪ ،‬ﺗﻮاﻧﺎﻳﻲﻫﺎي زﺑﺎﻧﻲاش را اﻓﺰاﻳﺶ‬ ‫ﻣﻲدﻫﺪ‪ .‬ﺑﺮاي ﻛﺴﺐ ﻣﻬﺎرت در ﮔﻔﺘﺎر و ارﺗﺒﺎط ﺑﺎ دﻳﮕﺮان‪ ،‬ﻧﺎﮔﺰﻳﺮ اﺳﺖ ﺣﺎﻓﻈﻪ ﺧﻮد را ﺗﻘﻮﻳﺖ ﻛﻨﺪ‪.‬‬ ‫ﺑﺮ اﺳﺎس ﮔﻔﺘﻪي ﮔﺌﻮﻧﺎك‪ ،1‬ﻳﺎدآوري‪ ،‬دﻳﮕﺮ ﺻﺮﻓﺎ ﻓﻌﺎلﺳﺎزي دوﺑﺎره آﺛﺎر ﺑﻪﺟﺎيﻣﺎﻧﺪه در ﺣﺎﻓﻈﻪ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ‬ ‫ﺳﺎزﻣﺎنﺑﻨﺪي ﺟﺪﻳﺪ ﺷﻨﺎﺧﺖﻫﺎي ﻣﻮﺟﻮد‪ ،‬ﺑﺮاﺳﺎس آﺛﺎر ﺑﺎﻗﻴﻤﺎﻧﺪه از ﻳﻚ ﻓﻌﺎﻟﻴﺖ ذﻫﻨﻲ ﻗﺒﻠﻲ در ﮔﺬﺷﺘﻪ اﺳﺖ‪.‬‬ ‫در ﺣﻘﻴﻘﺖ‪ ،‬ﭘﺲ از درﻳﺎﻓﺖ اﻃﻼﻋﺎت از دﻧﻴﺎي ﺧﺎرج‪ ،‬ﻣﺎﻧﻨﺪ اﺻﻮات ﻳﺎ ﺗﺼﺎوﻳﺮ‪ ،‬زﺑﺎنآﻣﻮز اﻃﻼﻋﺎت درﻳﺎﻓﺘﻲ را‬ ‫ﺑﻪ ﺻﻮرت ﻧﻈﺎمﻣﻨﺪ در ﺣﺎﻓﻈﻪ ﺣﺴﻲ ﺧﻮد ﺑﻪﺟﺮﻳﺎن ﻣﻲاﻧﺪازد‪ :‬ﻳﻌﻨﻲ اﻃﻼﻋﺎت را اﻧﺘﺨﺎب ﻣﻲﻛﻨﺪ و ﺳﭙﺲ‬ ‫آنﻫﺎ را در ﺣﺎﻓﻈﻪ ﻛﻮﺗﺎهﻣﺪت ﺧﻮد ﺑﻪ ﺟﺮﻳﺎن ﻣﻲاﻧﺪازد‪ .‬در اﻳﻦ وﺿﻌﻴﺖ اﻃﻼﻋﺎت رﻣﺰﺑﻨﺪي ﺷﺪهاﻧﺪ‪ ،‬ﻳﻌﻨﻲ‬ ‫زﻣﺎن ادﻏﺎم ﺷﺪن اﻳﻦ اﻃﻼﻋﺎت ﺑﺎ اﻃﻼﻋﺎت ﻗﺒﻠﻲ ﻣﻮﺟﻮد در ﺣﺎﻓﻈﻪ ﻓﺮا رﺳﻴﺪهاﺳﺖ‪ .‬ﭘﺲ از اﻳﻨﻜﻪ اﻃﻼﻋﺎت ﺑﻪ‬ ‫ﺣﺎﻓﻈﻪ درازﻣﺪت ﺳﭙﺮده ﺷﺪﻧﺪ‪ ،‬ﻣﻲﺗﻮاﻧﻨﺪ دوﺑﺎره اﺳﺘﻔﺎده ﺷﻮد‪ .‬ﭘﺲ ﻓﺮآﻳﻨﺪ ﻳﺎدﮔﻴﺮي در ﺳﻪ ﻣﺮﺣﻠﻪ ﺧﻼﺻﻪ‬ ‫ﻣﻲﺷﻮد‪ :‬ﺣﺎﻓﻈﻪ ﺣﺴﻲ‪ ،‬ﺣﺎﻓﻈﻪ ﻛﻮﺗﺎهﻣﺪت و ﺣﺎﻓﻈﻪ ﺑﻠﻨﺪﻣﺪت‪) .‬ژرﻣﻦ‪ ،1388 ،‬ص ‪(34‬‬ ‫‪ .5‬ﻧﺘﻴﺠﻪ‬ ‫ﻳﺎدﮔﻴﺮي زﺑﺎن از ﻃﺮﻳﻖ ﺗﺌﺎﺗﺮ ﺑﻪ اﻓﺰاﻳﺶ ﻳﻚ ﻣﻬﺎرت ﻣﺤﺪود ﻧﻤﻲﺷﻮد؛ ﭼﻮن ﻓﻌﺎﻟﻴﺘﻲ ﺳﺮﮔﺮمﻛﻨﻨﺪه و دﺳﺘﻪﺟﻤﻌﻲ اﺳﺖ‪،‬‬ ‫اﻧﮕﻴﺰهي ﻓﺮاﮔﻴﺮي را ﺑﺎﻻ ﻣﻲﺑﺮد و زﺑﺎنآﻣﻮز ﺑﺎ اﺷﺘﻴﺎق ﺑﻴﺸﺘﺮي داﻧﺴﺘﻪﻫﺎي ﺧﻮد را ﺑﻪﻛﺎر ﻣﻲﮔﻴﺮد‪ .‬در اﻳﻦ روش آﻣﻮزﺷﻲ‪،‬‬ ‫ﻳﺎدﮔﻴﺮي در ﻗﺎﻟﺐ ﻓﻌﺎﻟﻴﺘﻲ ﭘﺮﻛﺸﺶ ﮔﻨﺠﺎﻧﺪه ﺷﺪه‪ ،‬ﺑﻪﻛﺎرﮔﻴﺮي ﺧﻮدﺟﻮش داﻧﺶ و ﺑﺎورِ ﺗﻮاﻧﺎﻳﻲِ ﺑﺮﻗﺮاريِ ارﺗﺒﺎط ﺑﺎ‬ ‫دﻳﮕﺮي‪ ،‬در ﺑﺎﻓﺘﻲ ﻛﻪ ﺑﻪ ﻣﻮﻗﻌﻴﺖﻫﺎي زﻧﺪﮔﻲ ﻧﺰدﻳﻚ اﺳﺖ‪ ،‬ﺑﻪ زﺑﺎنآﻣﻮز اﻋﺘﻤﺎد ﺑﻪ ﻧﻔﺲ ﻣﻲدﻫﺪ‪.‬‬

‫‪ ‬‬ ‫‪1. Gaonac’h, D.‬‬

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‫ﺗﻤﺮﻛﺰ داﺋﻢ‬

‫‪ ‬ﺗﻘﻮﻳﺖ اﻣﻼي واژﮔﺎن‬

‫آﻣﺎده ﺳﺎزي‬

‫‪ ‬ﮔﺴﺘﺮش داﻳﺮه ﻟﻐﺖ‬

‫‪ ‬ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪ ذﻫﻦ‬

‫‪ ‬اﻋﺘﻤﺎد ﺑﻪ ﻧﻔﺲ‬

‫‪ ‬ﻓﺮاﮔﻴﺮي ﺳﺎﺧﺘﺎرﻫﺎ‬

‫‪ ‬درك ﻣﻄﻠﺐ‬

‫ﺗﻤﺮﻛﺰ داﺋﻢ‬

‫‪ ‬‬ ‫‪ ‬ﺑﺮوز ﻫﻴﺠﺎﻧﺎت دروﻧﻲ‬

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‫‪ ‬اﺟﺮاي ﺗﺌﺎﺗﺮ‬

‫‪ ‬ﺗﻘﻮﻳﺖ ﺣﺎﻓﻈﻪ ﺑﺪن‬

‫‪ ‬اﻧﮕﻴﺰه‬

‫‪ ‬ﺑﺮﻗﺮاري ارﺗﺒﺎط‬

‫ﺷﻜﻞ ‪ .1‬ﻣﺮاﺣﻞ و وﻳﮋﮔﻲﻫﺎي ﻳﺎدﮔﻴﺮي زﺑﺎن ﺧﺎرﺟﻲ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺌﺎﺗﺮ‬ ‫ﺑﺮﻗﺮاري ارﺗﺒﺎط زﺑﺎﻧﻲ ﻓﻘﻂ ﺑﺎ آﻣﻮﺧﺘﻦ ﺳﺎﺧﺘﺎرﻫﺎ و اﻟﮕﻮﻫﺎي از ﭘﻴﺶ ﺗﻌﻴﻴﻦﺷﺪه‪ ،‬اﻣﻜﺎنﭘﺬﻳﺮ ﻧﻴﺴﺖ‪ .‬زﺑﺎنآﻣﻮز ﺑﺎﻳﺪ‬ ‫ﺧﻼﻗﻴﺖ ﺑﻪ ﺧﺮج دﻫﺪ و ﻓﻲاﻟﺒﺪاﻫﻪ ﺳﺨﻦ ﮔﻮﻳﺪ‪ .‬ﻟﺤﻦ ﻛﻼم ﺑﺎﻳﺪ ﻫﻴﺠﺎﻧﺎت را ﺑﻪﺧﻮﺑﻲ ﺑﻴﺎن ﻧﻤﺎﻳﺪ‪ .‬در ﺗﺌﺎﺗﺮ زﺑﺎنآﻣﻮز ﺑﻪﻃﻮر‬ ‫ﻫﻢزﻣﺎن از ﺣﺎﻓﻈﻪ ذﻫﻨﻲ و ﺑﺪﻧﻲ‪ ،‬ﺣﺴﻲ و ﻋﺎﻃﻔﻲ ﺑﻬﺮه ﻣﻲﮔﻴﺮد‪ :‬اﺳﺘﻔﺎدهي ﻫﻢزﻣﺎن از ﺣﺎﻓﻈﻪ ‪ ‬ارادي و ﻏﻴﺮارادي‪ ،‬رﻣﺰ‬ ‫ﻣﻮﻓﻘﻴﺖ زﺑﺎنآﻣﻮز در ﻓﺮاﮔﻴﺮي زﺑﺎن دوم ﻣﻲﺷﻮد‪ .‬ﺑﺎ ﺗﺤﻠﻴﻞ و ﺑﺮرﺳﻲ ﺗﻤﺮﻳﻦﻫﺎي ﻣﻮﺟﻮد در دو ﻛﺘﺎب‪ ،‬ﻣﺸﺎﻫﺪه ﺷﺪ ﺗﺌﺎﺗﺮ‬ ‫ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ اﻓﺰاﻳﺶ ﻗﺪرت ﺣﺎﻓﻈﻪ ذﻫﻨﻲ و ﺑﺪﻧﻲ ﺷﻴﻮه آﻣﻮزﺷﻲ ﻣﻨﺎﺳﺒﻲ در ﻓﺮاﮔﻴﺮي زﺑﺎن اﺳﺖ‪.‬‬ ‫در آﺧﺮ ﺑﺎﻳﺪ اﻓﺰود روشﻫﺎي ﻧﻮﻳﻦ ﻳﺎدﮔﻴﺮي زﺑﺎندوم در ﻋﺼﺮ ﺣﺎﺿﺮ ﺑﻪﺳﺮﻋﺖ در ﺣﺎل ﮔﺴﺘﺮش اﺳﺖ و اﻳﻦ روش‬ ‫ﻋﻠﻲرﻏﻢ ﻳﺎدﮔﻴﺮي ﻋﻤﻴﻖ و ﻛﺎرﺑﺮدي‪ ،‬ﻛﻤﻲ زﻣﺎنﺑﺮ اﺳﺖ‪ ،‬ﺑﻨﺎﺑﺮاﻳﻦ راه ﺑﻪ ﺳﻤﺖ ﺳﺎﻳﺮ ﺗﺤﻘﻴﻘﺎت ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ‬ ‫روشﻫﺎي ﻧﻮﻳﻦ دﻳﮕﺮ از ﻗﺒﻴﻞ رواﻳﺖ‪ ،‬ﻣﻮزﻳﻚ‪ ،‬ﻓﻴﻠﻢ‪ ،‬ﺗﻜﻨﻮﻟﻮژي و ‪ ...‬در ﺳﻄﻮح ﻣﺨﺘﻠﻒ ﮔﺸﻮده اﺳﺖ‪.‬‬

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‫‪ ‬ﻣﻨﺎﺑﻊ‬ ‫ﭘﻮراﻓﻜﺎري‪ ،‬ن‪ .(1373) .‬ﻓﺮﻫﻨﮓ ﺟﺎﻣﻊ رواﻧﺸﻨﺎﺳﻲ‪ -‬رواﻧﭙﺰﺷﻜﻲ‪ :‬اﻧﮕﻠﻴﺴﻲ –ﻓﺎرﺳﻲ‪ .‬ﺟﻠﺪ دوم‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻓﺮﻫﻨﮓ ﻣﻌﺎﺻﺮ‪ .‬‬

‫رﺣﻤﺘﻴﺎن‪ ،‬ر‪ .(1381) .‬ﺷﻴﻮه ﻫﺎي آﻣﻮزش زﺑﺎن و ﺑﻪ ﻛﺎرﮔﻴﺮي دﺳﺘﻮر در روش ﻫﺎي ﺳﻤﻌﻲ‪-‬ﺑﺼﺮي ﻳﻜﭙﺎرﭼﻪ ‪ . SGAV‬ﭘﮋوﻫﺶ‬ ‫زﺑﺎن ﻫﺎي ﺧﺎرﺟﻲ‪.92-77 ،(2)12 ،‬‬

‫رﺣﻤﺘﻴﺎن‪ ،‬ر‪ .(1390) .‬ﺑﺮرﺳﻲ ﻣﻴﺰان اﺳﺘﻔﺎده از اﺳﺘﺮاﺗﮋي ﻫﺎي ﺷﻨﺎﺧﺘﻲ و ارﺗﺒﺎط آن ﺑﺎ اﺳﺘﻘﻼل داﻧﺸـﺠﻮﻳﺎن‪ .‬ﭘـﮋوﻫﺶ ﻫـﺎي‬ ‫زﺑﺎن و ادﺑﻴﺎت ﺗﻄﺒﻴﻘﻲ‪.190-173 ،(3)2 ،‬‬

‫رﺣﻤﺘﻴﺎن‪ ،‬ر‪1391) .‬اﻟﻒ(‪ .‬ده ﺳﺨﻦ در ﺑﺎب آﻣﻮزش زﺑﺎن ﻫﺎي ﺧﺎرﺟﻲ‪ ،‬ﺑﺮرﺳﻲ اﺳﺘﺮس )ﻓﺸﺎر رواﻧـﻲ( در ﻓﺮاﻳﻨـﺪ ﻳـﺎدﮔﻴﺮي و‬ ‫اﺳﺘﻔﺎده از زﺑﺎن ﺧﺎرﺟﻲ ﻧﺰد داﻧﺸﺠﻮﻳﺎن اﻳﺮاﻧﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﻬﺮﻧﻴﻮﺷﺎ‪.‬‬

‫رﺣﻤﺘﻴﺎن‪ ،‬ر‪1391) .‬ب(‪ .‬ده ﺳﺨﻦ در ﺑﺎب آﻣﻮزش زﺑﺎن ﻫﺎي ﺧﺎرﺟﻲ‪ ،‬ﺑﺮرﺳﻲ ﺗﺎﺛﻴﺮ ﺟﻮ اﺟﺘﻤﺎﻋﻲ ﻛﻼس و اﻳﺠﺎد راﺑﻄﻪ ﻋﺎﻃﻔﻲ‬ ‫در ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ زﺑﺎن آﻣﻮزان‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﻬﺮﻧﻴﻮﺷﺎ‪.‬‬ ‫ژرﻣﻦ‪ ،‬ك‪ .(1388) .‬روﻳﻜﺮد ارﺗﺒﺎﻃﻲ در آﻣﻮزش زﺑﺎن‪) ،‬ر‪ .‬رﺣﻤﺘﻴﺎن‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﻤﺖ‪ .‬‬

‫ﺷﺮﻳﻔﻲ‪ ،‬ش‪ .(1390) .‬ﺗﻔﺎوت ﻳﺎدﮔﻴﺮي زﺑﺎن اول و دوم از دﻳﺪﮔﺎه ﻋﺼﺐ ﺷﻨﺎﺳﻲ زﺑﺎن‪ .‬ﻧﺸﺮﻳﻪ دﺑﻴﺮان ﻣﻮﺳﺴﻪ ﻓﺮﻫﻨﮕﻲ آﻣﻮزﺷﻲ‬ ‫داﻧﺶ‪ .‬ﻣﻬﺮ ‪.1390‬‬ ‫ﮔﺸﻤﺮدي‪ ،‬م‪ .(1384) .‬ﻧﻘﺶ ﺣﺎﻓﻈﻪ در ﻓﺮاﻳﻨﺪ ﻳﺎدﮔﻴﺮي زﺑﺎن ﺧﺎرﺟﻲ‪ .‬ﭘﮋوﻫﺶ زﺑﺎن ﻫﺎي ﺧﺎرﺟﻲ‪.156-133 ،(4)28 ،‬‬ ‫ﮔﺸﻤﺮدي‪ ،‬م‪ .‬و زﻫﺮه وﻧﺪي‪ ،‬ع‪ .(1390) .‬ﺗﺎﺛﻴﺮ ﻣﻬﺎرت ﻫﺎي ﻋﺼﺐ ﺷﻨﺎﺳﻲ زﺑﺎن ﺑﺮ ﻳﺎدﮔﻴﺮي زﺑﺎن ﺧـﺎرﺟﻲ ﻧـﺰد زﺑـﺎن آﻣـﻮزان‬ ‫ﺧﺮدﺳﺎل‪ .‬دو ﻓﺼﻠﻨﺎﻣﻪ ﭘﮋوﻫﺶ زﺑﺎن و ادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪.25-11 ،(7)5 ،‬‬ ‫ﻟﻮﺳﻴﻪ‪ ،‬د‪ .(1389) .‬ارزﺷﻴﺎﺑﻲ داﻧﺶ و ﻣﻬﺎرﺗﻬﺎي زﺑﺎﻧﻲ‪) ،‬ر‪ .‬رﺣﻤﺘﻴﺎن‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﻤﺖ‪.‬‬ ‫‪Bouter, P. (2014). Rencontre… Rencontres, Sketches à lire, à dire, à jouer, Grenoble,‬‬ ‫‪France : PUG.‬‬ ‫‪Coulibaly, B. (2006, July). Essai de détermination de styles d'apprentissage en‬‬ ‫‪apprentissage collaboratif à distance. In Premières journées communication et‬‬ ‫‪apprentissages instrumentés en réseau (pp. 330-341). 6-8 Juillet 2006, Amiens, France.‬‬ ‫‪Courtillon, J. (2003). Elaborer un cours de FLE. Paris, France: Hachette.‬‬ ‫‪Marjolaine. P, & Treffandier, F. (2013). Jeux de théâtre. Grenoble, France: PUG.‬‬ ‫‪Trocmé-Fabre, H. (1994). J’apprends, donc je suis. Paris, France: Les Editions‬‬ ‫‪d’Organisation.‬‬

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‫ﻧﮕﺎﻫﻲ ﺟﺎﻣﻌﻪﺷﻨﺎﺧﺘﻲ ﺑﻪ ﺗﻐﻴﻴﺮ آواي ‪ /r/‬ﺗﻮﺳﻂ ﺑﻌﻀﻲ از ﮔﻮﻳﺸﻮران ﻓﺎرﺳﻲ زﺑﺎن‬

‫ﻧﺎزﻳﺘﺎ ﻋﻈﻴﻤﻲ ﻣﻴﺒﺪي‬

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‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪ ،‬داﻧﺸﮕﺎه اﺻﻔﻬﺎن‬ ‫ﻃﺎﻫﺮه ﻣﺤﻤﺪﭘﻮر‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪ ،‬داﻧﺸﮕﺎه اﺻﻔﻬﺎن‬

‫ﭼﻜﻴﺪه‪ .‬ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻛﻪ در ﺣﻮزهي روان‪ -‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ زﺑﺎن اﻧﺠﺎم ﺷﺪه‪ ،‬ﻛﻮﺷﺸﻲ اﺳﺖ ﺑﺮاي ارزﻳﺎﺑﻲ ارﺗﺒﺎط ﻣﻴـﺎن‬ ‫زﺑﺎن و ﺗﻐﻴﻴﺮات آن‪ .‬ﻫﺪف از اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﺮرﺳﻲ ﭼﮕﻮﻧﮕﻲ ﺑﺮوز ﻣﺴـﺎﻳﻞ زﺑـﺎﻧﻲ از وراي ﻣﺴـﺎﻳﻞ ﻏﻴـﺮ زﺑـﺎﻧﻲ ﻣـﻲﺑﺎﺷـﺪ و‬ ‫ﻫﻢﭼﻨﻴﻦ ﭘﺎﺳﺦ ﺑﻪ اﻳﻦ ﭘﺮﺳﺶ ﻛﻪ ﭼﺮا ﺑﻌﻀﻲ از اﻓﺮاد ﺟﺎﻣﻌﻪ ﺑﻪ دﻻﻳﻞ اﺟﺘﻤﺎﻋﻲ و روانﺷﻨﺎﺧﺘﻲ )ﺗﺮس از ﻋـﺪم ﭘـﺬﻳﺮش‬ ‫در ﺟﺎﻣﻌﻪ‪ ،‬ﻛﻤﺒﻮدﻫﺎي اﺟﺘﻤﺎﻋﻲ و رواﻧﻲ‪ ،‬ﻋﺪم اﻣﻨﻴﺖ اﺟﺘﻤﺎﻋﻲ و زﺑﺎﻧﻲ و ﻏﻴـﺮه( ﺳـﻌﻲ ﻣـﻲﻛﻨﻨـﺪ از اﻟﮕﻮﻫـﺎي ﻏﻠـﻂ ﻳـﺎ‬ ‫اﻓﺮاﻃﻲ ﮔﻔﺘﺎري ﺑﻴﮕﺎﻧﻪ ﺗﻘﻠﻴﺪ ﻛﻨﻨﺪ‪ .‬ﻧﮕﺎرﻧﺪﮔﺎن در اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﻣﻄﺎﻟﻌﻪ ﺑﺮ روي واج ‪ /r/‬را اﻧﺘﺨﺎب ﻛﺮدﻧﺪ زﻳﺮا واجﻫـﺎي ﻳـﻚ‬ ‫زﺑﺎن ﻧﺴﺒﺖ ﺑﻪ ﻣﻄﺎﻟﻌﺎت واژﮔﺎﻧﻲ و ﺻﺮﻓﻲ و ﻧﺤﻮي ﻣﺸﻬﻮدﺗﺮ‪ ،‬ﺗﻮﺻـﻴﻒﭘـﺬﻳﺮﺗﺮ و ﻗﺎﺑـﻞ دﺳـﺘﺮس ﺑـﻪ ﻧﻈـﺮ ﻣـﻲرﺳـﻨﺪ‪ .‬در‬ ‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﭘﺲ از ﻣﻄﺎﻟﻌﻪي ﻧﻈﺮي‪ ،‬روش ﻣﻴﺪاﻧﻲ ﻧﻴﺰ ﺑﺮ اﺳﺎس اﻧﺘﺨﺎب ﺟﻤﻌﻴﺖ ﻧﻤﻮﻧـﻪ و ﻣﺼـﺎﺣﺒﻪ ﺑـﺮاي ﮔـﺮدآوري‬ ‫دادهﻫﺎ در ﭘﻴﺶ ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ‪ .‬ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﺸﺎن دادهاﻧﺪ ﻛﻪ ﺗﻠﻔﻆ ﺻﻮرتﻫـﺎي زﺑـﺎﻧﻲ ﻣﺎﻧﻨـﺪ ‪ /r/‬ﺑﺴـﺘﻪ ﺑـﻪ‬ ‫ﺷﺮاﻳﻂ اﺟﺘﻤﺎﻋﻲ ﻓﺮد و ﻧﻴﺎزﻫﺎي رواﻧﻲ و ﻋﻮاﻣﻞ ﻏﻴﺮ زﺑﺎﻧﻲ ﻣﻲ ﺗﻮاﻧﺪ ﻣﺘﻐﻴﺮ ﺑﺎﺷﺪ وﻟـﻲ در ﻣـﻮرد ﺑﺮرﺳـﻲ ﺷـﺪه‪ ،‬ﺑﻌﻀـﻲ از‬ ‫ﮔﻮﻳﺸﻮران ﻓﺎرﺳﻲزﺑﺎن ﺗﺤﺖ ﺗﺄﺛﻴﺮ »ﭘﺮﺳﺘﻴﮋ ﻃﻠﺒﻲ« ‪ /r/‬را ﻛﻪ اﻏﻠﺐ ﺑﺎ ﺗﻐﻴﻴﺮ ﻟﻬﺠﻪ ﻣﻌﻤﻮﻟﻲ و آﻫﻨﮓ ﺻﺪا ﻧﻴﺰ ﻫﻤﺮاه اﺳﺖ‬ ‫ﺑﻪ ‪ /ɽ /‬ﺑﺮﮔﺸﺘﻲ‪-‬ﻛﺎﻣﻲ ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﻨﺪ ﺗﺎ ﺑﺪﻳﻦﮔﻮﻧﻪ ﺧﻮد را ﺑـﻪ ﻃﺒﻘـﻪ اﺟﺘﻤـﺎﻋﻲ ﺑـﻪ اﺻـﻄﻼح ﺑـﺎﻻﺗﺮ رﺳـﺎﻧﺪه و وﺟﻬـﻪ‬ ‫اﺟﺘﻤﺎﻋﻲ ﺑﺎﻻﺗﺮي ﺑﺮاي ﺧﻮد ﺑﺴﺎزﻧﺪ و از اﻣﻨﻴﺖ اﺟﺘﻤﺎﻋﻲ ﺑﺎﻻﺗﺮي ﺑﺮﺧﻮردار ﺷﻮﻧﺪ‪ .‬اﻳـﻦ ﻛـﺎﻣﻲﺷـﺪﮔﻲ از ﺳـﺨﺖﻛـﺎم ﺗـﺎ‬ ‫ﻧﺮمﻛﺎم ﻣﺘﻐﻴﺮ اﺳﺖ‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬زﺑﺎن‪ ،‬واج ]‪ ،[r‬روان ﺷﻨﺎﺳﻲ زﺑﺎن‪ ،‬زﺑﺎن ﺷﻨﺎﺳﻲ اﺟﺘﻤﺎﻋﻲ‪ ،‬ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﻲ‪ ،‬ﻋﻮاﻣﻞ ﻓﺮﻫﻨﮕﻲ‬

‫‪ ‬‬ ‫‪ -1‬ﻧﻮﻳﺴﻨﺪه ﻣﺴﺌﻮل‪ .‬راﻳﺎﻧﺎﻣﻪ‪[email protected] :‬‬

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‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫زﺑﺎن و ﺟﺎﻣﻌﻪ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﻧﻴﺎزي ﻣﺘﻘﺎﺑﻞ دارﻧﺪ‪ .‬زﺑﺎن ﻧﻮﻋﻲ ﻗﻴﺪ اﺟﺘﻤﺎﻋﻲ اﺳﺖ ﻛﻪ در اﺑﺘﺪا ﺑﺮ اﺳﺎس »ﻏﺮﻳﺰه ي ﺗﻘﻠﻴﺪ« و‬ ‫اﺟﺒﺎر ﺑﻪ ﻫﻢﮔﻮﻧﻲ ﮔﺮوﻫﻲ ﺑﻪوﺟﻮد آﻣﺪه و ﺳﺒﺐ ﻧﻮﻋﻲ ذﺧﻴﺮهي ﻧﻴﺮوي اﻧﺴﺎﻧﻲ اﺳﺖ‪ .‬ﻣﻮﺿﻮﻋﻲ ﻛﻪ ﺗﺎﻛﻨﻮن ﻣﻮرد ﺑﺤﺚ ﻗﺮار‬ ‫ﮔﺮﻓﺘﻪاﺳﺖ آن اﺳﺖ ﻛﻪ دﮔﺮﮔﻮﻧﻲ در واژﮔﺎن و واجﻫﺎي ﻳﻚ زﺑﺎن از ﻛﺠﺎ ﻧﺎﺷﻲ ﻣﻲﺷﻮد‪ .‬ﺟﺎﻣﻌﻪﺷﻨﺎﺳﺎن ﻧﻴﺰ ﺑﻪ ﻣﻮازات‬ ‫ﻣﺘﻔﻜﺮان اﺟﺘﻤﺎﻋﻲ دﻳﮕﺮ‪ ،‬دﻻﻳﻠﻲ ﺑﺮاي اﻳﻦ دﮔﺮﮔﻮﻧﻲ ﻳﺎﻓﺘﻪاﻧﺪ )ﻇﻬﻮر ﻃﺒﻘﺎت ﺟﺪﻳﺪ‪ ،‬اﻣﺘﻴﺎزات و ﻧﻴﺎزﻫﺎي ﻧﺴﻞ ﺟﻮانﺗﺮ‪،‬‬ ‫ﺗﺎزهﮔﻮﻳﻲ و ﻏﻴﺮه(‪ .‬ﻣﻮﺟﻮدﻳﺖ ﻳﻚ زﺑﺎن ﺗﻨﻬﺎ واﺑﺴﺘﻪ ﺑﻪ ﻗﻮاﻋﺪ دﺳﺘﻮري و ﻟﻐﺎت آن زﺑﺎن ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﻧﻈﺎم آواﻳﻲ آن ﻧﻴﺰ از‬ ‫اﻫﻤﻴﺖ ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮردار اﺳﺖ‪ .‬ﻋﺎدت ﺟﺪﻳﺪي ﻛﻪ در ﻣﻴﺎن ﻓﺎرﺳﻲزﺑﺎﻧﺎن )ﻋﻤﺪﺗﺎ ﮔﻮﻳﺸﻮران ﺗﻬﺮاﻧﻲ و ﻓﺮﻧﮓﻧﺸﻴﻦ( ﺑﺎب‬ ‫ﺷﺪه‪ ،‬اﻳﻦ اﺳﺖ ﻛﻪ ﺑﺮاي ﻧﺸﺎن دادن ﺳﻮاد و ﻛﻤﺎﻻت ﺧﻮد‪ ،‬ﺳﻌﻲ ﻣﻲﻛﻨﻨﺪ ﻟﻐﺎت اﻧﮕﻠﻴﺴﻲ را ﺑﻪ آواي اﺻﻠﻲ و ﻣﺘﺪاول در‬ ‫زﺑﺎن اﺻﻠﻲ ﺗﻜﻠﻢ ﻛﻨﻨﺪ و ﺣﺘﻲ ﮔﺎﻫﻲ ﻟﻐﺎت ﻓﺎرﺳﻲ را ﺑﻴﺸﺘﺮ ﺑﻪ ﺳﺒﻚ اﻧﮕﻠﻴﺴﻲ و ﻳﺎ ﮔﻮﻧﻪﻫﺎي واﺟﻲ دﻳﮕﺮ ﺗﻠﻔﻆ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫وﻟﻲ ﻣﺘﺄﺳﻔﺎﻧﻪ اﻳﻦ اﻣﺮ ﻧﻪ ﺗﻨﻬﺎ ﻧﺸﺎندﻫﻨﺪه ﻫﻴﺞ ﺳﻮاد و ﻛﻤﺎﻻﺗﻲ ﻧﻴﺴﺖ ﻛﻪ ﻧﺎﭼﻴﺰ ﺷﻤﺮدن و ﺗﺤﻘﻴﺮ ﻧﻈﺎمآواﻳﻲ زﺑﺎن‬ ‫ﻓﺎرﺳﻲ و آﺳﻴﺐ رﺳﺎﻧﺪن ﺑﻪ آن اﺳﺖ )ﻣﺮادي ﻏﻴﺎث آﺑﺎدي‪ .(1391 ،‬در اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﺮﺧﻲ از اﻓﺮاد ﺟﺎﻣﻌﻪ ﺑﻪ دﻻﻳﻞ‬ ‫روانﺷﻨﺎﺧﺘﻲ و ﺗﺮس از ﻋﺪمﭘﺬﻳﺮش در اﺟﺘﻤﺎع ﻓﻜﺮ ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺑﺎ ﺗﻘﻠﻴﺪ از اﻟﮕﻮﻫﺎي ﻏﻠﻂ ﮔﻔﺘﺎري و واﺟﻲ ﻣﻲﺗﻮاﻧﻨﺪ در‬ ‫اﺟﺘﻤﺎع ﺟﺎﻳﮕﺎه ﺛﺎﺑﺖ و ﻣﺤﻜﻢﺗﺮي ﺑﺮاي ﺧﻮد دﺳﺖ و ﭘﺎ ﻛﻨﻨﺪ‪ .‬در اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﻫﺪف ﻣﺎ ﺑﺮرﺳﻲ و ﻣﻄﺎﻟﻌﻪي ﻫﻤﻴﻦ ﻣﻮﺿﻮع‬ ‫در ﻣﻮرد ﺗﻠﻔﻆ واج ‪ /r/‬ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺑﺮ ﭘﺎﻳﻪي ﻧﻈﺮﻳﺎت و آزﻣﺎﻳﺸﺎت ﻟﺒﺎو ﺻﻮرت ﮔﺮﻓﺘﻪاﺳﺖ‪ .‬در ﻃﻮل اﻳﻦ ﺗﺤﻘﻴﻖ در ﻛﻨﺎر‬ ‫ﻣﺒﺎﺣﺚ ﻧﻈﺮي‪ ،‬ﻧﻤﻮﻧﻪﻫﺎﻳﻲ از ﭘﮋوﻫﺶﻫﺎي ﺗﺠﺮﺑﻲ ﻧﻴﺰ در ﺟﻬﺖ روﺷﻦ ﺷﺪن ﻣﻮﺿﻮع ﺑﻪﻛﺎر ﮔﺮﻓﺘﻪ ﺷﺪهاﺳﺖ‪ .‬ﻣﺎ در اﻳﻦ‬ ‫ﻣﻘﺎﻟﻪ اﻫﻤﻴﺖ و ارزش ﺑﺮرﺳﻲ زﺑﺎن را در ﺑﻄﻦ ﺟﺎﻣﻌﻪ و ﺗﺄﺛﻴﺮ ﺗﻐﻴﻴﺮ و ﺗﺤﻮﻻت ﺟﺎﻣﻌﻪ را ﺑﺮ روي آن ﻣﺘﺬﻛﺮ ﻣﻲﺷﻮﻳﻢ و‬ ‫ﺳﻌﻲ ﺑﺮ ﭘﺎﺳﺦ دادن ﺑﻪ ﺳﺆاﻻت زﻳﺮ دارﻳﻢ‪ .1 :‬ﭼﮕﻮﻧﻪ ﻣﺴﺎﻳﻞ ﻏﻴﺮ زﺑﺎﻧﻲ ﻣﻨﺘﻬﻲ ﺑﻪ ﻳﻚ ﻣﺴﺌﻠﻪي زﺑﺎﻧﻲ ﻣﻲﺷﻮد؟ ‪ .2‬ﭼﺮا‬ ‫ﺑﻌﻀﻲ از ﮔﻮﻳﺸﻮران اﻳﺮاﻧﻲ واج ‪ /r/‬را ﺑﻪ ﮔﻮﻧﻪي واﺟﻲ ﻧﺰدﻳﻚ آن ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﻨﺪ؟ ‪ .3‬اﻳﻦ ﮔﻮﻧﻪ واﺟﻲ ﻛﺪام اﺳﺖ؟ ‪ .4‬ﭼﻪ‬ ‫ﻋﺎﻣﻠﻲ ﻣﻮﺟﺐ ﺷﺪهاﺳﺖ ﻛﻪ در ﺟﺎﻣﻌﻪ ﺗﻠﻔﻆ و ﺑﻪﻛﺎرﮔﻴﺮي ﺑﺮﺧﻲ از واجﻫﺎ و واژﮔﺎن ﻧﺸﺎن از ﻋﺎﻣﻲﺑﻮدن ﻓﺮد و ﺑﻬﺘﺮ اﺳﺖ‬ ‫ﺑﮕﻮﻳﻴﻢ ﺑﻲﻛﻼس ﺑﻮدن ﻓﺮد اﺳﺖ؟ در اداﻣﻪ واج ‪ /r/‬و ﺳﺎﺧﺘﻤﺎن آن را در زﺑﺎن ﻓﺎرﺳﻲ ﺷﺮح ﻣﻲدﻫﻴﻢ‪ .‬در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ‬ ‫ﻧﻴﺰ روش ﻣﻴﺪاﻧﻲ ﺑﺮاﺳﺎس اﻧﺘﺨﺎب ﺟﻤﻌﻴﺖ ﻧﻤﻮﻧﻪ و ﻣﺼﺎﺣﺒﻪ ﺑﺮاي ﮔﺮدآوري دادهﻫﺎ در ﭘﻴﺶ ﮔﺮﻓﺘﻪﺷﺪهاﺳﺖ‪ .‬اﻳﻦ ﺗﺤﻘﻴﻖ‬ ‫ﺑﻪ ﻃﻮر ﻋﻤﺪه ﺳﻪ ﻫﺪف را دﻧﺒﺎل ﻣﻲﻛﻨﺪ‪ :‬اوﻟﻴﻦ ﻫﺪف ﻣﻄﺎﻟﻌﻪ ﺗﺄﺛﻴﺮ ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﻲ و ﻓﺮﻫﻨﮕﻲ ﺑﺮ روي ﮔﻮﻧﺎﮔﻮﻧﻲﻫﺎي‬ ‫زﺑﺎﻧﻲ اﺳﺖ‪ .‬دوﻣﻴﻦ ﻫﺪف ﻃﺮح ﺑﺮوز ﺗﺪرﻳﺠﻲ و ﻋﻠﻞ ﺗﻔﺎوت در ﺗﻠﻔﻆ واج ‪ /r/‬در ﮔﺮوهﻫﺎي ﻣﺨﺘﻠﻒ اﺟﺘﻤﺎﻋﻲ در اﻳﺮان‬ ‫)ﺷﻬﺮ اﺻﻔﻬﺎن و ﺗﻬﺮان( اﺳﺖ و ﺑﺎﻻﺧﺮه ﺳﻮﻣﻴﻦ ﻫﺪف ﻳﺎﻓﺘﻦ و ذﻛﺮ واج ﺣﺎﺻﻞ از اﻳﻦ ﺗﻐﻴﻴﺮات ﻣﻲﺑﺎﺷﺪ‪ .‬در ﻧﻬﺎﻳﺖ ﻧﺘﻴﺠﻪ‬ ‫ﻣﻲﮔﻴﺮﻳﻢ ﻛﻪ اﮔﺮ ﮔﻮﻧﻪي ﻧﻮﺷﺘﺎري زﺑﺎن ﻧﺒﻮد ﮔﻮﻧﻪ ﮔﻔﺘﺎري زﺑﺎن ﺧﻴﻠﻲ زود آﺳﻴﺐﻫﺎي ﺟﺒﺮان ﻧﺎﭘﺬﻳﺮي ﺑﻪ ﭘﻴﻜﺮه زﺑﺎن‬ ‫وارد ﻣﻲﻛﺮد‪.‬‬

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‫‪ .2‬ﻫﻢﺧﻮان ﻟﺮزﺷﻲ )ﻏﻠﺘﺎن( ‪ /r/‬در ﻓﺎرﺳﻲ و اﻧﮕﻠﻴﺴﻲ‬ ‫زﺑﺎنﻫﺎﻳﻲ وﺟﻮد دارد ﻛﻪ ﮔﻮﻧﻪﻫﺎي ﻣﺨﺘﻠﻒ ‪ /r/‬را ﻣﻲﺷﻨﺎﺳﺪ‪ ،‬ﻧﻴﻤﻲ از آنﻫﺎ )‪ (47%‬ﻟﺮزﺷﻲ ﻫﺴﺘﻨﺪ و از اﻳﻦ ﺗﻌﺪاد ‪% 99‬‬ ‫ﻟﺮزﺷﻲ‪ -‬ﻟﺜﻮي‪ /‬دﻧﺪاﻧﻲ ﻫﺴﺘﻨﺪ )ﻣﺪﻳﺴﻮن‪ ،1984، 1‬ص ‪ .(59‬ﻫﻢﺧﻮان ﻟﺮزﺷﻲ‪ -‬ﻟﺜﻮي ‪ /r/‬در ﻓﺮاﻳﻨﺪ زﺑﺎنآﻣﻮزي دﻳﺮﺗﺮ از‬ ‫ﺳﺎﻳﺮ اﺻﻮات ﻓﺮا ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮد‪ .‬در واﻗﻊ اﻳﻦ ﻫﻢﺧﻮان ﻫﻤﺮاه ﺑﺎ ﺳﺎﻳﺶﻫﺎي ﺗﻴﺰ‪ ،‬آﺧﺮﻳﻦ ﻃﺒﻘﺎت واﺟﻲ ﻫﺴﺘﻨﺪ ﻛﻪ‬ ‫ﻓﺮاﮔﺮﻓﺘﻪ ﻣﻲﺷﻮﻧﺪ )وﻳﻬﻤﻦ‪ ،1966 ،2‬ص ‪33‬؛ ﺧﻴﻤﻪ ﻧﺰ‪ ،1987 ، 3‬ص ‪ ،361‬ﺑﻪ ﻧﻘﻞ از ﺻﺎدﻗﻲ‪ .(1390 ،‬در ﻛﺘﺎب ﻳﺪاﷲ‬ ‫ﺛﻤﺮه‪ ،‬آواﺷﻨﺎﺳﻲ زﺑﺎن ﻓﺎرﺳﻲ‪ ،‬آﻣﺪه اﺳﺖ ﻛﻪ اﻧﺪامﻫﺎي ﺗﻮﻟﻴﺪﻛﻨﻨﺪهي اﻳﻦ ﻫﻢﺧﻮان‪ ،‬ﻧﻮك زﺑﺎن و ﻟﺜﻪي ﺑﺎﻻ ﻫﺴﺘﻨﺪ )ﺛﻤﺮه‪،‬‬ ‫‪ ،1388‬ﺻﺺ ‪ .(8-67‬ﺑﻨﺎ ﺑﺮ آﻧﭽﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﺗﻮﺻﻴﻒ آواﻳﻲ ]‪ [r‬ﺑﻪﺷﺮح زﻳﺮ اﺳﺖ‪ :‬ﻫﻢﺧﻮان ﺷﺸﻲ‪ ،‬ﺑﺮوﻧﺴﻮ‪ ،‬ﻧﺮم‪ ،‬واﻛﺪار‪،‬‬ ‫ﻟﺮزﺷﻲ‪ ،‬دﻫﺎﻧﻲ‪ ،‬ﻟﺜﻮي )ﺛﻤﺮه‪ ،1388 ،‬ﺻﺺ ‪.(68-67‬‬ ‫ﺑﻪ ﮔﻔﺘﻪ ﻟﺒﺎو )‪ ،(1972‬زﺑﺎن ﺑﻪﻋﻨﻮان ﻳﻚ ﻧﻬﺎد اﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻣﻮازات ﺗﺤﻮل و دﮔﺮﮔﻮﻧﻲ در ﺳﻄﺢ ﺟﺎﻣﻌﻪ دﭼﺎر ﺗﻐﻴﻴﺮ‬ ‫ﻣﻲﮔﺮدد و ﺧﻮد را ﺑﺎ ﻧﻴﺎزﻫﺎي ﺟﺎﻣﻌﻪ ﻣﻨﻄﺒﻖ ﻣﻲﺳﺎزد‪ .‬اﻣﺮوزه ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﻲ ﭼﻮن ﺟﻨﺴﻴﺖ‪ ،‬ﺳﻦ‪ ،‬ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ‪،‬‬ ‫ﺷﻐﻞ‪ ،‬ﻧﮋاد‪ ،‬ﺗﺤﺼﻴﻼت و ﻣﺬﻫﺐ ﻧﻘﺶ ﻣﻬﻤﻲ در ﺗﻮﺟﻴﻪ ﮔﻮﻧﺎﮔﻮﻧﻲﻫﺎي زﺑﺎﻧﻲ دارﻧﺪ ﺑﻪ ﮔﻮﻧﻪاي ﻛﻪ ﻓﺮﺿﻴﻪ اﺻﻠﻲ ﺗﺤﻘﻴﻘﺎت‬ ‫ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ زﺑﺎن‪ ،‬ﻣﻄﺎﻟﻌﻪي ﮔﻮﻧﺎﮔﻮﻧﻲﻫﺎي زﺑﺎﻧﻲ ﺑﺮ ﭘﺎﻳﻪي ﻣﺘﻐﻴﺮﻫﺎي اﺟﺘﻤﺎﻋﻲ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫‪ .3‬راﺑﻄﻪ ﻣﻴﺎن زﺑﺎن و ﻋﻮاﻣﻞ ﻏﻴﺮ زﺑﺎﻧﻲ‬ ‫‪ 1 .3‬ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ‬ ‫ﻫﻢﺑﺴﺘﮕﻲ ﻣﻴﺎن زﺑﺎن و ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ اﻓﺮاد‪ ،‬در ﻳﻚ ﺟﺎﻣﻌﻪ ﺑﺮاي اوﻟﻴﻦ ﺑﺎر از ﺳﻮي زﺑﺎنﺷﻨﺎس آﻣﺮﻳﻜﺎﻳﻲ وﻳﻠﻴﺎم ﻟﺒﺎو‬ ‫ﻣﻄﺮح ﺷﺪ‪ ،‬ﺑﻪ ﻃﻮر ﻛﻠﻲ ﻣﻲﺗﻮان ﮔﻔﺖ ﻫﺮ ﻃﺒﻘﻪ از اﺟﺘﻤﺎع از ﻟﺤﺎظ ﻧﻮع ﺑﻴﺎن واژﮔﺎن‪ ،‬ﻗﻮاﻋﺪ دﺳﺘﻮري و ﺣﺘﻲ وﻳﮋﮔﻲﻫﺎي‬ ‫آواﻳﻲ ﺑﺎ ﻃﺒﻘﻪي دﻳﮕﺮ از اﺟﺘﻤﺎع ﺗﻔﺎوت دارﻧﺪ و اﻳﻦ ﻧﻜﺘﻪ در ﻣﻮرد ﻫﻤﻪ زﺑﺎنﻫﺎ ﺻﺎدق اﺳﺖ‪ .‬از اﻳﻦرو‪ ،‬ﻣﻲﺗﻮان از رﻓﺘﺎر‬ ‫زﺑﺎﻧﻲ ﻫﺮ ﺷﺨﺺ ﺑﻪ ﻃﺒﻘﻪي اﺟﺘﻤﺎﻋﻲ‪ 4‬او ﭘﻲ ﺑﺮد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﻃﺒﻘﻪي اﺟﺘﻤﺎﻋﻲ ﺑﺎﻻﺗﺮ و ﻣﺮﻓﻪﺗﺮ ﺑﻪ ﻛﺎرﺑﺮد اﻟﮕﻮﻫﺎي زﺑﺎﻧﻲ و‬ ‫آواﻳﻲ ﻛﻪ اﻋﺘﺒﺎر ﺑﺎﻻﺗﺮي در ﺟﺎﻣﻌﻪ دارﻧﺪ ﺣﺴﺎس ﻫﺴﺘﻨﺪ و وﻳﮋﮔﻲﻫﺎ و اﻟﮕﻮﻫﺎﻳﻲ را در زﺑﺎن ﺑﻪﻛﺎر ﻣﻲﺑﺮﻧﺪ ﻛﻪ داراي‬ ‫ارزش اﺟﺘﻤﺎﻋﻲ و ﻟﻐﻮي ﺑﺎﻻﺗﺮي اﺳﺖ و ﺑﺮﻋﻜﺲ ﻃﺒﻘﻪﻫﺎي اﺟﺘﻤﺎﻋﻲ ﭘﺎﻳﻴﻦﺗﺮ ﻧﻴﺰ ﺣﺴﺎﺳﻴﺖ ﻛﻢﺗﺮي ﺑﻪ اﺳﺘﻔﺎده اﻳﻦ‬ ‫اﻟﮕﻮﻫﺎ و رﻓﺘﺎرﻫﺎي زﺑﺎﻧﻲ دارﻧﺪ و از اﻟﮕﻮﻫﺎي زﺑﺎﻧﻲ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﻛﻢ ارزشﺗﺮ و ﻏﻴﺮ ﻣﻌﺘﺒﺮﺗﺮ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ )ﻟﺒﺎو‪،‬‬ ‫‪ ،1976‬ص ‪.(148‬‬

‫‪ ‬‬ ‫‪1. I. Maddieson‬‬ ‫‪2. M. Vihman‬‬ ‫‪3. B. C. Jime’nez‬‬ ‫‪4. Classe sociale‬‬

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‫در اﻳﻦ ﺑﺨﺶ از ﻣﻘﺎﻟﻪ ﺿﻤﻦ ﺑﺮرﺳﻲ واج ‪ ،/r/‬درﺑﺎرهي ارﺗﺒﺎط ﻣﻴﺎن زﺑﺎن و ﻃﺒﻘﻪي اﺟﺘﻤﺎﻋﻲ ﺑﻪ ﻋﻨﻮان ﻳﻜﻲ از ﻋﻮاﻣﻞ‬ ‫اﺻﻠﻲ ﺗﻐﻴﻴﺮات زﺑﺎﻧﻲ ﺻﺤﺒﺖ ﺷﺪ و در اداﻣﻪ ﺑﻪ ﺑﺮرﺳﻲ ﻋﻮاﻣﻞ ﻓﺮﻋﻲ ﻫﻢﭼﻮن ﺟﻨﺴﻴﺖ‪ ،‬ﮔﺮوه ﻧﮋادي‪ ،‬ﺳﻦ‪ ،‬ﺑﺎﻓﺖ‬ ‫اﺟﺘﻤﺎﻋﻲ‪ ،‬ﺗﺤﺼﻴﻼت ﻛﻪ ﺑﺎ زﺑﺎن ارﺗﺒﺎط دارﻧﺪ و ﺑﺮ آن ﺗﺄﺛﻴﺮ ﻣﻲﮔﺬارﻧﺪ ﻣﻲﭘﺮدازﻳﻢ‪.‬‬ ‫‪ 2 .3‬زﺑﺎن و ﺟﻨﺴﻴﺖ‬ ‫ﻣﻄﺎﻟﻌﺎت اﻧﺠﺎم ﺷﺪه در ﺣﻮزهي ﺟﻨﺴﻴﺖ‪ ،‬ﻫﻤﻪي ﺣﻮزهﻫﺎي زﺑﺎﻧﻲ از ﺟﻤﻠﻪ آواﻳﻲ‪ ،‬واژﮔﺎﻧﻲ‪ ،‬ﻧﺤﻮي و ﻛﺎرﺑﺮدي و ﺣﺘﻲ‬ ‫ﺗﻔﺎوتﻫﺎي ﻓﺮازﺑﺎﻧﻲ را ﭘﻮﺷﺶ ﻣﻲدﻫﺪ‪ .‬ﻫﻢﭼﻨﻴﻦ ﺑﺮﺧﻲ ﺑﺮرﺳﻲﻫﺎ ﻧﻴﺰ ﻧﺸﺎن دادهاﻧﺪ ﻛﻪ ﺗﻔﺎوت در رﻓﺘﺎر زﺑﺎﻧﻲ زﻧﺎن و‬ ‫ﻣﺮدان در ﻛﺎرﺑﺮد ﺑﺮﺧﻲ از وﻳﮋﮔﻲﻫﺎي زﺑﺎﻧﻲ ﺑﻪ وﻳﮋه آواﻳﻲ ﻣﻲﺑﺎﺷﺪ‪ .‬در اﺟﺘﻤﺎع اﻣﺮوزي ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻣﺮدان و زﻧﺎن ﻫﺮ دو‬ ‫در ﺟﺎﻣﻌﻪ ﻣﺸﺎرﻛﺖ ﻣﻲﻛﻨﻨﺪ‪ ،‬اﻣﺎ ﺑﻪ دﻟﻴﻞ اﺧﺘﻼف ﻧﻘﺶﻫﺎﻳﻲ ﻛﻪ در ﺟﺎﻣﻌﻪ اﻳﻔﺎ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺗﻔﺎوتﻫﺎي زﺑﺎﻧﻲ ﻣﻌﻴﻨﻲ ﺑﺎ ﻫﻢ‬ ‫دارﻧﺪ‪ .‬ﻣﻲﺗﻮان ﺑﻪ ﻃﻮر ﻛﻠﻲ ﺑﻪ اﻳﻦ ﻧﻜﺘﻪ اﺷﺎره ﻛﺮد ﻛﻪ ﻣﺮدان و زﻧﺎن در ﺟﺎﻣﻌﻪ ﻋﺎدتﻫﺎي رﻓﺘﺎري و ﮔﻔﺘﺎري ﻣﺨﺘﺺ ﺑﻪ‬ ‫ﺧﻮد را دارﻧﺪ و در ﻫﺮ ﺟﺎﻣﻌﻪي زﺑﺎﻧﻲ‪ ،‬ﻣﺮدان و زﻧﺎن از اﺻﻄﻼﺣﺎت و اﻟﮕﻮﻫﺎي دﺳﺘﻮري و آواﻳﻲ وﻳﮋهاي اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‬ ‫ﻛﻪ در ﻫﺮ دو ﺟﻨﺲ ﻣﺘﻔﺎوت اﺳﺖ‪.‬‬ ‫‪ 3 .3‬زﺑﺎن و ﮔﺮوه ﻧﮋادي‬ ‫در ﺣﺎﻟﺖ ﻛﻠﻲ ﻋﺎﻣﻞ ﻧﮋاد و ﻗﻮﻣﻴﺖ‪ ،‬از ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﻲ اﺳﺖ ﻛﻪ ﺑﺎ زﺑﺎن ارﺗﺒﺎط و ﻫﻤﺒﺴﺘﮕﻲ ﻣﺴﺘﻘﻴﻤﻲ دارد‪ .‬در‬ ‫ﻛﺸﻮرﻫﺎﻳﻲ ﻛﻪ ﮔﺮوهﻫﺎي ﻗﻮﻣﻲ و ﻧﮋادي ﮔﻮﻧﺎﮔﻮن و ﻣﺘﻨﻮﻋﻲ در ﻛﻨﺎر ﻫﻢ زﻧﺪﮔﻲ ﻣﻲﻛﻨﻨﺪ‪ ،‬زﺑﺎن ﻳﻜﻲ از وﻳﮋﮔﻲﻫﺎﻳﻲ اﺳﺖ‬ ‫ﻛﻪ ﻣﻲﺗﻮاﻧﺪ ﻫﻮﻳﺖ ﻗﻮﻣﻲ اﻓﺮاد را ﻣﺸﺨﺺ ﻛﻨﺪ اﻟﺒﺘﻪ ﻣﻲﺗﻮان ﺑﻪ اﻳﻦ ﻧﻜﺘﻪ ﻫﻢ اﺷﺎره ﻛﺮد ﻛﻪ ﺗﻔﺎوت ﺗﻠﻔﻆ واج ‪ /r/‬را ﻧﻴﺰ‬ ‫ﻣﻲﺗﻮان در ﻗﻮﻣﻴﺖﻫﺎي ﻣﺨﺘﻠﻒ ﺟﺎﻣﻌﻪي اﻳﺮان ﻫﻢ ﻣﺸﺎﻫﺪه ﻛﺮد‪ ،‬اﻣﺎ ﻃﺮح اﻳﻦ ﺑﺤﺚ رﺑﻄﻲ ﺑﻪ ﻣﻮﺿﻮع ﻛﺎر ﺣﺎﺿﺮ ﻧﺪارد و‬ ‫ﺑﻴﺸﺘﺮ ﺟﻐﺮاﻓﻴﺎﻳﻲ اﺳﺖ ﺗﺎ اﺟﺘﻤﺎﻋﻲ و ﺑﺮاي اﻳﺠﺎد ﭘﺮﺳﺘﻴﮋ و ﻧﺸﺎن دادن ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ ﻫﻢ ﻧﻤﻲﺑﺎﺷﺪ‪.‬‬ ‫‪ .4‬زﺑﺎن و ﻋﻮاﻣﻞ ﻣﺤﻴﻄﻲ‬ ‫ﻟﺒﺎو ﻋﻮاﻣﻞ ﻣﺆﺛﺮ در ﺗﻐﻴﻴﺮات زﺑﺎﻧﻲ را ﺑﻪ ﺷﻜﻞ زﻳﺮ دﺳﺘﻪﺑﻨﺪي ﻣﻲﻛﻨﺪ‪ ،‬ﻣﺪرﺳﻲ ﻧﻴﺰ دﺳﺘﻪﺑﻨﺪي زﻳﺮ را ﭘﻴﺸﻨﻬﺎد ﻣﻲﻛﻨﺪ‬ ‫اﻣﺎ در اﻳﻦ ﻣﻘﺎﻟﻪ ﻧﮕﺎرﻧﺪه ﺳﻪ ﻣﻘﻮﻟﻪي زﺑﺎن و ﺳﻦ‪ ،‬زﺑﺎن و ﺑﺎﻓﺖ اﺟﺘﻤﺎﻋﻲ و زﺑﺎن و ﺗﺤﺼﻴﻼت را از ﻳﻚ دﺳﺘﻪ ﻣﻲﺑﻴﻨﺪ و‬ ‫ﻫﻤﻪ را ﺗﺤﺖ ﻋﻨﻮان زﺑﺎن و ﻋﻮاﻣﻞ ﻣﺤﻴﻄﻲ ﺧﻼﺻﻪ ﻣﻲﻛﻨﺪ‪ ،‬زﻳﺮا ﻣﻨﻈﻮر ﻣﺎ از ﻋﻮاﻣﻞ ﻣﺤﻴﻄﻲ ﺻﺮﻓﺎ ﻋﻮاﻣﻞ ﺗﺎرﻳﺨﻲ ﻳﺎ‬ ‫ﺟﻐﺮاﻓﻴﺎﻳﻲ ﻧﻤﻲﺑﺎﺷﺪ‪ ،‬ﺑﻠﻜﻪ در اﻳﻦﺟﺎ ﻣﻨﻈﻮر از ﻣﺤﻴﻂ ﺟﺎﻣﻌﻪ و ﻋﻮاﻣﻞ واﺑﺴﺘﻪ ﺑﻪ ﺟﺎﻣﻌﻪ اﺳﺖ ﻛﻪ ﺑﻪ ﺷﺮح زﻳﺮ اﺳﺖ‪ .‬اﻳﻦ‬ ‫ﺳﻪ ﻋﺎﻣﻞ ﺑﺎﻋﺚ ﺗﺤﻮﻻت رواﻧﻲ و زﺑﺎﻧﻲ ﻧﺰد ﮔﻮﻳﺸﻮران ﻣﻲﺷﻮﻧﺪ‪.‬‬

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‫‪ 1 .4‬زﺑﺎن و ﺳﻦ‬ ‫ﻋﺎﻣﻞ ﺳﻦ ﻧﻴﺰ ﻣﺘﻐﻴﺮ اﺟﺘﻤﺎﻋﻲ دﻳﮕﺮي اﺳﺖ ﻛﻪ در اﻳﻦ ﭘﮋوﻫﺶ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺘﻪاﺳﺖ‪ .‬رﻓﺘﺎر اﺟﺘﻤﺎﻋﻲ و زﺑﺎﻧﻲ ﻫﺮ‬ ‫ﻓﺮد در ﺳﻨﻴﻦ ﻣﺨﺘﻠﻒ ﻣﺘﻔﺎوت اﺳﺖ‪ .‬ﻫﺮ ﮔﺮوه ﺳﻨﻲ از واژﮔﺎن و اﺻﻄﻼﺣﺎت ﻣﺨﺼﻮص ﺑﻪ ﺧﻮد اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻪﻋﻨﻮان‬ ‫ﻣﺜﺎل‪ ،‬ﻛﺎرﺑﺮد و اﺳﺘﻔﺎدهي وﻳﮋﮔﻲﻫﺎي زﺑﺎﻧﻲ ﻏﻴﺮ ﻣﻌﺘﺒﺮ در ﻧﻮﺟﻮاﻧﺎن ﺧﻴﻠﻲ ﺑﻴﺸﺘﺮ از دﻳﮕﺮ ﮔﺮوهﻫﺎي ﺳﻨﻲ اﺳﺖ‪.‬‬ ‫ﺑﺰرﮔﺴﺎﻻن ﻫﻤﻴﺸﻪ ﻣﻲﻛﻮﺷﻨﺪ ﺗﺎ از وﻳﮋﮔﻲﻫﺎي زﺑﺎﻧﻲ ﻣﻌﺘﺒﺮ اﺳﺘﻔﺎده ﻛﻨﻨﺪ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﻫﺮ ﮔﺮوه ﺳﻨﻲ‪ ،‬ﮔﺮاﻳﺶ و ﺗﻤﺎﻳﻞ‬ ‫ﺑﻪ اﺳﺘﻔﺎده از وﻳﮋﮔﻲﻫﺎي زﺑﺎﻧﻲ ﺧﺎص را دارد و ﺑﺎ اﻓﺰاﻳﺶ ﺳﻦ اﻳﻦ ﮔﺮاﻳﺶ ﻫﺎ ﺗﻐﻴﻴﺮ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ 2 .4‬زﺑﺎن و ﺑﺎﻓﺖ اﺟﺘﻤﺎﻋﻲ‬ ‫زﺑﺎن ﻧﻪ ﺗﻨﻬﺎ ﺑﺮﺣﺴﺐ ﺧﺼﻮﺻﻴﺎت اﺟﺘﻤﺎﻋﻲ ﻣﺘﻜﻠﻢ‪) ،‬از ﻧﻈﺮ ﺳﻦ‪ ،‬ﺟﻨﺲ‪ ،‬ﻧﮋاد‪ ،‬ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ و ﻏﻴﺮه( ﺑﻠﻜﻪ ﺑﺮ ﺣﺴﺐ‬ ‫ﺑﺎﻓﺖ اﺟﺘﻤﺎﻋﻲ ﻛﻪ ﺧﻮد را در آن ﻣﻲﻳﺎﺑﺪ ﻧﻴﺰ ﺗﻐﻴﻴﺮ ﻣﻲﻛﻨﺪ )ﺗﺮادﮔﻴﻞ‪ ،1974 ، 1‬ص ‪ .(131‬ﻳﻚ ﮔﻮﻳﺸﻮر ﺧﺎص زﺑﺎن‬ ‫ﺑﺴﺘﻪ ﺑﻪ ﻣﻮﻗﻌﻴﺖ اﺟﺘﻤﺎﻋﻲ و رواﺑﻂ ﺧﻮد ﺑﺎ دﻳﮕﺮ اﻓﺮاد ﺟﺎﻣﻌﻪ ﮔﻮﻧﻪ ﺧﺎﺻﻲ از زﺑﺎن را ﺑﻪﻛﺎر ﻣﻲﺑﺮد‪.‬‬ ‫‪ 3 .4‬زﺑﺎن و ﺗﺤﺼﻴﻼت‬ ‫از ﺟﻤﻠﻪ ﻋﻮاﻣﻞ ﻏﻴﺮزﺑﺎﻧﻲ ﻛﻪ در اﻳﺠﺎد ﺗﻨﻮﻋﺎت و ﮔﻮﻧﺎﮔﻮﻧﻲﻫﺎي زﺑﺎﻧﻲ ﻧﻘﺶ ﻣﺆﺛﺮي دارد ﻋﺎﻣﻞ ﺗﺤﺼﻴﻼت ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﺑﺮرﺳﻲﻫﺎ ﻧﺸﺎن ﻣﻲدﻫﻨﺪ ﻛﻪ اﻓﺮاد ﺗﺤﺼﻴﻞﻛﺮده اﻣﻜﺎﻧﺎت زﺑﺎﻧﻲ و ﺳﺒﻚﻫﺎي ﻣﺘﻨﻮعﺗﺮي را در اﺧﺘﻴﺎر دارﻧﺪ و ﻣﻲﺗﻮاﻧﻨﺪ در‬ ‫ﻫﺮ ﻣﻮﻗﻌﻴﺖ‪ ،‬ﮔﻮﻧﻪي ﻣﻨﺎﺳﺐ را اﻧﺘﺨﺎب ﻛﻨﻨﺪ و ﺑﻪﻛﺎر ﮔﻴﺮﻧﺪ‪ .‬اﻣﺎ ﮔﺮوهﻫﺎي ﺗﺤﺼﻴﻠﻲ ﭘﺎﻳﻴﻦ داراي ﭘﻴﻮﺳﺘﺎر ﺳﺒﻜﻲ ﺑﺴﺘﻪاي‬ ‫ﻫﺴﺘﻨﺪ و اﻣﻜﺎﻧﺎت زﺑﺎﻧﻲ ﻣﺤﺪودﺗﺮي در اﺧﺘﻴﺎر دارﻧﺪ‪.‬‬ ‫‪ .5‬روش ﺗﺤﻘﻴﻖ‬ ‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻼﺷﻲ در ﺣﻮزه ﺟﺎﻣﻌﻪﺷﻨﺎﺳﻲ زﺑﺎن ﺑﻪ ﻣﻨﻈﻮر ﺑﺮرﺳﻲ ﺗﺄﺛﻴﺮ ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﻲ ﻫﻢﭼﻮن ﺳﻦ‪ ،‬ﺗﺤﺼﻴﻼت‪،‬‬ ‫ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ‪ ،‬ﺷﻐﻞ و ﻏﻴﺮه ﺑﺮ روي ﺗﻔﺎوت ﺗﻠﻔﻆ واج ‪ /r/‬در زﺑﺎن ﻓﺎرﺳﻲ ﻣﻲﺑﺎﺷﺪ‪ .‬در اﻳﻦ روش‪ ،‬اﻓﺮاد ﺟﻤﻌﻴﺖ ﻧﻤﻮﻧﻪ ﺑﺮ‬ ‫اﺳﺎس ﻋﻮاﻣﻠﻲ ﭼﻮن ﺟﻨﺴﻴﺖ‪ ،‬ﺗﺤﺼﻴﻼت‪ ،‬ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ و ﺳﻦ ﺗﻘﺴﻴﻢ ﺷﺪهاﻧﺪ ﻛﻪ در ﻣﺠﻤﻮع ‪ 52‬ﻧﻔﺮ ﻣﻲﺑﺎﺷﻨﺪ‪ ،‬از ﻫﺮ‬ ‫ﻳﻚ از اﻓﺮاد ﺣﺪاﻗﻞ ‪ 5‬دﻗﻴﻘﻪ ﻣﺼﺎﺣﺒﻪ ﺑﻪ ﻋﻤﻞ آﻣﺪ و در ﻣﺠﻤﻮع ‪ 260‬دﻗﻴﻘﻪ ﻣﺼﺎﺣﺒﻪ اﻧﺠﺎم ﺷﺪهاﺳﺖ‪ .‬اﻣﺎ ﻧﻜﺘﻪاي ﻛﻪ‬ ‫ذﻛﺮ آن ﻻزم ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ اﻳﻦ اﺳﺖ ﻛﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺤﺪودﻳﺖ ﺟﺎﻣﻌﻪ آﻣﺎري اﻳﻦ ﭘﮋوﻫﺶ‪ ،‬ﺗﻌﻤﻴﻢ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻠﻪ از آن‬ ‫ﺑﻪ ﻛﻞ ﺟﺎﻣﻌﻪ زﺑﺎﻧﻲ اﻣﺮي ﻧﺎدرﺳﺖ اﺳﺖ‪ .‬ﻧﮕﺎرﻧﺪه ﺑﺮاي رﺳﻴﺪن ﺑﻪ ﭘﺎﺳﺦ ﺑﻪ ﺳﺆاﻻت ﻃﺮح ﺷﺪه در ﺑﺎﻻ‪ ،‬ﺗﺤﻘﻴﻘﻲ ﺑﺎ ﺷﺮﻛﺖ‬ ‫و ﻫﻤﻜﺎري‪ 16‬زن و ‪ 10‬ﻣﺮد ﻛﻪ ﻣﺤﺪودهي ﺳﻨﻲ آن ﻫﺎ ﺑﻴﻦ ‪15‬ﺗﺎ‪ 50‬ﺳﺎل ﺑﻮد و ﺑﻪ ﺗﺎزﮔﻲ از ﺧﺎرج از ﻛﺸﻮر آﻣﺪه ﺑﻮدﻧﺪ‪،‬‬

‫‪ ‬‬ ‫‪1. P.Trudgill‬‬

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‫ﻳﺎ ﻣﺪت زﻣﺎن اﻧﺪﻛﻲ از ﺑﺎزﮔﺸﺘﺸﺎن ﺑﻪ اﻳﺮان ﻣﻲﮔﺬﺷﺖ‪ ،‬اﻧﺠﺎم داد‪ .‬ﺳﻄﺢ ﺗﺤﺼﻴﻼت اﻳﻦ اﻓﺮاد از ﺳﻴﻜﻞ ﺗﺎ ﻣﻘﻄﻊ‬ ‫ﻛﺎرﺷﻨﺎﺳﻲارﺷﺪ ﺑﻮد‪ .‬از اﻓﺮاد ﺷﺮﻛﺖﻛﻨﻨﺪه در اﻳﻦ ﺗﺤﻘﻴﻖ ‪ 2‬ﺑﺎر ﻣﺼﺎﺣﺒﻪ ﺑﻪ ﻋﻤﻞ آﻣﺪ‪ .‬در ﻣﺼﺎﺣﺒﻪ اول از اﻳﻦ اﻓﺮاد‬ ‫ﺧﻮاﺳﺘﻪ ﺷﺪ ﻛﻪ در ﻣﻮرد ﻳﻜﻲ از ﻣﻮﺿﻮﻋﺎت ﻣﻮرد ﻋﻼﻗﻪي ﺧﻮد ﻣﺎﻧﻨﺪ ﻓﺮﻫﻨﮓ‪ ،‬ﻫﻨﺮ‪ ،‬ورزش‪ ،‬ﺳﻴﺎﺳﺖ و ﻏﻴﺮه ﭼﻨﺪ دﻗﻴﻘﻪ‬ ‫ﺻﺤﺒﺖ ﻛﻨﻨﺪ‪ ،‬ﺻﺤﺒﺖﻫﺎي اﻳﻦ اﻓﺮاد ﺿﺒﻂ ﺷﺪ‪ .‬در ﻣﺼﺎﺣﺒﻪ ﻧﻮﺑﺖ دوم از اﻳﻦ اﻓﺮاد ﺧﻮاﺳﺘﻪ ﺷﺪ ﻛﻪ ﻫﺮ اﺗﻔﺎﻗﻲ ﻛﻪ‬ ‫ﺑﻪﻋﻨﻮان ﺧﺎﻃﺮه در ذﻫﻦ آن ﻫﺎ ﺑﺎﻗﻲ ﻣﺎﻧﺪه را ﺗﺪاﻋﻲ و ﺑﺎزﮔﻮ ﻛﻨﻨﺪ‪ .‬در ﻣﺼﺎﺣﺒﻪ دوم ﺗﻌﺎﻣﻞ ﺑﻴﻦ دو ﻃﺮف ﮔﻔﺘﮕﻮ ﺑﻴﺸﺘﺮ‬ ‫دﻳﺪه ﻣﻲﺷﺪ و ﺑﻬﺘﺮ ﺗﻮاﻧﺴﺘﻴﻢ ﺗﻔﺎوت ﺗﻠﻔﻆ ‪ /r/‬را در ﮔﻔﺘﺎرﺷﺎن ﺑﺮرﺳﻲ ﻛﻨﻴﻢ‪ .‬اﻳﻦ ﻧﻜﺘﻪ را ﻣﺘﺬﻛﺮ ﻣﻲﺷﻮﻳﻢ ﻛﻪ در ﺑﻴﻦ‬ ‫اﻓﺮادي ﻛﻪ ﻣﻮرد آزﻣﺎﻳﺶ ﻗﺮار ﮔﺮﻓﺘﻨﺪ‪ ،‬ﺑﻌﻀﻲ از ﻛﺸﻮر اﻧﮕﻠﺴﺘﺎن و ﺑﺮﺧﻲ از ﻛﺸﻮر ﻓﺮاﻧﺴﻪ ﺑﻪ اﻳﺮان آﻣﺪه ﺑﻮدﻧﺪ‪ .‬در ﺧﻼل‬ ‫اﻳﻦ ﻣﺼﺎﺣﺒﻪ ﺑﻪ اﻳﻦ ﻧﻜﺘﻪ رﺳﻴﺪﻳﻢ ﻛﻪ اﻓﺮادي ﻛﻪ در ﺳﻨﻴﻦ ﭘﺎﻳﻴﻦﺗﺮي ﻗﺮار داﺷﺘﻨﺪ‪ ،‬ﺗﻤﺎﻳﻞ و رﻏﺒﺖ آن ﻫﺎ ﺑﻪ اﺳﺘﻔﺎده از‬ ‫‪ /r/‬ﺑﻪ ﻟﺤﻦ اﻧﮕﻠﻴﺴﻲزﺑﺎﻧﺎن ﻳﺎ ﻓﺮاﻧﺴﻪزﺑﺎﻧﺎن ﺑﻴﺸﺘﺮ ﺑﻮد؛ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻠﻪ از اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﻪﺷﺮح زﻳﺮ ﻣﻲﺑﺎﺷﺪ‪ :‬اﻓﺮادي ﻛﻪ‬ ‫ﺗﺤﺼﻴﻼت ﭘﺎﻳﻴﻦﺗﺮ داﺷﺘﻨﺪ و ﻳﺎ در ﺳﻨﻴﻦ ﭘﺎﻳﻴﻦﺗﺮي ﻗﺮار داﺷﺘﻨﺪ ﺑﻪﻣﺮاﺗﺐ ﺑﻴﺶﺗﺮ از اﻳﻦ ﻧﻮع ﺗﻠﻔﻆ در ﺻﺤﺒﺖﻫﺎي ﺧﻮد‬ ‫اﺳﺘﻔﺎده ﻣﻲﻛﺮدﻧﺪ‪ .‬اﻓﺮادي ﻛﻪ در ﺳﻨﻴﻦ ﭘﺎﻳﻴﻦﺗﺮي ﻗﺮار داﺷﺘﻨﺪ ﺑﺴﻴﺎر ﺗﻤﺎﻳﻞ داﺷﺘﻨﺪ ﻛﻪ ﻛﻠﻤﺎت را ﺑﺎ ﻟﺤﻦ و آﻫﻨﮓ‬ ‫ﺧﺎرﺟﻴﺎن ادا ﻛﻨﻨﺪ اﻟﺒﺘﻪ دﻗﺖ و ﺗﻮﺟﻪ اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﻴﺸﺘﺮ ﺑﺮ روي ﺗﻠﻔﻆ واج ‪ /r/‬در ﻣﻴﺎن ﺻﺤﺒﺖﻫﺎي آﻧﺎن ﺑﻮد‪ .‬ﺗﻤﺎﻳﻞ‬ ‫اﻓﺮادي ﻧﻴﺰ ﻛﻪ داراي ﺗﺤﺼﻴﻼت ﭘﺎﻳﻴﻦﺗﺮي ﺑﻮدﻧﺪ )دﻳﭙﻠﻢ و ﭘﺎﻳﻴﻦﺗﺮ( ﺑﻪ اﺳﺘﻔﺎده از اﻳﻦ ﻧﻮع ﺗﻠﻔﻆ در ﺻﺤﺒﺖﻫﺎﻳﺸﺎن‬ ‫ﺑﻴﺸﺘﺮ ﺑﻮد‪ .‬اﻟﺒﺘﻪ در اﻳﻦ آزﻣﺎﻳﺶ‪ ،‬زﻧﺎن ﺑﻴﺸﺘﺮ از ﻣﺮدان ﺗﻤﺎﻳﻞ ﺑﻪ اﺳﺘﻔﺎده از اﻳﻦ ﺗﻠﻔﻆ را داﺷﺘﻨﺪ‪ .‬زﻧﺎن ﺑﻪ اﻳﻦ ﻋﻠﺖ ﻛﻪ‬ ‫ﻧﺴﺒﺖ ﺑﻪ رﻓﺘﺎرﻫﺎي زﺑﺎﻧﻲ‪ ،‬ﺣﺴﺎﺳﻴﺖ ﺑﻴﺸﺘﺮي ﻧﺴﺒﺖ ﺑﻪ ﻣﺮدان ﻧﺸﺎن ﻣﻲدادﻧﺪ ﻓﻜﺮ ﻣﻲﻛﺮدﻧﺪ ﻛﻪ اﮔﺮ آواﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ‬ ‫»س«‪» ،‬ش« و ﺑﻪ ﺧﺼﻮص »ر« را ﺑﻪ ﺷﻴﻮهي دﻳﮕﺮ ﺗﻠﻔﻆ ﻛﻨﻨﺪ‪ ،‬از ارزش اﺟﺘﻤﺎﻋﻲ و ﻣﺮﺗﺒﻪي اﺟﺘﻤﺎﻋﻲ ﺑﺎﻻﺗﺮي ﺑﺮﺧﻮردار‬ ‫ﺧﻮاﻫﻨﺪ ﺷﺪ و ﺑﻪ ﻃﺒﻘﻪي اﺟﺘﻤﺎﻋﻲ ﺑﺎﻻﺗﺮي ﻫﻢ ﻧﺴﺒﺖ داده ﺧﻮاﻫﻨﺪ ﺷﺪ‪ .‬ﻣﺮﺣﻠﻪ اﺻﻠﻲ اﻳﻦ ﺗﺤﻘﻴﻖ ﻣﺮﺑﻮط ﻣﻲﺷﻮد ﺑﻪ‬ ‫ﺗﻔﺎوت ﺗﻠﻔﻆ واج ‪ /r/‬در زﺑﺎن ﻓﺎرﺳﻲ‪ .‬واﻗﻌﻴﺖ اﻣﺮ اﻳﻦ اﺳﺖ ﻛﻪ ﻧﮕﺎرﻧﺪه ﺳﻌﻲ دارد ﺑﻪ ﺳﺆاﻟﻲ ﻛﻪ در اﺑﺘﺪاي ﻣﻘﺎﻟﻪ ﻃﺮح‬ ‫ﺷﺪه اﺳﺖ ﭘﺎﺳﺦ دﻫﺪ‪ .‬در واﻗﻊ اﻓﺮادي در ﺟﺎﻣﻌﻪ وﺟﻮد دارﻧﺪ ﻛﻪ ﻧﻪ از ﺧﺎرج از ﻛﺸﻮر ﺑﺎزﮔﺸﺘﻪاﻧﺪ و ﻧﻪ ﻣﺪﺗﻲ ﻣﻘﻴﻢ ﺧﺎرج‬ ‫از ﻛﺸﻮر ﺑﻮدهاﻧﺪ‪ .‬ﻣﻊاﻟﻮﺻﻒ اﻳﻦ اﻓﺮاد در ﻫﻨﮕﺎم ﺻﺤﺒﺖ ﻛﺮدن واج ‪ /r/‬در ﻓﺎرﺳﻲ را ﻫﻤﺎﻧﻨﺪ واج زﺑﺎن ﺑﻴﮕﺎﻧﻪ ﺗﻠﻔﻆ‬ ‫ﻣﻲﻛﻨﻨﺪ؛ ﻳﻌﻨﻲ اﻳﻦ اﻓﺮاد واج ‪ /r/‬را ﻛﺸﻴﺪه و ﻣﺸﺪد ﺗﻠﻔﻆ ﻣﻲﻛﺮدﻧﺪ؛ ﻳﻌﻨﻲ واج ‪ /r/‬ﻏﻠﺘﺎن ﻟﺮزﺷﻲ ﻓﺎرﺳﻲ را ﺑﻪ ‪/r/‬‬

‫ﻛﻨﺎري‪ ،‬ﭘﺴﻴﻦ‪ ،‬ﻏﻴﺮ واﻛﺪار‪ ،‬ﻏﻴﺮ ﻟﺮزﺷﻲ‪ ،‬و ﻏﻴﺮ ﻏﻠﺘﺎن ﺑﺮﮔﺸﺘﻲ‪-‬ﻛﺎﻣﻲ )ﻛﻪ از ﻧﺮمﻛﺎم ﺗﺎ ﺳﺨﺖﻛﺎم ﻣﺘﻐﻴﺮ اﺳﺖ( ﺗﺒﺪﻳﻞ‬ ‫ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﺮاي اﺛﺒﺎت اﻳﻦ ﻣﻮﺿﻮع ﻣﺎ اﻓﺮادي را در ﺳﻄﺢ ﺟﺎﻣﻌﻪ ﻣﻮرد ﻣﺼﺎﺣﺒﻪ و ﺗﺤﻘﻴﻖ ﻗﺮار دادﻳﻢ و ﻋﻠﺖ را ﺟﻮﻳﺎ ﺷﺪﻳﻢ‪،‬‬ ‫‪ 16‬زن و‪ 10‬ﻣﺮد دﻳﮕﺮ را در ﺳﻄﺢ ﺟﺎﻣﻌﻪ و در دو ﺷﻬﺮ اﺻﻔﻬﺎن و ﺗﻬﺮان ﻣﻮرد ﺗﺤﻘﻴﻖ ﻗﺮار دادﻳﻢ‪ .‬در ﻣﺼﺎﺣﺒﻪ وﻗﺘﻲ از‬ ‫اﻓﺮادي ﻛﻪ اﻳﻦﮔﻮﻧﻪ واج ‪ /r/‬را در ﺗﻠﻔﻈﺸﺎن ﺑﻪ ﻛﺎر ﻣﻲﺑﺮدﻧﺪ )ﻳﻌﻨﻲ ‪ /r/‬را ﺑﻪ ﺻﻮرت ‪ /r/‬ﺑﻪ اﺻﻄﻼح ﺧﺎرﺟﻲ ﺗﻠﻔﻆ‬ ‫ﻣﻲﻛﺮدﻧﺪ( ﺳﺆال ﺷﺪ ﻛﻪ ﭼﺮا ‪ /r/‬ﻓﺎرﺳﻲ را ﺑﺪﻳﻦﮔﻮﻧﻪ ﺑﻪﻛﺎر ﻣﻲﺑﺮﻳﺪ‪ ،‬ﭘﺎﺳﺦ ﻳﻜﻲ از زﻧﺎن اﻳﻦ ﺑﻮد‪» :‬ﻛﻪ ﻣﻲ ﺧﻮاﻫﻢ‬ ‫ﻣﺨﺎﻃﺐ ﻫﺎﻳﻢ ﺑﺪاﻧﻨﺪ ﻛﻪ از ﺳﻄﺢ ﺗﺤﺼﻴﻼت ﺑﺎﻻﻳﻲ ﺑﺮﺧﻮردارم!«‪ .‬ﻓﺮد دﻳﮕﺮي اﻇﻬﺎر داﺷﺖ‪» :‬ﺷﻨﻮﻧﺪه ﺻﺤﺒﺖﻫﺎﻳﻢ ﻣﺘﻮﺟﻪ‬

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‫ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ ﻣﺮﻓﻪ ﻣﻦ ﺑﺸﻮد«‪ .‬ﺷﺨﺺ دﻳﮕﺮي ﻛﻪ ﻣﺮد ﺑﻮد ﮔﻔﺖ‪» :‬زﻳﺮا ﻣﻦ ﻣﺸﻐﻮل ﮔﺬراﻧﺪن دوره آﻣﻮزﺷﻲ زﺑﺎن در‬ ‫آﻣﻮزﺷﮕﺎه زﺑﺎن ﻣﻲﺑﺎﺷﻢ‪ ،‬ﮔﺎﻫﻲ ﻧﺎﺧﻮدآﮔﺎه ﺗﺪاﺧﻠﻲ در ﺗﻠﻔﻈﻢ ﺑﻪوﺟﻮد ﻣﻲآﻳﺪ«‪ .‬ﻓﺮد ﻣﺼﺎﺣﺒﻪ ﺷﻮﻧﺪهي دﻳﮕﺮي ﻛﻪ زن ﺑﻮد‬ ‫ﭘﺎﺳﺦ داد‪» :‬ﻣﻦ ﻧﻤﻲداﻧﻢ ﭼﺮا اﻳﻦ ﻃﻮر ﺻﺤﺒﺖ ﻣﻲﻛﻨﻢ! ﭼﻮن ﺑﻴﺸﺘﺮ دوﺳﺘﺎن و ﻫﻤﻜﺎراﻧﻢ اﻳﻦﮔﻮﻧﻪ ﺣﺮف ﻣﻲزﻧﻨﺪ ﻣﻦ ﻫﻢ‬ ‫ﺑﻪﺧﺎﻃﺮ ﻫﻤﺎﻫﻨﮕﻲ ﺑﺎ آنﻫﺎ ﺑﺪﻳﻦ ﺷﻴﻮه ﺻﺤﺒﺖ ﻣﻲﻛﻨﻢ«‪ .‬ﻣﺮد ﻣﺼﺎﺣﺒﻪ ﺷﻮﻧﺪهي دﻳﮕﺮي ﻛﻪ در زﻣﻴﻨﻪ ﺧﺮﻳﺪ و ﻓﺮوش‬ ‫ﻓﻌﺎﻟﻴﺖ داﺷﺖ و ﺑﻪﻋﻨﻮان ﻣﺸﺎور ﺑﺎزارﻳﺎﺑﻲ ﻛﺎر ﻣﻲﻛﺮد اﻇﻬﺎر داﺷﺖ‪» :‬ﻣﻦ در زﻣﻴﻨﻪي ﻛﺎريام ﻣﺮاودات زﻳﺎدي ﺑﺎ‬ ‫ﺧﺎرﺟﻲﻫﺎ دارم ﻃﺒﻴﻌﻲ اﺳﺖ ﻛﻪ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﺗﻠﻔﻆ زﺑﺎن ﺧﺎرﺟﻲ ﻗﺮار ﺑﮕﻴﺮم«‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻠﻪ از دوﻣﻴﻦ ﻣﺮﺣﻠﻪ‬ ‫ﺗﺤﻘﻴﻖ ﺑﺪﻳﻦ ﺷﺮح اﺳﺖ‪ :‬ﺗﻠﻔﻆ واج ‪ /r/‬ﺑﻪ ﺳﺒﻚ و ﺳﻴﺎق ﺧﺎرﺟﻲﻫﺎ در زﻧﺎن ﺑﻴﺶﺗﺮ از ﻣﺮدان ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮرد ﻳﻌﻨﻲ‬ ‫زﻧﺎن ﺟﺎﻣﻌﻪ ﺗﻤﺎﻳﻞ ﺑﻴﺶﺗﺮي ﺑﻪ ﺗﻘﻠﻴﺪ واجﻫﺎي زﺑﺎنﺧﺎرﺟﻲ ﻧﺸﺎن ﻣﻲدادﻧﺪ‪ .‬ﻳﺎد آوري ﻣﻲﻛﻨﻴﻢ ﻛﻪ ﻋﺎﻣﻞ دﻳﮕﺮي ﻛﻪ در‬ ‫ﮔﻮﻧﺎﮔﻮﻧﻲﻫﺎي زﺑﺎﻧﻲ ﻧﻘﺶ ﻣﻬﻤﻲ ﺑﺎزي ﻣﻲﻛﻨﺪ ﺳﻦ اﻓﺮاد اﺳﺖ‪ .‬در اﻳﻦ ﺗﺤﻘﻴﻖ ﻧﻮﺟﻮاﻧﺎن و ﺟﻮاﻧﺎن در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﮔﺮوه‬ ‫ﺳﻨﻲ ﺑﺰرﮔﺴﺎﻻن ﺗﻤﺎﻳﻞ ﺑﻴﺸﺘﺮي ﺑﻪ اﺳﺘﻔﺎده از واجﻫﺎي زﺑﺎنﺧﺎرﺟﻲ ﻧﺸﺎن ﻣﻲدادﻧﺪ‪ .‬ﺑﻪ ﻃﻮر ﻛﻠﻲ ﻣﻲ ﺗﻮان ﺑﻪ اﻳﻦ ﻧﻜﺘﻪ‬ ‫اﺷﺎره ﻛﺮد ﻛﻪ وﻳﮋﮔﻲﻫﺎي ﻏﻴﺮﻣﻌﺘﺒﺮ زﺑﺎن ﻓﺎرﺳﻲ در رﻓﺘﺎر زﺑﺎﻧﻲ ﮔﺮوهﻫﺎي ﺳﻨﻲ ﭘﺎﻳﻴﻦﺗﺮ ﻛﺎرﺑﺮد ﺑﻴﺶﺗﺮي دارﻧﺪ و‬ ‫ﺑﺮﻋﻜﺲ‪ ،‬وﻳﮋﮔﻲﻫﺎي ﻣﻌﺘﺒﺮ در رﻓﺘﺎر زﺑﺎﻧﻲ ﮔﺮوهﻫﺎي ﺳﻨﻲ ﺑﺎﻻﺗﺮ ﺑﻪ ﻃﻮر ﻧﺴﺒﻲ ﺑﻴﺶﺗﺮ ﻇﺎﻫﺮ ﻣﻲﺷﻮﻧﺪ‪ .‬ﻧﻜﺘﻪي دﻳﮕﺮي ﻛﻪ‬ ‫در اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮرد اﻳﻦ اﺳﺖ ﻛﻪ اﻓﺮاد در ﻣﻮﻗﻌﻴﺖﻫﺎي اﺟﺘﻤﺎﻋﻲ رﺳﻤﻲﺗﺮ از اﻳﻦ ﻧﻮع ﺗﻠﻔﻆ ﺑﻴﺶﺗﺮ اﺳﺘﻔﺎده‬ ‫ﻣﻲﻛﺮدﻧﺪ‪ .‬واﺿﺢ اﺳﺖ ﻛﻪ ﻫﺮ ﺷﺨﺺ درﺣﻴﻦ ﺻﺤﺒﺖ ﺻﻤﻴﻤﺎﻧﻪ ﺑﺎ اﻋﻀﺎي ﺧﺎﻧﻮاده ﻳﺎ دوﺳﺘﺎن ﺧﻮد ﺗﻮﺟﻪ ﻛﻤﺘﺮي ﺑﻪ رﻓﺘﺎر‬ ‫زﺑﺎﻧﻲ ﺧﻮد دارد؛ ﺑﻪ ﻫﻤﻴﻦ ﻋﻠﺖ از ﮔﻮﻧﻪﻫﺎي زﺑﺎﻧﻲ ﻏﻴﺮرﺳﻤﻲﺗﺮ و ﻏﻴﺮ ﻣﻌﺘﺒﺮﺗﺮ اﺳﺘﻔﺎده ﻣﻲﻛﻨﺪ‪ .‬در اﻳﻦ ﺗﺤﻘﻴﻖ اﻓﺮادي‬ ‫ﻫﻢ ﻛﻪ ﺗﺤﺼﻴﻼت ﭘﺎﻳﻴﻦﺗﺮي داﺷﺘﻨﺪ‪ ،‬ﺑﻪ اﻳﻦﮔﻮﻧﻪ ﺗﻠﻔﻆ ﺗﻤﺎﻳﻞ ﺑﻴﺸﺘﺮي ﻧﺸﺎن ﻣﻲدادﻧﺪ‪ .‬ﻛﺴﺎﻧﻲ ﻫﻢ ﺑﻮدﻧﺪﻛﻪ ﻓﻘﻂ ﺑﺮاي‬ ‫ﺟﻠﺐ ﺗﻮﺟﻪ ﻛﻠﻤﺎت ﺧﺎرﺟﻲ را در ﺻﺤﺒﺖﻫﺎﻳﺸﺎن ﺑﻪﻛﺎر ﻣﻲﺑﺮﻧﺪ‪ ،‬وﻟﻲ ﻣﺘﺄﺳﻔﺎﻧﻪ آﻧﺎن ﻣﺘﻮﺟﻪ ﻧﻴﺴﺘﻨﺪ ﻛﻪ ﺑﺎ اﻳﻦ ﻛﺎر آﺳﻴﺐ‬ ‫ﺷﺪﻳﺪي ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ وارد ﻣﻲﻛﻨﻨﺪ‪ .‬ﺣﺘﻲ ﺑﺮﺧﻲ اﻓﺮاد ﻛﺎر را ﺑﻪ ﺟﺎﻳﻲ رﺳﺎﻧﺪهاﻧﺪ ﻛﻪ از ﺑﻪﻛﺎر ﻧﺒﺮدن اﺻﻄﻼﺣﺎت و‬ ‫واجﻫﺎي ﻓﺮﻧﮕﻲ در ﺣﺮفﻫﺎﻳﺸﺎن اﺣﺴﺎس ﺧﺠﺎﻟﺖ ﻣﻲﻛﻨﻨﺪ و ﻫﻤﻪ اﻳﻦ اﻓﺮاد ﻳﺎ از دﻳﮕﺮي ﺗﻘﻠﻴﺪ ﻣﻲﻛﻨﻨﺪ و ﻳﺎ اﻳﻨﻜﻪ ﻗﺼﺪ‬ ‫ﺑﻪ ﻧﻤﺎﻳﺶ ﮔﺬاﺷﺘﻦ ﺧﺼﻮﺻﻴﺘﻲ از ﺧﻮدﺷﺎن را دارﻧﺪ‪ .‬ﺣﺘﻲ ﮔﺎﻫﻲ دﻳﺪه ﻣﻲﺷﻮد ﻛﻪ ﻣﺠﺮﻳﺎن رﺳﺎﻧﻪﻫﺎي ﻋﻤﻮﻣﻲ ﻫﻢ‪ ،‬ﺑﺮاي‬ ‫ﺟﻠﺐ ﺗﻮﺟﻪ ﺑﻴﻨﻨﺪﮔﺎن و ﺷﻨﻮﻧﺪﮔﺎن از اﻳﻦ ﺗﺮﻓﻨﺪﻫﺎ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺑﺴﻴﺎر ﺟﺎي ﺗﺄﺳﻒ دارد‪ .‬ﻋﻮاﻣﻠﻲ ﻫﻢﭼﻮن ﻓﻘﺮ‬ ‫ﻓﺮﻫﻨﮕﻲ ﻛﻪ ﻧﺎﺷﻲ از ﻋﺪمآﮔﺎﻫﻲ و ﻧﺪاﺷﺘﻦ ﻣﻄﺎﻟﻌﻪ ﻣﻲﺑﺎﺷﺪ ﻣﻲﺗﻮاﻧﺪ ﻣﻨﺸﺄ اﻳﻦﮔﻮﻧﻪ ﺗﻐﻴﻴﺮات در رﻓﺘﺎر زﺑﺎﻧﻲ اﻓﺮاد ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮاﻳﻦ ﺗﻘﻠﻴﺪ واجﻫﺎي ﻳﻚ زﺑﺎن ﺑﻴﮕﺎﻧﻪ‪ ،‬رﻳﺸﻪ در ﻣﺒﺎﺣﺚ روانﺷﻨﺎﺧﺘﻲ دارد و ﻣﻲﺗﻮان ﮔﻔﺖ ﻛﻪ اﻳﻦ ﻛﻤﺒﻮدﻫﺎي‬ ‫اﺟﺘﻤﺎﻋﻲ و رواﻧﻲ اﻓﺮاد اﺳﺖ ﻛﻪ ﺑﻪ اﻳﻦ ﺷﻜﻞ ﺑﺮوز ﻣﻲﻛﻨﻨﺪ‪ .‬در واﻗﻊ اﻳﻦ اﻓﺮاد ﻣﻲﺧﻮاﻫﻨﺪ ﺑﺎ اﻳﺠﺎد دﮔﺮﮔﻮﻧﻲ در اداي‬ ‫واجﻫﺎ و ﻛﻠﻤﺎت‪ ،‬ﺗﻔﺎوت و ﺗﻤﺎﻳﺰ ﺧﻮد را در ﻣﻘﺎﺑﻞ دﻳﮕﺮ اﻓﺮاد ﺟﺎﻣﻌﻪ ﻧﺸﺎن ﺑﺪﻫﻨﺪ و ﺟﻠﺐ ﺗﻮﺟﻪ ﻛﻨﻨﺪ و ﻳﺎ ﺑﻪ ﮔﻮﻧﻪاي ﺧﻮد‬ ‫را ﻛﻪ اﺣﺘﻤﺎﻻ ﻣﺘﻌﻠﻖ ﺑﻪ ﺳﻄﻮح ﺑﺎﻻي ﺟﺎﻣﻌﻪ ﻧﻴﺴﺘﻨﺪ‪ ،‬ﺑﻪﻇﺎﻫﺮ ﺑﻪ ﺳﻄﺢ ﺑﺎﻻي ﺟﺎﻣﻌﻪ ﭘﻴﻮﻧﺪ دﻫﻨﺪ و ﺟﺎﻳﮕﺎه ﺑﺮﺗﺮي ﺑﺮاي‬ ‫ﺧﻮد اﻳﺠﺎد ﻛﻨﻨﺪ‪ .‬در ﺟﺎﻣﻌﻪي ﻛﻨﻮﻧﻲ ﺑﺎ اﻓﺮاد زﻳﺎدي ﻣﻮاﺟﻪ ﻣﻲﺷﻮﻳﻢ ﻛﻪ ﺑﺮاي ﻧﺸﺎن دادن اﺑﻬﺖ و ﻃﺒﻘﻪي اﺟﺘﻤﺎﻋﻲ ﺧﻮد‬

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‫در ﻣﻴﺎن ﻛﻠﻤﺎﺗﻲ ﻛﻪ ﺑﺮاي ﺻﺤﺒﺖ ﻛﺮدن ﺑﺮ ﻣﻲﮔﺰﻳﻨﻨﺪ‪ ،‬اﻛﺜﺮا از ﻟﻐﺎت زﺑﺎنﻫﺎي ﺧﺎرﺟﻲ )اﻧﮕﻠﻴﺴﻲ‪ ،‬ﻓﺮاﻧﺴﻪ( اﺳﺘﻔﺎده‬ ‫ﻣﻲﻛﻨﻨﺪ و ﺳﻌﻲ ﻣﻲﻛﻨﻨﺪ آواﻫﺎﻳﻲ از ﻗﺒﻴﻞ )س‪ ،‬ش‪ ،‬ر( را ﺗﻐﻴﻴﺮ دﻫﻨﺪ و ﺑﻪ ﺗﻠﻔﻈﻲ دﻳﮕﺮ ﻧﺰدﻳﻚ ﻛﻨﻨﺪ‪ ،‬ﻣﺜﻼ »ش« را ﺑﻪ‬ ‫»س« و ‪ /r/‬ﻓﺎرﺳﻲ را ﺑﻪ ‪ /r/‬ﺑﺮﮔﺸﺘﻲ و ﻛﺎﻣﻲ اﻧﮕﻠﻴﺴﻲ ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺑﺴﺘﻪ ﺑﻪ ﺗﻠﻔﻆ ﻓﺮد‪ ،‬ﻣﻴﺰان ﻛﺎﻣﻲ ﺑﻮدن آن‬ ‫ﻣﻲﺗﻮاﻧﺪ از ﺳﺨﺖﻛﺎم ﺗﺎ ﻧﺮمﻛﺎم ﺗﻐﻴﻴﺮ ﻳﺎﺑﺪ‪.‬‬ ‫‪ .6‬ﻧﺘﻴﺠﻪ‬ ‫اﻳﻦ ﻣﻘﺎﻟﻪ در اﺑﺘﺪا ﺑﻪ ﺗﻌﺮﻳﻒ زﺑﺎن ﺑﻪ ﻋﻨﻮان ﻧﻬﺎدي اﺟﺘﻤﺎﻋﻲ ﻣﻲﭘﺮدازد‪ ،‬ﺳﭙﺲ از ﻫﻤﺒﺴﺘﮕﻲ زﺑﺎن و ﺟﺎﻣﻌﻪ ﺳﺨﻦ ﺑﻪﻣﻴﺎن‬ ‫ﻣﻲآورد و ﺗﺤﻮﻻت زﺑﺎن و ﺟﺎﻣﻌﻪ را در ﻛﻨﺎر ﻳﻜﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﻣﻲﻛﻨﺪ و ﺳﭙﺲ ﺑﻪ ﺑﻴﺎن ﺗﺄﺛﻴﺮ ﺗﺤﻮﻻت اﺟﺘﻤﺎﻋﻲ ﺑﺮ زﺑﺎن‬ ‫ﻣﻲﭘﺮدازد‪ .‬ﻋﻮاﻣﻞ ﻏﻴﺮ زﺑﺎﻧﻲ ﻛﻪ در ﺑﺎﻻ ذﻛﺮ ﺷﺪ ﺗﻔﺎوت و ﺗﻨﻮع در زﺑﺎن ﻳﻚ ﺟﺎﻣﻌﻪ را ﺑﻪ وﺟﻮد ﻣﻲآورﻧﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﻣﻲﺗﻮان‬ ‫ﮔﻔﺖ ﺗﻨﻮع زﺑﺎﻧﻲ از ﺗﻔﺎوتﻫﺎي اﺟﺘﻤﺎﻋﻲ ﻧﺸﺄت ﻣﻲﮔﻴﺮﻧﺪ‪ .‬ﻫﺮ ﮔﺮوه اﺟﺘﻤﺎﻋﻲ در ﺟﺎﻣﻌﻪ رﻓﺘﺎر اﺟﺘﻤﺎﻋﻲ و ﺑﻪ ﻃﺒﻊ رﻓﺘﺎر‬ ‫زﺑﺎﻧﻲ ﻣﺘﻔﺎوﺗﻲ از ﺧﻮد ﻧﺸﺎن ﻣﻲدﻫﻨﺪ‪ .‬در ﻳﻚ ﺟﺎﻣﻌﻪ ﻃﺒﻘﺎت اﺟﺘﻤﺎﻋﻲ ﺑﺎﻻ و اﻓﺮاد ﺗﺤﺼﻴﻞﻛﺮده ﺑﻴﺸﺘﺮ از زﺑﺎن ﻣﻌﻴﺎر‬ ‫اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‪ ،‬ﺑﻪ ﺑﻴﺎن دﻳﮕﺮ وﺣﺪت زﺑﺎﻧﻲ ﻧﺰد آﻧﻬﺎ ﺑﻴﺶﺗﺮ از ﻃﺒﻘﺎت اﺟﺘﻤﺎﻋﻲ ﭘﺎﻳﻴﻦﺗﺮ و ﻛﻢ ﺳﻮادﺗﺮ اﺳﺖ‪ .‬اﻟﺒﺘﻪ ﻻزم‬ ‫ﺑﻪ ذﻛﺮ اﺳﺖ ﻛﻪ ﺗﻔﺎوتﻫﺎي زﺑﺎﻧﻲ زﻧﺎن و ﻣﺮدان ﻧﻴﺰ در اﻳﻦ ﺗﺤﻮﻻت ﻧﻘﺶ ﻣﻬﻤﻲ دارﻧﺪ‪ .‬در اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﻋﻮاﻣﻞ ﻏﻴﺮ زﺑﺎﻧﻲ‬ ‫ﺑﻪ ﻫﻤﺮاه ﺻﻮرتﻫﺎي زﺑﺎﻧﻲ ‪ /r/‬در ﻓﺎرﺳﻲ ﺑﺮرﺳﻲ ﺷﺪ و ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ رﺳﻴﺪﻳﻢ ﻛﻪ ﺗﻠﻔﻆ ‪ /r/‬ﻣﻲﺗﻮاﻧﺪ ﺑﺴﺘﻪ ﺑﻪ ﻋﻮاﻣﻞ‬ ‫ﮔﻮﻧﺎﮔﻮن ذﻛﺮ ﺷﺪه در ﺑﺎﻻ ﻧﺰد اﻓﺮاد ﻳﻚ ﺟﺎﻣﻌﻪ ﻣﺘﻐﻴﺮ ﺑﺎﺷﺪ و ﻧﺘﺎﻳﺞ ﻧﺸﺎن ﻣﻲدﻫﻨﺪ ﻛﻪ ﺑﺮﺧﻲ ﮔﻮﻳﺸﻮران ﻃﺒﻘﻪ اﺟﺘﻤﺎﻋﻲ‬ ‫ﻣﺘﻮﺳﻂ ﺑﻪ ﭘﺎﻳﻴﻦ ﺑﻪ دﻟﻴﻞ اﻳﻦﻛﻪ از ﻟﺤﺎظ اﺟﺘﻤﺎﻋﻲ و زﺑﺎﻧﻲ ﻓﺎﻗﺪ ﺗﺄﻣﻴﻦ ﻫﺴﺘﻨﺪ‪ /r/ ،‬ﻓﺎرﺳﻲ را ﺑﻪ ‪ /r/‬ﺑﺮﮔﺸﺘﻲ‪-‬ﻛﺎﻣﻲ‬ ‫اﻧﮕﻠﻴﺴﻲ ﺗﺒﺪﻳﻞ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫در واﻗﻊ ﭘﺎﺳﺪاﺷﺖ و اﺣﺘﺮام ﺑﻪ ﻳﻚ زﺑﺎن ﺗﻨﻬﺎ ﺣﻔﺎﻇﺖ از ﻧﻈﺎم دﺳﺘﻮري و ﻟﻐﻮي و ادﺑﻴﺎت آن ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﺑﺎﻳﺪ ﺑﻪ ﺣﻔﻆ‬ ‫ﻧﻈﺎم آواﻳﻲ ﻳﻚ زﺑﺎن ﻧﻴﺰ ﭘﺮداﺧﺘﻪ ﺷﻮد‪ .‬ﻣﻮﺿﻮﻋﻲ ﻛﻪ در اﻳﻦ ﻣﻘﺎﻟﻪ ﺗﻼش ﺷﺪ ﺑﺪان ﭘﺮداﺧﺘﻪ ﺷﻮد‪ ،‬ﺣﻔﺎﻇﺖ و ﺻﻴﺎﻧﺖ از‬ ‫ﻧﻈﺎم آواﻳﻲ زﺑﺎن ﻓﺎرﺳﻲ ﺑﻮدهاﺳﺖ‪ .‬وﻟﻲ ﺑﻌﻀﻲ ﮔﻮﻳﺸﻮران )ﺑﻴﺸﺘﺮ ﺧﺎﻧﻢﻫﺎ( ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﺎ ﺗﻘﻠﻴﺪ از اﻟﮕﻮﻫﺎي ﻏﺮﺑﻲ و ﺗﻐﻴﻴﺮ‬ ‫ﺻﻮرت آواﻳﻲ و ﺗﻠﻔﻆ ‪ /r/‬ﻣﻲﺧﻮاﻫﻨﺪ ارزش و ﻃﺒﻘﻪي اﺟﺘﻤﺎﻋﻲ ﺧﻮد را ﺑﺎﻻ ﺑﺒﺮﻧﺪ؛ اﻣﺎ اﺳﺘﻔﺎده از اﻟﮕﻮﻫﺎي ﺧﺎرﺟﻲ ﭼﻴﺰي‬ ‫ﻧﻴﺴﺖ ﺟﺰء ﻟﻄﻤﻪ زدن ﺑﻪ ﺗﻠﻔﻆ زﺑﺎن ﻓﺎرﺳﻲ و ﺑﻪ ﻋﺮﺻﻪ ﻇﻬﻮر ﮔﺬاﺷﺘﻦ ﻛﻤﺒﻮدﻫﺎي اﺟﺘﻤﺎﻋﻲ و رواﻧﻲ ﺷﺨﺼﻲ ﻛﻪ ﭼﻨﻴﻦ‬ ‫ﻋﻤﻠﻲ را اﻧﺠﺎم ﻣﻲدﻫﺪ‪ .‬ﭘﺲ ﺑﺎﻳﺪ در ﭘﺎﺳﺪاﺷﺖ ﺗﻠﻔﻆ زﺑﺎن ﻓﺎرﺳﻲ ﺑﻜﻮﺷﻴﻢ زﻳﺮا ﻣﻈﻬﺮ ﺗﻤﺪن و ﭼﻴﺴﺘﻲ ﻫﺮ ﻣﺮدﻣﻲ‪ ،‬زﺑﺎن‬ ‫آن ﻣﻠﺖ اﺳﺖ‪ .‬اﮔﺮ ﺣﻤﺎﻳﺖ ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن ﻓﺎرﺳﻲ و ﺳﺎزﻣﺎنﻫﺎي واﺑﺴﺘﻪ ﺑﻪ آن ﻧﺒﺎﺷﺪ در ﻃﻮل ﺳﺎﻟﻴﺎن دراز اﻳﻦ ﺗﻐﻴﻴﺮ‬ ‫ﺷﻔﺎﻫﻲ ﺑﻪ ﻧﻮﺷﺘﺎر ﻫﻢ ﻣﻲﺗﻮاﻧﺪ ﺳﺮاﻳﺖ ﻛﻨﺪ‪ .‬زﺑﺎن ﭘﺎرﺳﻲ ﻳﻜﻲ از ﭘﻮﻳﺎﺗﺮﻳﻦ و ﻏﻨﻲﺗﺮﻳﻦ زﺑﺎنﻫﺎي دﻧﻴﺎﺳﺖ و ﻣﻴﺮاث‬ ‫ﺟﺎوداﻧﻪاي اﺳﺖ ﻛﻪ در ﮔﺬر زﻣﺎﻧﻪ ﺑﻪ ﻣﺎ رﺳﻴﺪه اﺳﺖ و ﺑﺮ ﻣﺎﺳﺖ ﻛﻪ اﻳﻦ زﺑﺎن را ﺑﻪ ﺟﻬﺎﻧﻴﺎن ﺑﺸﻨﺎﺳﺎﻧﻴﻢ و آن را از ﺗﻨﺪﺑﺎد‬ ‫زﻣﺎﻧﻪ ﺣﻔﻆ ﻛﻨﻴﻢ‪.‬‬

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‫ﻣﻨﺎﺑﻊ‬ .‫ آﮔﺎه‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.‫ ﭼﻬﺎر ﻣﻘﺎﻟﻪ درﺑﺎرهي زﺑﺎن‬.(1385) .‫ ر‬.‫ م‬،‫ﺑﺎﻃﻨﻲ‬ .‫ ﻣﺮﻛﺰ ﻧﺸﺮ داﻧﺸﮕﺎﻫﻲ‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.(‫ آوا ﺷﻨﺎﺳﻲ زﺑﺎن ﻓﺎرﺳﻲ )آواﻫﺎ و ﺳﺎﺧﺖ آواﻳﻲ ﻫﺠﺎ‬.(1388 ) .‫ ي‬،‫ﺛﻤﺮه‬ .23-1 ،(2)7 ،‫ ﻣﺠﻠﻪ زﺑﺎن و زﺑﺎن ﺷﻨﺎﺳﻲ داﻧﺸﮕﺎه ﺗﻬﺮان‬.‫ در زﺑﺎن ﻓﺎرﺳﻲ‬/r/ ‫ ﺗﻨﻮع واج ﮔﻮﻧﻪ اي‬.(1390) .‫ و‬،‫ﺻﺎدﻗﻲ‬ .‫ ﻣﺆﺳﺴﻪ ﻣﻄﺎﻟﻌﺎت و ﺗﺤﻘﻴﻘﺎت ﻓﺮﻫﻨﮕﻲ‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.‫ در آﻣﺪي ﺑﺮ ﺟﺎﻣﻌﻪ ﺷﻨﺎﺳﻲ زﺑﺎن‬.(1368) .‫ ي‬،‫ﻣﺪرﺳﻲ‬ Labov, W. (1976). Sociolinguistique. Paris, France: Minuit. Labov, W. (1976). Les motivations sociales d’un changement phonétique, sociolinguistique. Paris, France: Minuit. Maddieson, I. (1984). Patterns of sounds. Cambridge, England: Cambridge University Trudgill, P. (1974). Sociolinguistics. Harmondsworth, England: Penguin Books.

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‫ﺑﺮرﺳﻲ ﺗﻄﺒﻴﻘﻲ ﺷﺎﺧﺺﻫﺎي اﻗﺘﺒﺎس در آﺛﺎر روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ و ﮔﺮدآﻓﺮﻳﺪ‬ ‫‪ ‬‬ ‫ﻣﺮﻳﻢ ﺟﻼﻟﻲ‪ 1‬‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺎرﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﺷﻬﻴﺪ ﺑﻬﺸﺘﻲ‬ ‫‪ ‬‬

‫ﺣﺎﻧﻴﻪ اﻛﺒﺮﻧﻴﺎ ‪ ‬‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺎرﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﺑﻴﻦاﻟﻤﻠﻠﻲ اﻣﺎم رﺿﺎ )ع(‬ ‫‪ ‬‬

‫ﭼﻜﻴﺪه‪ .‬ﻣﻄﺎﻟﻌﺎت ﮔﺴﺘﺮده در ﻗﻠﻤﺮو ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان ﺳﺒﺐ ﺷﺪه اﺳﺖ ﺗﺎ ﺷﺎﺧﻪﻫﺎﻳﻲ وﺳﻴﻌﻲ از ﭘﮋوﻫﺶ در اﻳﻦ‬ ‫ﺑﺎب اﻳﺠﺎد ﺷﻮد‪ .‬ﺗﻮﺟﻪ ﺑﻪ ﻣﺘﻮن ﻛﻬﻦ در ادﺑﻴﺎت ﻛﻮدك و ﻧﻮﺟﻮان ﻳﻜﻲ از اﻳﻦ دﺳﺘﺎوردﻫﺎ اﺳﺖ‪ .‬اﻗﺘﺒﺎس از ﻣﻨﺎﺑﻊ‬ ‫ﮔﺬﺷﺘﻪي ﻓﺮﻫﻨﮓ اﻳﺮاﻧﻲ وﺳﻴﻠﻪي ﭘﻴﻮﻧﺪ دادن ﻛﻮدك ﺑﺎ ادب و ﻓﺮﻫﻨﮓ ﮔﺬﺷﺘﻪي اﻳﺮان اﺳﺖ‪ .‬ﺷﺎﻫﻨﺎﻣﻪي ﻓﺮدوﺳﻲ از‬ ‫ﺷﺎﻫﻜﺎرﻫﺎي ﻛﻼﺳﻴﻚ ﺟﻬﺎن ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ اﺳﺖ ﻛﻪ ﺑﻪ ﻋﻨﻮان ﭘﺮﻛﺎرﺑﺮدﺗﺮﻳﻦ ﻣﺘﻦ ادﺑﻲ ﻛﻬﻦ‪ ،‬وارد ﻣﺤﺪودهي ادﺑﻴ‪‬ﺎت‬ ‫رﺳﻤﻲ ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن اﻳﺮان ﺷﺪه و ﺑﺴﻴﺎري از داﺳﺘﺎنﻫﺎي ﻣﻮﺟﻮد در ﺷﺎﻫﻨﺎﻣﻪ ﻓﺮدوﺳﻲ در ﻋﺼﺮ ﺣﺎﺿﺮ ﺑﺮاي‬ ‫ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن اﻗﺘﺒﺎس ﺷﺪه اﺳﺖ‪ .‬در اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﺿﻤﻦ ﻣﻌﺮّﻓﻲ اﻧﻮاع اﻗﺘﺒﺎس ﻣﻔﻬﻮﻣﻲ و ﻧﮕﺎرﺷﻲ از ﺷﺎﻫﻨﺎﻣﻪ در‬

‫ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان‪ ،‬ﺑﻪ ﻣﻘﺎﻳﺴﻪ و ارزﻳﺎﺑﻲ ﺷﺎﺧﺺﻫﺎي اﻗﺘﺒﺎس در دو ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ و ﮔﺮد آﻓﺮﻳﺪ‬ ‫ﭘﺮداﺧﺘﻪاﻳﻢ‪ .‬اﻳﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ آﺛﺎر ﺑﻪ ﻟﺤﺎظ اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ‪ ،‬ﻧﮕﺎرﺷﻲ و ﻓﺮم‪ ،‬ﻫﻢﭼﻨﻴﻦ در ﻧﻈﺮ آوردن ﮔﺮوه‬ ‫ﺳﻨﻲ ﻣﺨﺎﻃﺐ‪ ،‬ﻣﺘﻨﺎﺳﺐ ﺑﺎ اﻟﮕﻮﻫﺎي اﻗﺘﺒﺎس ﺑﻪ ﺷﻤﺎر ﻣﻲآﻳﺪ‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ادﺑﻴﺎت ﻛﻮدك‪ ،‬ﺗﻄﺒﻴﻘﻲ‪ ،‬اﻗﺘﺒﺎس‪ ،‬داﺳﺘﺎنﻫﺎي ﺷﺎﻫﻨﺎﻣﻪ‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫ﺟﻬﺎن ﻣﺘﺮﻗﻲ اﻣﺮوز ﻛﺎرﻛﺮدﻫﺎي ارزﻧﺪهاي را ﺑﺮاي ﺟﺎﻣﻌﻪي ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن ﺑﻪ ارﻣﻐﺎن آوردهاﺳﺖ‪ .‬ﻫﺮ ﺳﺎﻟﻪ‬ ‫ﺳﻤﻴﻨﺎرﻫﺎي ﺑﻲﺷﻤﺎري در ﺳﻄﺢ ﺟﻬﺎن ﺑﺮﮔﺰار ﻣﻲﺷﻮد ﻛﻪ ﺗﻼش آﻧﺎن ﺑﻴﺶﺗﺮ در ﺟﻬﺖ ﻣﻌﺮّﻓﻲ و ﺗﻬﻴﻪ ﺧﻮاﻧﺪﻧﻲﻫﺎ ﺑﺮاي‬ ‫ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن ﻣﺘﻤﺮﻛﺰ ﺷﺪهاﺳﺖ‪ .‬ﺑﻲﮔﻤﺎن در آﻳﻴﻨﻪ آﺛﺎر ﻛﻮدك‪ ،‬ﻣﻲﺗﻮان ﻧﻤﻮدﻫﺎي ﻣﺨﺘﻠﻒ زﻧﺪﮔﻲ را از ادﺑﻴﺎت‬


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‫ﻛﻬﻦ ﺑﻪ ﻧﻤﺎﻳﺶ ﮔﺬاﺷﺖ‪ .‬در ﺳﻲ ﺳﺎل اﺧﻴﺮ‪ ،‬ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان ﻳﻜﻲ از ﻫﺪفﻫﺎ و وﻇﺎﻳﻒ ﺧﻮﻳﺶ را ﺑﻪ ﺑﺎزﻧﻮﻳﺴﻲ از‬ ‫ﻣﻨﺎﺑﻊ ﮔﺬﺷﺘﻪي ﻓﺮﻫﻨﮓ اﻳﺮاﻧﻲ در ردهي ﻓﺮﻫﻨﮓ و ادب ﻋﺎﻣﻴﺎﻧﻪ ﻳﺎ ﻓﻮﻟﻜﻮر‪ ،‬ﻣﻌﻄﻮف داﺷﺘﻪاﺳﺖ‪ .‬ﺑﺎزﻧﻮﻳﺴﻲ از ﻣﻨﺎﺑﻊ‬ ‫ﮔﺬﺷﺘﻪي ﻓﺮﻫﻨﮓ اﻳﺮاﻧﻲ وﺳﻴﻠﻪي ﭘﻴﻮﻧﺪ دادن ﻛﻮدك ﺑﺎ ادب و ﻓﺮﻫﻨﮓ ﮔﺬﺷﺘﻪي اﻳﺮان اﺳﺖ؛ ﻫﺪف از ﺑﺎزﻧﻮﻳﺴﻲ ﺑﺮاي‬ ‫ﻛﻮدﻛﺎن اﻳﺠﺎد راﺑﻄﻪي ﻛﻮدك و ﻧﻮﺟﻮان ﺑﺎ ﻣﺤﻴﻂ ﺗﺎرﻳﺨﻲ و ﻓﺮﻫﻨﮕﻲاش‪ ،‬ﺑﺎﻻ ﺑﺮدن درك ﻛﻠﻲ آنﻫﺎ در ﻣﺴﺎﺋﻞ دﻳﻨﻲ‪،‬‬ ‫اﺧﻼﻗﻲ‪ ،‬ﺣﻤﺎﺳﻲ و ﺗﻤﺎم ﺟﻨﺒﻪﻫﺎي ﻓﺮﻫﻨﮕﻲ اﺳﺖ‪.‬‬ ‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﭘﮋوﻫﺶ‬ ‫ﻛﺘﺎبﻫﺎ و ﻣﻘﺎﻻت درﺣﻮزه ﺑﺎزﻧﻮﻳﺴﻲ ﺑﺪﻳﻦ ﻗﺮارﻧﺪ‪ :‬ﻛﺘﺎب ادﺑﻴ‪‬ﺎت رﺳﻤﻲ ﻛﻮدﻛﺎن در اﻳﺮان ﻧﻮﺷﺘﻪ ﺻﺪﻳﻘﻪ ﻫﺎﺷﻤﻲﻧﺴﺐ‪،‬‬ ‫»ﺗﺎﺛﻴﺮ ﺷﺎﻫﻨﺎﻣﻪ ﺑﺮ ادﺑﻴ‪‬ﺎت ﻛﻮدﻛﺎن )ﺑﺮّرﺳﻲ ﺑﺎزآﻓﺮﻳﻨﻲ و ﺑﺎزﻧﻮﻳﺴﻲﻫﺎي ﺷﺎﻫﻨﺎﻣﻪ ﺑﺮاي ﻛﻮدك و ﻧﻮﺟﻮان(«‪ ،‬ﭘﺎﻳﺎنﻧﺎﻣﻪي‬ ‫ﻛﺎرﺷﻨﺎﺳﻲارﺷﺪ )‪ ،(1384‬ﻧﻮﺷﺘﻪي ﻣﺮﻳﻢ ﻛﺮﻳﻢزاده‪ ،‬ﻛﺘﺎب ﺷﻴﺦ در ﺑﻮﺗﻪ‪ ،‬ﺑﺎزﻧﻮﻳﺴﻲ و ﺑﺎزآﻓﺮﻳﻨﻲ در ادﺑﻴ‪‬ﺎت و ﻣﻘﺎﻟﻪ »ﭼﻨﺪ‬ ‫دﻫﻪ ﺑﺎزﻧﻮﻳﺴﻲ از ﻣﺜﻨﻮي« از ﺟﻌﻔﺮ ﭘﺎﻳﻮر‪» .‬ﻧﺸﺮﻳ‪‬ﻪ ﺗﺨﺼ‪‬ﺼﻲ ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان« دﻓﺘﺮ ﻫﻔﺘﻢ ﺧﻮد را ﺑﻪ ﻣﻮﺿﻮع‬ ‫ﺑﺎزﻧﻮﻳﺴﻲ و ﺑﺎزآﻓﺮﻳﻨﻲ اﺧﺘﺼﺎص داده اﺳﺖ‪ .‬درﺑﺎرهي اﺻﻮل و ﺷﻴﻮهﻫﺎي ﺑﺎزﻧﻮﻳﺴﻲ ﻣﺘﻮن ﻛﻬﻦ ادﺑﻲ ﺑﺮاي ﻛﻮدك و ﻧﻮﺟﻮان‬ ‫او‪‬ﻟﻴﻦ ﺑﺎر ﻣﺮﻳﻢ ﺟﻼﻟﻲ درﻛﺘﺎﺑﻲ ﺑﺎ ﻧﺎم ﺷﺎﺧﺺﻫﺎي اﻗﺘﺒﺎس در ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان ﭘﮋوﻫﺶ ﻣﺴﺘﻘﻠﻲ اﻧﺠﺎم داده اﺳﺖ‪.‬‬ ‫‪ .3‬روش ﺗﺤﻘﻴﻖ‬ ‫اﻳﻦ ﻣﻘﺎﻟﻪ ﺑﻨﺎ دارد ﺑﻪ ﺑﺮرﺳﻲ داﺳﺘﺎن ﮔﺮدآﻓﺮﻳﺪ ﻛﻪ ﺑﺨﺸﻲ از داﺳﺘﺎن رﺳﺘﻢ و ﺳﻬﺮاب اﺳﺖ ﺑﭙﺮدازد‪ .‬روش ﻛﺎر ﺑﺪﻳﻦ‬ ‫ﻃﺮﻳﻖ اﺳﺖ ﻛﻪ دو ﻛﺘﺎب از ﻣﺠﻤﻮﻋﻪ ﻛﺘﺎبﻫﺎي ﻛﺎﻧﻮن ﭘﺮورش ﻓﻜﺮي ﺑﻪ ﻧﺎم ﮔﺮدآﻓﺮﻳﺪ و روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ اﻧﺘﺨﺎب‬ ‫ﺷﺪهاﺳﺖ و ﺑﺎ ﺗﻮﺟ‪‬ﻪ ﺑﻪ ﺷﺎﺧﺼﻪﻫﺎي اﻗﺘﺒﺎس در ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﻣﻲﮔﻴﺮﻧﺪ‪ .‬اﻳﻦ ﻣﻘﺎﻟﻪ ﭘﺲ از‬ ‫ﺗﻌﻴﻴﻦ اﻧﻮاع اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ‪ ،‬ﻧﮕﺎرﺷﻲ و ﺳﺎﺧﺘﺎر زﺑﺎﻧﻲ ﻣﺘﻦ ﺑﺮ اﺳﺎس ﺗﻮاﻧﺶ ذﻫﻨﻲ و زﺑﺎﻧﻲ ﻛﻮدك و ﻧﻮﺟﻮان ﺑﻪ ﺳﺮاغ‬ ‫ﺳﺎﺧﺘﺎر و ﺷﻜﻞ رواﻳﻲ و داﺳﺘﺎﻧﻲ آن ﻣﻲرود و ﺑﻪ ﺑﺮّرﺳﻲ ﺷﻨﺎﺧﺖ ﻋﻨﺎﺻﺮ داﺳﺘﺎن ﻣﻲﭘﺮدازد‪.‬‬ ‫‪ .4‬اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ‬ ‫ﻣﻨﻈﻮر از اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ ﭼﮕﻮﻧﮕﻲ اراﺋﻪ ﻣﺠﺪ‪‬د ﭘﻴﺶ اﺛﺮ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻣﻔﺎﻫﻴﻢ ﻣﻮﺟﻮد در آن اﺳﺖ )ﺟﻼﻟﻲ‪ ،1393 ،‬ص‬ ‫‪ .(38‬ارﻛﺎن اﺻﻠﻲ در اﻳﺠﺎد اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ ﺟﺎﺑﻪﺟﺎﻳﻲ‪ ،‬اﻓﺰاﻳﺶ‪ ،‬ﻛﺎﻫﺶ‪ ،‬ﺗﺒﺪﻳﻞ و ﺗﺎوﻳﻞ ﻋﻨﺎﺻﺮ ﭘﻴﺶ اﺛﺮ ﺑﺮاي اراﺋﻪي‬ ‫اﺛﺮ ﺟﺪﻳﺪ اﺳﺖ‪ .‬ﺑﺮاي وارد ﻛﺮدن ﻣﺤﺘﻮا و ﭘﻴﺎم ﻣﻮﺟﻮد در ادﺑﻴ‪‬ﺎت ﺑﺰرﮔﺴﺎل ﺑﻪ ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان از دو ﺷﻴﻮه‬ ‫اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ ﻣﻲﺗﻮان اﺳﺘﻔﺎده ﻛﺮد‪ :‬اﻗﺘﺒﺎس آزاد؛ اﻗﺘﺒﺎس ﺑﺴﺘﻪ ﻳﺎ وﻓﺎدار‪ .‬اﻗﺘﺒﺎس آزاد‪ :‬در اﻗﺘﺒﺎس آزاد اﻗﺘﺒﺎسﻛﻨﻨﺪه‬

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‫ﺑﺎ ﻧﮕﺎه ﺑﻪ ﭘﻴﺶ اﺛﺮ‪ ،‬ﻣﺘﻦ را آنﮔﻮﻧﻪ ﻛﻪ ﺧﻮد اراده ﻣﻲﻛﻨﺪ ﺑﺮاي ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن ﻣﻲﭘﺮوراﻧﺪ و اراﺋﻪ ﻣﻲدﻫﺪ‪ .‬ﺑﺎز‬ ‫آﻓﺮﻳﻨﻲ‪ ،‬ﺑﺎزﻧﮕﺮي‪ ،‬وامﮔﻴﺮي از ﻋﻨﺎوﻳﻦ و اﺻﻄﻼﺣﺎت‪ ،‬و آﻣﻴﻎﻧﻮﻳﺴﻲ ‪ ‬در ﺷﻤﺎر اﻗﺘﺒﺎس آزاد ﻗﺮار ﻣﻲﮔﻴﺮد )ﺟﻼﻟﻲ‪،1393 ،‬‬ ‫ص ‪ .(38‬اﻗﺘﺒﺎس ﺑﺴﺘﻪ‪ :‬در اﻗﺘﺒﺎس ﺑﺴﺘﻪ ﻧﻮﻳﺴﻨﺪه ﻣﻲﻛﻮﺷﺪ ﺗﺎ ﭘﻴﺶ اﺛﺮ را اﺑﺰار و ﻣﻼك اﺻﻠﻲ ﻛﺎر ﺧﻮﻳﺶ در اراﺋﻪ اﺛﺮ‬ ‫ﺟﺪﻳﺪ ﻗﺮار دﻫﺪ‪ .‬او ﻇﺎﻫﺮا ﻗﺴﻤﺖ ﺑﻴﺸﺘﺮي از ﻋﻨﺎﺻﺮ ﭘﻴﺶ اﺛﺮ را در ﻣﺘﻦ ﺟﺪﻳﺪ ﺣﻔﻆ ﻣﻲﻛﻨﺪ )ﺟﻼﻟﻲ‪ ،1393 ،‬ﺻﺺ ‪-39‬‬ ‫‪(47‬؛ ﺑﺎزﻧﻮﻳﺴﻲ‪،‬ﮔﺰﻳﺪه ﻧﻮﻳﺴﻲ‪ ،‬ﺗﻠﺨﻴﺺ و ﺗﺼﻮﻳﺮﮔﺮي در ﺷﻤﺎر اﻗﺘﺒﺎس ﺑﺴﺘﻪ ﺻﻮرت ﻣﻲﮔﻴﺮد‪.‬‬ ‫اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ در ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ اﻗﺘﺒﺎس آزاد اﺳﺖ و در ﻣﻴﺎن اﻧﻮاع اﻳﻦ اﻗﺘﺒﺎس اﻳﻦ اﺛﺮ ﺑﺎزﻧﮕﺮي اﺳﺖ‪.‬‬ ‫ﺑﺎزﻧﮕﺮي ﺑﻪ ﻧﻮﻋﻲ‪ ،‬ﻧﮕﺮش دوﺑﺎره ﺑﻪ ﭘﻴﺶاﺛﺮ اﺳﺖ در اﻳﻦ ﻧﻮع ﻧﮕﺮش اﻗﺘﺒﺎسﻛﻨﻨﺪه ﻗﺼﺪ دارد ﻗﺴﻤﺖﻫﺎﻳﻲ از ﭘﻴﺶ اﺛﺮ را‬ ‫اﺻﻼح ﻛﻨﺪ‪ .‬آﻧﭽﻪ ﻛﻪ اﻗﺘﺒﺎسﻛﻨﻨﺪه در ﻣﺮاﺣﻞ اﺟﺮاي ﺑﺎزﻧﮕﺮي اﻧﺠﺎم ﻣﻲدﻫﺪ ﺑﺪﻳﻦ ﻗﺮار اﺳﺖ‪» :‬ﮔﺰﻳﻨﺶ ﭘﻴﺶ اﺛﺮ؛‬ ‫ﮔﺰﻳﻨﺶ ﺑﺨﺶﻫﺎي ﻣﻮرد ﺣﺬف و اﺻﻼح؛ اراﺋﻪ ﭘﻴﺸﻨﻬﺎد ﺟﺎﻳﮕﺰﻳﻦ؛ ﺑﺮﺟﺴﺘﻪﺳﺎزي ﺑﺨﺶﻫﺎي ﻣﻮرد ﺣﺬف و اﺻﻼح«‬ ‫)ﺟﻼﻟﻲ‪ ،1393 ،‬ص ‪ .(40‬ﭘﻴﺶاﺛﺮ اﻳﻦ ﺑﺎزﻧﮕﺮي‪ ،‬داﺳﺘﺎن رﺳﺘﻢ و ﺳﻬﺮاب اﺳﺖ‪ .‬ﻛﺮﻳﻢزاده در اﻳﻦ داﺳﺘﺎن ﺑﻪﺟﺎي‬ ‫ﺑﺮﺟﺴﺘﻪﺳﺎزي رزم ﭘﺪر و ﭘﺴﺮ ﺑﻪ ﻋﺸﻖ اﻳﺠﺎد ﺷﺪه در ﺑﻴﻦ ﮔﺮدآﻓﺮﻳﺪ و ﺳﻬﺮاب اﺷﺎره ﻣﻲﻛﻨﺪ‪ .‬ﻣﺎﺟﺮا و دﻳﮕﺮ ﻋﻨﺎﺻﺮ اﺻﻠﻲ‬ ‫داﺳﺘﺎن ﺗﻐﻴﻴﺮ ﻧﻜﺮدهاﺳﺖ و ﺷﻜﻞ اﺻﻠﻲ داﺳﺘﺎن ﺣﻔﻆ ﮔﺮدﻳﺪه اﻣﺎ اﻗﺘﺒﺎسﻛﻨﻨﺪه از ﻣﻨﻈﺮي ﻛﻪ ﺧﻮد اراده ﻛﺮده ﺑﻪ داﺳﺘﺎن‬ ‫ﻧﮕﺮﻳﺴﺘﻪ و آن را ﺑﺮﺟﺴﺘﻪﺳﺎزي ﻛﺮدهاﺳﺖ‪ .‬زاوﻳﻪ دﻳﮕﺮي ﻛﻪ اﻗﺘﺒﺎسﻛﻨﻨﺪه در داﺳﺘﺎن ﺧﻮد آورده اﺳﺖ روﺣﻴﻪ ﻟﻄﻴﻒ و‬ ‫دﺧﺘﺮاﻧﻪي ﮔﺮدآﻓﺮﻳﺪ اﺳﺖ ﻛﻪ در ﻛﻨﺎر روﺣﻴﻪي ﺟﻨﮕﺎوري او ﻟﺤﺎظ ﺷﺪه اﺳﺖ‪ .‬ﺑﺎ ﺗﻮﺟ‪‬ﻪ ﺑﻪ ارﻛﺎن اﺻﻠﻲ اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ‬ ‫ﻛﻪ ﻋﺒﺎرﺗﻨﺪ از ﺟﺎﺑﻪﺟﺎﻳﻲ‪ ،‬اﻓﺰاﻳﺶ‪ ،‬ﻛﺎﻫﺶ‪ ،‬ﺗﺒﺪﻳﻞ و ﺗﺎوﻳﻞ‪ .‬ﻟﺬا در اﻳﻦ اﺛﺮ ﻛﻪ ﻳﻚ ﺑﺎزﻧﮕﺮي اﺳﺖ ﻛﺎﻫﺶ‪ ،‬ﺗﺒﺪﻳﻞ و ﺗﺎوﻳﻞ‬ ‫اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪ .‬اﻣﺎ اﻗﺘﺒﺎس ﻣﺤﺘﻮاﻳﻲ در ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ اﻗﺘﺒﺎس ﺑﺴﺘﻪ اﺳﺖ و در ﻣﻴﺎن اﻧﻮاع اﻳﻦ اﻗﺘﺒﺎس ﻳﻚ اﺛﺮ‬ ‫ﺑﺎزﻧﻮﻳﺴﻲ ﺷﺪه اﺳﺖ‪.‬‬ ‫ﻣﺮاﺣﻞ اﺟﺮاي ﺑﺎزﻧﻮﻳﺴﻲ ﺑﺪﻳﻦ ﻗﺮار اﺳﺖ‪- :‬ﮔﺰﻳﻨﺶ »ﭘﻴﺶاﺛﺮ«؛ ﺣﺬف ﻣﻄﺎﻟﺐ ﻏﻴﺮ ﺿﺮوري؛ اﻓﺰاﻳﺶ و ﭘﺮدازش ﺑﺮاﺑﺮ ﻣﺘﻦ‬ ‫ﺟﺪﻳﺪ ﺑﺮ اﺳﺎس ﭘﻴﺶاﺛﺮ )ﺟﻼﻟﻲ‪ ،1393 ،‬ص ‪ .(49‬ﻣﺘﻦ ﭘﻴﺶ اﺛﺮ اﻳﻦ اﻗﺘﺒﺎس داﺳﺘﺎن رﺳﺘﻢ و ﺳﻬﺮاب در ﺷﺎﻫﻨﺎﻣﻪ اﺳﺖ‬ ‫ﻛﻪ ﻧﻮﻳﺴﻨﺪه ﺑﻪ ﻃﻮر ﻣﺸﺨّﺺ‪ ،‬داﺳﺘﺎن »ﮔﻔﺘﺎر اﻧﺪر آﻣﺪن ﺳﻬﺮاب ﺑﻪ اﻳﺮان و رﺳﻴﺪن ﺑﻪ دژ ﺳﭙﻴﺪ« را از دل داﺳﺘﺎن‬ ‫اﻧﺘﺨﺎب و ﺑﺎزﻧﻮﻳﺴﻲ ﻛﺮدهاﺳﺖ‪ .‬در اﻳﻦ ﻛﺘﺎب‪ ،‬ﺑﻪ ﻃﻮر ﻛﺎﻣﻞ ﺳﺎﺧﺘﺎر ﻣﺘﻦ اﺻﻠﻲ ﺑﻪ ﻟﺤﺎظ ﺗﻢ‪ ،‬ﻣﻮﺿﻮع‪ ،‬و درونﻣﺎﻳﻪ ﺣﻔﻆ‬ ‫ﺷﺪهاﺳﺖ و ﻫﻴﭻ ﺗﻐﻴﻴﺮ و دﺧﻞ و ﺗﺼﺮّﻓﻲ در ﻣﺘﻦ ﺻﻮرت ﻧﮕﺮﻓﺘﻪ اﺳﺖ‪ .‬در اﻳﻦﺑﺎره در ﺑﺨﺶ ﻋﻨﺎﺻﺮ داﺳﺘﺎن ﺑﻴﺸﺘﺮ ﺗﻮﺿﻴﺢ‬ ‫ﺧﻮاﻫﻴﻢ داد‪.‬‬ ‫‪ .5‬اﻗﺘﺒﺎس ﻧﮕﺎرﺷﻲ‪ ،‬ﻓﺮم و ﻧﻴﺎز ﺳﻨﻲ‬ ‫ادﻳﺐ ﺑﺎ ﺑﻬﺮهﮔﻴﺮي از واژﮔﺎن‪ ،‬ﻋﻮاﻃﻒ و ﺗﺨﻴ‪‬ﻼت ﺧﻮد را ﺑﻴﺎن ﻣﻲﻛﻨﺪ و ﻳﻚ اﺛﺮ ﻫﻨﺮي را ﺧﻠﻖ ﻣﻲﻛﻨﺪ‪ .‬ﻫﺮ دو ﻛﺘﺎب ﻣﻮرد‬

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‫ﺑﺮرﺳﻲ در اﻳﻦ ﻣﻘﺎﻟﻪ اﻗﺘﺒﺎس از ﻧﻈﻢ ﺑﻪ ﻧﺜﺮ اﺳﺖ‪ .‬اﻳﻦ اﻗﺘﺒﺎس از راﻳﺞﺗﺮﻳﻦ ﻧﻮع اﻗﺘﺒﺎس ﺑﻪ ﺷﻤﺎر ﻣﻲآﻳﺪ‪ .‬ﻫﺮ دو ﻛﺘﺎب از‬ ‫رﻳﺘﻢ و وزن ﺧﺎرج ﺷﺪهاﻧﺪ و در ﻗﺎﻟﺐ داﺳﺘﺎن اراﺋﻪ ﮔﺮدﻳﺪهاﻧﺪ‪ .‬دﺷﻮاري زﺑﺎن ﺷﻌﺮ از ﻫﺮ دو ﻣﺘﻦ ﮔﺮﻓﺘﻪ ﺷﺪهاﺳﺖ و‬ ‫واژﮔﺎن ﺑﺮاي ﻛﻮدك و ﻧﻮﺟﻮان ﻣﻨﺎﺳﺐﺳﺎزي ﺷﺪهاﻧﺪ ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺨﺎﻃﺐ اﺛﺮ‪ ،‬از ﺿﻌﻒ زﺑﺎﻧﻲ‬ ‫ﺑﺮﺧﻮردار اﺳﺖ‪.‬‬ ‫ﻣﺴﻠّﻢ اﺳﺖ ﻛﻪ ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن در ﻫﺮ ﺳﻨّﻲ ﻧﻴﺎزﻫﺎي وﻳﮋهاي دارﻧﺪ و ﻛﺘﺎب ﺑﻪ ﻋﻨﻮان ﻳﻚ ﻋﺎﻣﻞ ﺑﻴﺮوﻧﻲ ﻣﻲﺗﻮاﻧﺪ ﺑﺮ‬ ‫رﺷﺪ ذﻫﻨﻲ ﻛﻮدﻛﺎن ﺗﺎﺛﻴﺮ ﺑﮕﺬارد )ﭘﻮﻻدي‪ ،1384 ،‬ص ‪ .(165‬ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺑﺮاي ﮔﺮوه ﺳﻨّﻲ »ج« ﺑﺎزﻧﻮﻳﺴﻲ‬ ‫ﺷﺪهاﺳﺖ‪ .‬اﻳﻦ ﮔﺮوه ﺳﺎلﻫﺎي آﺧﺮ دﺑﺴﺘﺎن را در ﺑﺮ ﻣﻲﮔﻴﺮد و ‪1‬ﺗﺎ ‪ 12‬ﺳﺎﻟﮕﻲ را ﺷﺎﻣﻞ ﻣﻲﺷﻮد‪ .‬اﻳﻦ ﮔﺮوه ﺳﻨّﻲ ﻛﻢﻛﻢ ﺑﻪ‬ ‫ﺣﺎدﺛﻪﺟﻮﻳﻲ ﮔﺮاﻳﺶ ﭘﻴﺪا ﻣﻲﻛﻨﻨﺪ‪ ،‬از ﺷﻨﻴﺪن و دﻳﺪن ﻣﺎﺟﺮا ﻟﺬّت ﻣﻲﺑﺮﻧﺪ و ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ ﺑﺮﺧﻼف ﮔﺮوه ﺳﻨّﻲ ﭘﻴﺸﻴﻦ‪،‬‬ ‫ﻛﻢﻛﻢ از داﺳﺘﺎنﻫﺎي ﺣﻤﺎﺳﻲ‪ ،‬ﺗﺎرﻳﺨﻲ و ﻛﺘﺎبﻫﺎﻳﻲ ﻛﻪ درﺑﺎرهي ﻋﺠﺎﻳﺐ ﺳﺮزﻣﻴﻦﻫﺎي دﻳﮕﺮ اﺳﺖ ﻟﺬّت ﻣﻲﺑﺮد‪ .‬اﻳﻦ ﮔﺮوه‬ ‫ﺑﻪ ﻣﻄﺎﻟﻌﻪي زﻧﺪﮔﻲﻧﺎﻣﻪﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﭼﻬﺮهﻫﺎي ﺑﺮﺟﺴﺘﻪ و ﻗﻬﺮﻣﺎﻧﺎن ﻟﺬّت ﻣﻲﺑﺮﻧﺪ‪ .‬از داﻧﺴﺘﻨﻲﻫﺎي ﻋﻠﻤﻲ و اﻃﻼﻋﺎت‬ ‫ﻣﺮﺑﻮط ﺑﻪ ﻛﺸﻮر ﺧﻮد و ﻛﺸﻮرﻫﺎي ﺟﻬﺎن اﺳﺘﻘﺒﺎل ﻣﻲﻛﻨﺪ‪ .‬ﻧﻮﻳﺴﻨﺪه ﻛﺘﺎب اﺷﺮاف ﺑﻪ ﺗﻮاﻧﺎﻳﻲ ذﻫﻨﻲ ﻛﻮدﻛﺎن داﺷﺘﻪ اﺳﺖ‬ ‫و اﻳﻦ اﺛﺮ را ﻣﺸﺨﺼ‪‬ﺎ ﺑﺮاي اﻳﻦ ﮔﺮوه ﺳﻨّﻲ ﺑﺎزﻧﻮﻳﺴﻲ ﻛﺮده اﺳﺖ؛ ﻣﺨﺎﻃﺐ ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﮔﺮوه ﺳﻨّﻲ »د« اﺳﺖ‪.‬‬ ‫ﮔﺮوه ﺳﻨّﻲ ﻧﻮﺟﻮان ﻛﻪ ‪ 12‬ﺗﺎ ‪ 16‬ﺳﺎﻟﮕﻲ را در ﺑﺮ ﻣﻲﮔﻴﺮد‪ .‬در ﺳﻨﻴﻦ ﺑﻠﻮغ‪ ،‬اﻟﮕﻮﻫﺎي ﺟﻨﺴﻴ‪‬ﺘﻲ ﻣﻬﻢ ﻣﻲﺷﻮد و‬ ‫ﻗﻬﺮﻣﺎنﭘﺮﺳﺘﻲ از وﺟﻮه ﺑﺎرز ﺳﻦّ ﻧﻮﺟﻮاﻧﻲ اﺳﺖ‪.‬‬ ‫ﺑﺎ ﺗﻮﺟ‪‬ﻪ ﺑﻪ اﻃﻼﻋﺎت داده ﺷﺪه از ﻧﻴﺎزﻫﺎي ﻣﻄﺎﻟﻌﺎﺗﻲ ﻧﻮﺟﻮاﻧﺎن ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ از اﻳﻦ ﻣﻨﻈﺮ ﺑﺴﻴﺎر ﻗﻮي ﻛﺎر‬ ‫ﻛﺮدهاﺳﺖ و ﻛﺮﻳﻢزاده در ﺑﺎزﻧﮕﺮي ﺧﻮد ﺗﻤﺎم ﻣﻮارد را ﻣﻄﻤﺢ ﻧﻈﺮ ﻗﺮار داده و اﻧﺘﺨﺎب او ﺑﺮاي ﺑﺎزﻧﻮﺷﺖ اﺛﺮ ﺑﻪ ﺷﻴﻮهي‬ ‫»ﺑﺎزﻧﮕﺮي« ﺑﺴﻴﺎر دﻗﻴﻖ ﺑﻮده اﺳﺖ و ﺑﺎ اﻳﻦ روش‪ ،‬او ﺿﻤﻦ ﻳﻚ ﻧﮕﺎه ﺟﺪﻳﺪ ﺑﻪ اﺛﺮ‪ ،‬وارد اﻟﮕﻮي ﺟﻨﺴﻴ‪‬ﺘﻲ ﺷﺪه و ﻋﻼﻗﻪي‬ ‫ﻫﺮ دو ﻣﺨﺎﻃﺐ ﻧﻮﺟﻮان )دﺧﺘﺮ و ﭘﺴﺮ( را ﻣﻮرد ﺗﻮﺟ‪‬ﻪ ﻗﺮار داده اﺳﺖ‪ .‬در اﻳﻦ ﻛﺘﺎب ﺳﻴﺮ داﺳﺘﺎن ﺑﻪ دو اﭘﻴﺰود ﺗﻘﺴﻴﻢ‬ ‫ﻣﻲﺷﻮد و ﻳﻚﺑﺎر داﺳﺘﺎن از ﻧﮕﺎه و ﻣﻨﻈﺮ ﮔﺮدآﻓﺮﻳﺪ ﺷﺨﺼﻴ‪‬ﺖ زن داﺳﺘﺎن و ﻳﻚ ﺑﺎر از ﻧﮕﺎه ﺳﻬﺮاب‪ ،‬ﺷﺨﺼﻴ‪‬ﺖ ﻣﺮد داﺳﺘﺎن‬ ‫ﺑﺎزﮔﻮ ﻣﻲﺷﻮد‪ .‬ﻧﻮﻳﺴﻨﺪه ﺑﺎ اﻳﻦ ﻛﺎر ﻫﺮ دو ﻣﺨﺎﻃﺐ ﻧﻮﺟﻮان را ﻛﻪ ﻳﻜﻲ ﻋﻼﻗﻪﻣﻨﺪ ﺑﻪ داﺳﺘﺎنﻫﺎي ﻣﺎﺟﺮاﻳﻲ و ﻳﻜﻲ ﻋﻼﻗﻪﻣﻨﺪ‬ ‫ﺑﻪ داﺳﺘﺎنﻫﺎي اﺣﺴﺎﺳﻲ اﺳﺖ را ﻣﻮرد ﺗﻮﺟ‪‬ﻪ ﻗﺮار ﻣﻲدﻫﺪ ‪ .‬از اﻳﻦ ﻣﻨﻈﺮ ﻛﻪ اﻳﻦ ﻛﺘﺎب ﺑﺎزﻧﮕﺮي از ﻳﻚ ﻣﺘﻦ ﺣﻤﺎﺳﻲ اﺳﺖ‬ ‫و رﺧﺪادﻫﺎي داﺳﺘﺎن ﺑﺮ ﻋﻤﻠﻜﺮد ﻗﻬﺮﻣﺎﻧﺎن داﺳﺘﺎن اﺳﺖ ﻟﺬا ﺧﻮاﻧﺪن اﻳﻦ داﺳﺘﺎن ﻓﻲ ﻧﻔﺴﻪ ﻧﻴﺎز ﻗﻬﺮﻣﺎنﭘﺮﺳﺘﻲ را در‬ ‫ﻧﻮﺟﻮان ﺑﺮآورده ﻣﻲﻛﻨﺪ‪ .‬‬ ‫‪ .6‬اﻗﺘﺒﺎس ﻧﮕﺎرﺷﻲ و زﺑﺎن‬ ‫ﺑﻲ ﺗﺮدﻳﺪ ﻛﻮدﻛﺎن ﻧﺴﺒﺖ ﺑﻪ ﺑﺰرﮔﺴﺎﻻن ﺑﺎ ﺗﻮﺟ‪‬ﻪ ﺑﻪ ﺗﻮاﻧﺶ ذﻫﻨﻲ‪ ،‬داﻳﺮهي واژﮔﺎﻧﻲ ﻣﺤﺪودﺗﺮي دارﻧﺪ‪ .‬از آﻧﺠﺎ ﻛﻪ زﺑﺎن‪،‬‬

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‫ﻛﻠﻴﺪ اﻧﺘﻘﺎل و درﻳﺎﻓﺖ ﻣﻌﺎﻧﻲ اﺳﺖ‪ ،‬آﮔﺎﻫﻲ ﻧﺴﺒﺖ ﺑﻪ داﻳﺮهي واژﮔﺎﻧﻲ آﻧﺎن ﻛﻤﻚ ﻣﻲﻛﻨﺪ ﺗﺎ ﻧﻮﻳﺴﻨﺪﮔﺎن در اﻳﺠﺎد ارﺗﺒﺎط‬ ‫ﺑﺎ اﻳﻦ ﮔﺮوه ﻫﺪﻓﻤﻨﺪﺗﺮ ﻋﻤﻞ ﻛﻨﻨﺪ )ﺟﻼﻟﻲ‪ ،1393 ،‬ص ‪ .(87‬آﺷﻨﺎﻳﻲ ﺑﺎ ﮔﺴﺘﺮهي واژﮔﺎﻧﻲ زﺑﺎن ﻛﻮدﻛﺎن‪ ،‬ﺟﺰو ﻣﻬﻢﺗﺮﻳﻦ‬ ‫داﻧﺶﻫﺎﺳﺖ و ﺑﺎﻳﺴﺘﻪ اﺳﺖ ﻛﻪ ﻧﻮﻳﺴﻨﺪﮔﺎن و ﻣﺤﻘّﻘﺎن ﻛﻮدك ﺑﺎ اﻳﻦ داﻧﺶ آﺷﻨﺎ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﻧﺎدر اﺑﺮاﻫﻴﻤﻲ در ﻛﺘﺎب ﻓﺎرﺳﻲ ﻧﻮﻳﺴﻲ ﺑﺮاي ﻛﻮدﻛﺎن ﻣﻲﮔﻮﻳﺪ‪» :‬ﻳﻜﻲ از ﻋﻮاﻣﻠﻲ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ ﻛﻮدﻛﺎن را ﺑﻪ ﺧﻮاﻧﺪن و‬ ‫ﺑﻴﺸﺘﺮ ﺧﻮاﻧﺪن ﺗﺸﻮﻳﻖ ﻛﻨﺪ‪ ،‬ﻓﺮاﻫﻢ آوردن ﻛﺘﺎبﻫﺎﻳﻲﺳﺖ ﻛﻪ در ﺳﻄﺢ درك آنﻫﺎ ﺑﺎﺷﺪ و اﻟﺒﺘﻪ ﺗﻌﺪاد واژهﻫﺎ و ﻧﻮع‬ ‫ﻛﺎرﺑﺮد آنﻫﺎ در اﻳﻦ اﻣﺮ ﻧﻘﺶ اﺳﺎﺳﻲ دارد« )اﺑﺮاﻫﻴﻤﻲ‪ ،1379 ،‬ص ‪ .(15‬در ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺑﻪ ﻧﻈﺮ ﻣﻲآﻳﺪ ﻧﻮﻳﺴﻨﺪه‬ ‫ﺗﻨﻬﺎ ﺑﻪ ﺻﻮرت ﺧﻄّﻲ از ﻣﺘﻦ ﭘﻴﺶاﺛﺮ‪ ،‬داﺳﺘﺎن را ﺻﺮﻓﺎ از ﻧﻈﻢ ﺑﻪ ﻧﺜﺮ درآورده اﺳﺖ و ﺗﻮاﻧﺎﻳﻲ و درك زﺑﺎﻧﻲ ﻛﻮدﻛﺎن را‬ ‫ﻟﺤﺎظ ﻧﻜﺮده اﺳﺖ و اﻛﺜﺮ واژﮔﺎن دﺷﻮار در ﻣﺘﻦ اﺻﻠﻲ را وارد ﻣﺘﻦ ﺑﺎزﻧﻮﻳﺴﻲ ﻛﺮدهاﺳﺖ و ﻫﻤﻴﻦ اﻣﺮ از ﻣﻴﺰان ﺳﺎدﮔﻲ اﺛﺮ‬ ‫ﺑﺮاي ﻛﻮدك ﮔﺮوه ﺳﻨّﻲ »ج« ﻛﺎﺳﺘﻪ اﺳﺖ و درك ﻛﻮدك از ﻣﺘﻦ ﻛﻢ ﻣﻲﺷﻮد و ﭼﻪ ﺑﺴﺎ ﻛﻮدك اﺷﺘﻴﺎق ﻻزم را در‬ ‫ﭘﻴﮕﻴﺮي داﺳﺘﺎن ﻧﺨﻮاﻫﺪداﺷﺖ‪ .‬دﺳﺘﮕﺎه ﻣﻐﺰ ﻛﻮدﻛﺎن ﺧﻴﻠﻲ زود ﺧﺴﺘﻪ ﻣﻲﺷﻮد و ﻗﺎدر ﺑﻪ اداﻣﻪ ﺧﻮاﻧﺪن ﻧﺨﻮاﻫﺪ ﺷﺪ‪ .‬از‬ ‫ﻧﻤﻮﻧﻪ واژﮔﺎن دﺷﻮار اﻳﻦ اﺛﺮ ﻣﻲﺗﻮان ﺑﻪ ﻣﻮارد ﻣﺬﻛﻮر اﺷﺎره ﻛﺮد‪ :‬روانﻛﺮد‪ ،‬زره‪ ،‬ﻣﻬﻤﻴﺰ‪ ،‬ﻛﻼهﺧﻮد‪ ،‬ﮔُﺮد‪ ،‬ﻟﮕﺎم‪ ،‬ﺑﻴﮕﺎه‪،‬‬ ‫ﺷﺒﮕﻴﺮ‪ ،‬ﺳﺘﺮگ‪.‬‬ ‫ﻫﻢﭼﻨﻴﻦ ﻻزم ﺑﻪ ذﻛﺮ اﺳﺖ ﻛﻪ در اﻳﻦ ﻣﺘﻦ ﺑﺴﻴﺎر از ﻛﻨﺎﻳﻪ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ و ﻫﻤﻴﻦ اﻣﺮ ﺳﺒﺐ دﻳﺮ ﻓﻬﻤﻲ ﻣﺘﻦ‬ ‫ﻣﻲﺷﻮد‪ .‬ﺑﺎﻳﺪ در ﻛﺘﺎب ﺑﻪ ﺗﻮﺿﻴﺢ واژﮔﺎن و اﺻﻄﻼﺣﺎت ﭘﺮداﺧﺘﻪ ﻣﻲﺷﺪ ﺗﺎ ﻛﻮدﻛﺎن راﺣﺖﺗﺮ ﺑﺎ ﻣﺘﻦ ارﺗﺒﺎط ﺑﺮﻗﺮار ﻛﻨﻨﺪ‪ .‬ﺑﺎ‬ ‫اﻳﻦ وﺟﻮد ﻧﻜﺘﻪاي ﻛﻪ در ﻛﺘﺎب در ﺧﻮر ﺗﻮﺟ‪‬ﻪ اﺳﺖ ﻳﻚدﺳﺖ ﻧﮕﻪ داﺷﺘﻦ ﺳﻄﺢ زﺑﺎن اﺳﺖ‪ .‬ﻫﻢﭼﻨﻴﻦ ﻻزم ﺑﻪ ذﻛﺮ اﺳﺖ‬ ‫ﻛﻪ ﺗﻤﺎم اﺳﺎﻣﻲ دﺷﻮار در اﻳﻦ ﻛﺘﺎب ﺣﺮﻛﺖﮔﺰاري ﺷﺪه اﺳﺖ ﻛﻪ ﺑﻪ ﺧﻮاﻧﺪن راﺣﺖﺗﺮ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﻋﺒﺎرات ﻛﻨﺎﻳﻪ ﻋﺒﺎرﺗﻨﺪ از‪ :‬از ﭘﺎي درآﻳﺪ‪ ،‬رﺳﺘﻢ دﻳﮕﺮ ﺑﻪ ﻛﺎر ﻧﻤﻲآﻳﺪ‪ ،‬از ﺟﺎ روان ﻛﺮد‪ ،‬ﻟﺐ را ﺑﻪ دﻧﺪان ﮔﺰﻳﺪ‪.‬‬ ‫ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺑﻨﺎ ﺑﻪ دﻻﻳﻠﻲ از زﺑﺎن ﺳﺎده ﺑﺮﺧﻮردار اﺳﺖ‪ .‬او‪‬ل ﺑﻪ دﻟﻴﻞ آنﻛﻪ اﻳﻦ‬ ‫ﻛﺘﺎب ﺑﺮاي ﮔﺮوه ﺳﻨّﻲ ﻧﻮﺟﻮان ﻧﮕﺎﺷﺘﻪ ﺷﺪهاﺳﺖ و از ﻟﺤﺎظ داﻳﺮه واژﮔﺎﻧﻲ‪ ،‬ﻧﻮﺟﻮاﻧﺎن داﻣﻨﻪي وﺳﻴﻌﻲ را در ذﻫﻦ دارﻧﺪ‪.‬‬ ‫دو‪‬م اﻳﻦﻛﻪ ﻛﺘﺎب ﺑﻨﺎ ﺑﻪ اﻳﻦ ﻛﻪ اﻗﺘﺒﺎس از ﻧﻮع ﺑﺎزﻧﮕﺮي اﺳﺖ‪ ،‬ﻧﻮﻳﺴﻨﺪه آزاداﻧﻪ اﺛﺮ را ﺧﻠﻖ ﻣﻲﻛﻨﺪ‪ .‬ﺑﺎ ﺗﻤﺎم اﻳﻦ ﻣﻮارد در‬ ‫ﻛﺘﺎب ﻧﻤﻮﻧﻪاي واژه ﺳﺨﺖ و دﺷﻮار ﻧﻴﺴﺖ؛ ﺣﺘّﻲ از ﻧﻮع واژﮔﺎﻧﻲ ﻛﻪ در ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ اﺳﺖ‪ ،‬در اﻳﻦ ﻛﺘﺎب ﺑﻪ‬ ‫ﭼﺸﻢ ﻧﻤﻲﺧﻮرد‪ .‬ادﺑﻴ‪‬ﺖ در ﺳﻄﺢ واژﮔﺎن‪ ،‬ﻋﺒﺎرات و ﺟﻤﻼت ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﺳﻦّ ﻧﻮﺟﻮان رﻋﺎﻳﺖ ﺷﺪه اﺳﺖ‪ .‬ﻣﺘﻦ از‬ ‫ﻟﺤﺎظ ﺳﻄﺢ زﺑﺎن ﻛﺎﻣﻼ ﻳﻚدﺳﺖ اﺳﺖ و ﺗﻤﺎم ﻛﻠﻤﺎت زﺑﺎن ﻧﻮﺷﺘﺎري ﻫﺴﺘﻨﺪ و از زﺑﺎن ﮔﻔﺘﺎري ﻳﺎ ﻣﺤﺎوره اﺳﺘﻔﺎده ﻧﺸﺪه‬ ‫اﺳﺖ‪.‬‬

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‫‪ .7‬ارزﻳﺎﺑﻲ ﻋﻨﺎﺻﺮ داﺳﺘﺎن‬ ‫داﺳﺘﺎن از ﺗﻜﻨﻴﻜﻲﺗﺮﻳﻦ و روﺷﻤﻨﺪﺗﺮﻳﻦ اﻧﻮاع ﻧﻮﺷﺘﻪﻫﺎﺳﺖ‪ ،‬ﺗﺴﻠﺴﻠﻲ اﺳﺖ ﻛﻪ روﻳﺪادﻫﺎ ﻋﻤﻼ در آن اﺗّﻔﺎق ﻣﻲاﻓﺘﺪ و‬ ‫ﻣﻲﺗﻮان وﻗﺎﻳﻊ را از ﻣﺘﻦ اﺳﺘﻨﺒﺎط ﻛﺮد؛ رواﻳﺖ ﺑﺎ ﻋﻤﻞ رواﻳﺖ ﻛﺮدن اﺟﺮا ﻣﻲﺷﻮد‪ .‬ﻣﻨﻄﻖ رواﻳﺖ ﻣﺒﻨﻲ ﺑﺮ ﺷﻴﻮهي ﮔﺰﻳﻨﺶ‬ ‫و اراﺋﻪي ﻋﻨﺎﺻﺮ داﺳﺘﺎﻧﻲ اﺳﺖ‪ ،‬ﺷﻨﺎﺧﺖ ﻋﻨﺎﺻﺮ در ﺑﻪ ﻛﺎرﮔﻴﺮي و ﺑﺮّرﺳﻲ اﺛﺮ داﺳﺘﺎﻧﻲ اﻗﺘﺒﺎسﺷﺪه ﺿﺮوري اﺳﺖ‪) ‬ﺟﻼﻟﻲ‪،‬‬ ‫‪ ،1393‬ص ‪ .(143‬ﻧﻈﺎم ﻋﻨﺎﺻﺮ داﺳﺘﺎﻧﻲ در داﺳﺘﺎنﻫﺎي اﻗﺘﺒﺎس ﺷﺪه در ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان ﺑﻪ دو ﺑﺨﺶ ﺗﻘﺴﻴﻢ‬ ‫ﻣﻲﺷﻮد‪ :‬درونﺳﺎﺧﺖ و ﺑﺮونﺳﺎﺧﺖ‪.‬‬ ‫‪ 1 .7‬ﻋﻨﺎﺻﺮ درونﺳﺎﺧﺖ‬ ‫درونﺳﺎﺧﺖ ﺑﻪ درونﻣﺎﻳﻪ و ﻣﻮﺿﻮع اﺛﺮ ﻣﻲﮔﻮﻳﻨﺪ و ﻣﻮﺿﻮع و درونﻣﺎﻳﻪي دو ﻋﻨﺼﺮ داﺳﺘﺎﻧﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﻳﻜﺪﻳﮕﺮﻧﺪ‪.‬‬ ‫ﻧﻮﻳﺴﻨﺪه ﺑﺎ ﻛﻤﻚ ﺑﻪ اﻳﻦ دو ﻣﻔﺎﻫﻴﻢ ﻣﻮﺟﻮد در داﺳﺘﺎن را ﺳﺎزﻣﺎندﻫﻲ ﻣﻲﻛﻨﺪ )ﺟﻼﻟﻲ‪ ،1393 ،‬ص ‪.(145‬‬ ‫‪ 1 .1 .7‬درونﻣﺎﻳﻪ‬

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‫»درونﻣﺎﻳﻪ ﻓﻜﺮ اﺻﻠﻲ و ﻣﺴﻠّﻂ در ﻫﺮ اﺛﺮي اﺳﺖ‪ ،‬ﺧﻂ ﻳﺎ رﺷﺘﻪاي ﻛﻪ در ﺧﻼل اﺛﺮ ﻛﺸﻴﺪه ﻣﻲﺷﻮد و وﺿﻌﻴﺖ و‬ ‫ﻣﻮﻗﻌﻴﺖﻫﺎي داﺳﺘﺎن را ﺑﻪ ﻫﻢ ﭘﻴﻮﻧﺪ ﻣﻲدﻫﺪ« )ﻣﻴﺮﺻﺎدﻗﻲ‪ ،1385 ،‬ص ‪ .(174‬ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ داراي درونﻣﺎﻳﻪ‬ ‫ﭘﻬﻠﻮاﻧﻲ و ﻗﻬﺮﻣﺎﻧﻲ و اﺟﺘﻤﺎﻋﻲ اﺳﺖ‪ .‬ﺑﻪ دﻟﻴﻞ آنﻛﻪ ﻛﺘﺎب اﻗﺘﺒﺎس از ﻳﻚ ﻣﺘﻦ ﺣﻤﺎﺳﻲ اﺳﺖ ﻟﺬا درونﻣﺎﻳﻪي ﻗﻬﺮﻣﺎﻧﻲ و‬ ‫ﭘﻬﻠﻮاﻧﻲ را از ﻣﺘﻦ ﭘﻴﺶاﺛﺮ ﺑﻪ ﻣﺘﻦ اﻗﺘﺒﺎس ﻣﻨﺘﻘﻞ ﻣﻲﻛﻨﺪ و اﻳﻦ ﻛﺘﺎب داراي درونﻣﺎﻳﻪي اﺟﺘﻤﺎﻋﻲ اﺳﺖ؛ زﻳﺮا اﻧﺘﺨﺎب‬ ‫داﺳﺘﺎن ﮔﺮدآﻓﺮﻳﺪ و ﺳﻬﺮاب ﻧﻮﻳﺴﻨﺪه را ﺑﺮ اﻳﻦ داﺷﺘﻪ اﺳﺖ ﻛﻪ ﺑﻪ ﻣﺴﺎﻟﻪ ﻋﺸﻖ ﻫﻢ ﺑﭙﺮدازد و ﭼﻮن اﻗﺘﺒﺎس از ﻧﻮع اﻗﺘﺒﺎس‬ ‫آزاد اﺳﺖ و ﺑﺎزﻧﮕﺮي ﺻﻮرت ﮔﺮﻓﺘﻪ ﻟﺬا ﻧﻮﻳﺴﻨﺪه در ﭘﺮداﺧﺘﻦ ﺑﻪ اﻳﻦ ﻣﻮﺿﻮع آزاد ﺑﻮده اﺳﺖ‪ .‬ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ داراي‬ ‫درونﻣﺎﻳﻪي ﭘﻬﻠﻮاﻧﻲ و ﻗﻬﺮﻣﺎﻧﻲ اﺳﺖ و ﺑﻪ دﻟﻴﻞ آنﻛﻪ ﻳﻚ ﻣﺘﻦ ﺑﺎزﻧﻮﻳﺴﻲ ﺷﺪه اﺳﺖ‪ ،‬درونﻣﺎﻳﻪ در ﻣﺘﻦ اﺻﻠﻲ و ﻣﺘﻦ‬ ‫ﺑﺎزﻧﻮﻳﺴﻲﺷﺪه ﻳﻜﺴﺎن اﺳﺖ؛ ﭼﻮن در ﺑﺎزﻧﻮﻳﺴﻲ ﻣﺤﺘﻮا دﺳﺖﺧﻮش ﺗﻐﻴﻴﺮ و ﺗﺤﻮ‪‬ل ﻧﻤﻲﺷﻮد و در واﻗﻊ ﺗﺤﺮﻳﻒ ﻳﺎ‬ ‫دﮔﺮﮔﻮﻧﻲ در ﻣﺤﺘﻮا دﻳﺪه ﻧﻤﻲﺷﻮد‪ .‬در ﻫﺮ دو ﻛﺘﺎب ﻧﻮﻳﺴﻨﺪﮔﺎن درونﻣﺎﻳﻪﻫﺎي آﺛﺎر ﺧﻮﻳﺶ را ﺑﻪ ﺷﻴﻮه ﻏﻴﺮﻣﺴﺘﻘﻴﻢ‬ ‫ﻧﻮﺷﺘﻪاﻧﺪ و ﻧﻮﻳﺴﻨﺪه درونﻣﺎﻳﻪ را در اﻓﻜﺎر و ﻋﻮاﻃﻒ و ﺷﺨﺼﻴ‪‬ﺖﻫﺎي داﺳﺘﺎن ﻣﻲﮔﻨﺠﺎﻧﺪ‪ .‬اﻫﻤﻴ‪‬ﺖ اﻳﻦ ﺷﻴﻮه ﺑﻴﺎن ﻇﺮﻳﻒ و‬ ‫ﻏﻴﺮﺻﺮﻳﺢ درونﻣﺎﻳﻪ ﺑﺮ ﻣﻴﺰان ﺗﺎﺛﻴﺮﭘﺬﻳﺮي ﺧﻮاﻧﻨﺪه از داﺳﺘﺎن و ﺗﺨﻴ‪‬ﻞ ﺑﺮاﻧﮕﻴﺰي و ﺣﺲ ﻛﻨﺠﻜﺎوي در ﻧﻮﺟﻮاﻧﺎن و ﻓﻌ‪‬ﺎﻟﻴ‪‬ﺖ‬ ‫ذﻫﻨﻲ ﺑﻴﺸﺘﺮ آنﻫﺎ ﻣﻲﺷﻮد‪ .‬ﻻزم ﺑﻪ ذﻛﺮ اﺳﺖ ﻛﻪ اﻳﻦ اﻣﺮ در ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﺑﻴﺸﺘﺮ ﻣﺸﻬﻮد اﺳﺖ زﻳﺮا اﻗﺘﺒﺎس‬ ‫آزاد اﺳﺖ‪.‬‬

‫‪ ‬‬ ‫‪1. Theme‬‬

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‫‪ 2 .7‬ﻋﻨﺎﺻﺮ ﺑﺮونﺳﺎﺧﺖ‬ ‫‪ 1 .2 .7‬زاوﻳﻪ دﻳﺪ‬

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‫درﻳﭽﻪ و زاوﻳﻪي ﻧﮕﺮش ﻧﻮﻳﺴﻨﺪه ﺑﻪ داﺳﺘﺎن و ﺣﻮادث آن را زاوﻳﻪي دﻳﺪ ﻣﻲﻧﺎﻣﻨﺪ‪ .‬ﺷﻴﻮهاي ﻛﻪ ﻧﻮﻳﺴﻨﺪه داﺳﺘﺎن ﺧﻮﻳﺶ‬ ‫را در ﻗﺎﻟﺐ آن اراﺋﻪ ﻣﻲدﻫﺪ؛ زاوﻳﻪ دﻳﺪ »ﻧﻤﺎﻳﺶدﻫﻨﺪهي ﺷﻴﻮهاي اﺳﺖ ﻛﻪ ﻧﻮﻳﺴﻨﺪه ﺑﺎ آن ﻣﺼﺎﻟﺢ و ﻣﻮاد داﺳﺘﺎن را ﻧﺸﺎن‬ ‫ﻣﻲدﻫﺪ« )ﻣﻴﺮﺻﺎدﻗﻲ‪ ،1385 ،‬ص ‪ .(385‬ﻧﻮﻳﺴﻨﺪه‪ ،‬داﺳﺘﺎن را ﺑﺎ ﭼﻨﺪﻳﻦ زاوﻳﻪ و ﻛﺎﻧﻮن رواﻳﺖ ﻣﻲﻛﻨﺪ‪ :‬او‪‬لﺷﺨﺺ‪،‬‬ ‫دو‪‬مﺷﺨﺺ‪ ،‬ﺳﻮ‪‬مﺷﺨﺺ ﻳﺎ داﻧﺎي ﻛﻞ‪ .‬ﻣﺘﻦ ﭘﻴﺶ اﺛﺮ ﻫﺮ دو داﺳﺘﺎن زاوﻳﻪ دﻳﺪ ﺳﻮ‪‬م ﺷﺨﺺ اﺳﺖ و ﮔﺎﻫﻲ در ﻣﻴﺎن ﮔﻔﺘﮕﻮ‬ ‫از زاوﻳﻪ دﻳﺪ او‪‬ل ﺷﺨﺺ ﻧﻴﺰ اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ‪ .‬در دو ﻛﺘﺎب اﻗﺘﺒﺎس ﺷﺪه ﻫﻢ زاوﻳﻪ دﻳﺪ ﺑﻪ ﻫﻤﻴﻦﮔﻮﻧﻪ اﺳﺖ؛ زاوﻳﻪ دﻳﺪ‬ ‫ﺳﻮ‪‬مﺷﺨﺺ و در ﮔﻔﺘﮕﻮي ﻣﻴﺎن ﺷﺨﺼﻴ‪‬ﺖﻫﺎ‪ ،‬ﻛﺎﻧﻮن رواﻳﺖ ﺗﻐﻴﻴﺮ ﻣﻲﻛﻨﺪ و ﺗﺒﺪﻳﻞ ﺑﻪ او‪‬لﺷﺨﺺ ﻣﻲﺷﻮد‪» :‬ﮔﺮدآﻓﺮﻳﺪ ﺳﺮ‬ ‫از ﺳﺒﺰهزاري ﻛﻪ روي آن آرﻣﻴﺪه ﺑﻮد‪ ،‬ﺑﺮداﺷﺖ و ﺑﻪ ﺗﻨﻪي درﺧﺘﻲ ﻛﻪ در ﺳﺎﻳﻪﮔﺎﻫﺶ ﺧﻔﺘﻪ ﺑﻮد‪ ،‬ﺗﻜﻴﻪ داد‪ :‬اﻳﻦ ﺑﺎر در‬ ‫آﺳﻤﺎن ﺑﻮدم؛ ﻫﻤﺮاه ﻫﺰار ﻫﺰار ﻣﺮغ ﺳﭙﻴﺪ« )ﻛﺮﻳﻢزاده‪ ،1392 ،‬ص ‪» .(8‬دﻳﺮ زﻣﺎﻧﻲ در اﻧﺪﻳﺸﻪ ﺑﻮد و آنﮔﺎه ﺑﺎ ﺻﺪاﻳﻲ‬ ‫ﻟﺮزان از ﺧﺸﻢ ﮔﻔﺖ‪ :‬ﺑﻴﮕﺎه اﺳﺖ‪ .‬ﺷﺒﮕﻴﺮ اﻳﻦ دژ را ﺑﺮ ﺳﺮ ﻣﺮدﻣﺎﻧﺶ ﻓﺮو ﻣﻲرﻳﺰم« ) ﺻﺎدﻗﻲ‪ ،1388 ،‬ص ‪ .(26‬اﺳﺘﻔﺎده از‬ ‫ﭼﻨﺪﻳﻦ زاوﻳﺔ دﻳﺪ در اﻗﺘﺒﺎس‪ ،‬در ﺻﻤﻴﻤﻴ‪‬ﺖ و ﺟﺬاﺑﻴ‪‬ﺖ داﺳﺘﺎن ﺗﺎﺛﻴﺮﮔﺬار اﺳﺖ‪» .‬ﻗﺮار ﮔﺮﻓﺘﻦ ﭼﻨﺪ رواﻳﺖ در دل رواﻳﺖ‬ ‫اﺻﻠﻲ و ﻓﺮاﻫﻢ آوردن ﻧﺸﺎﻧﻪﻫﺎي ﻻزم ﺑﺮاي ﺑﺎز ﺑﻮدن رواﻳﺖ‪ ،‬ﺑﻪ ﻣﺸﺎرﻛﺖ ﻫﺮﭼﻪ ﺑﻴﺸﺘﺮ ﻣﺨﺎﻃﺐ‪ ‬در ﺳﺎﺧﺘﻦ داﺳﺘﺎن ﻛﻤﻚ‬ ‫ﻣﻲﻛﻨﺪ« )ﺣﺴﺎمﭘﻮر‪ ،1389 ،‬ص ‪ .(113‬در ﻣﺘﻦ ﻛﻬﻦ ﺑﻴﺸﺘﺮ از زاوﻳﻪ دﻳﺪ ﺳﻮ‪‬م ﺷﺨﺺ و در ﻣﺘﻦ ﺑﺎزﻧﻮﻳﺴﻲ ﺷﺪه ﺗﺮﻛﻴﺒﻲ‬ ‫از رواﻳﺖ او‪‬لﺷﺨﺺ و ﺳﻮمﺷﺨﺺ دﻳﺪه ﻣﻲﺷﻮد ﻛﻪ اﻳﻦ اﻣﺮ در ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﺑﻴﺸﺘﺮ اﺳﺖ و دﻟﻴﻞ اﻳﻦ ﻣﻮﺿﻮع‬ ‫ﮔﻔﺘﮕﻮي ﺷﺨﺼﻴ‪‬ﺖﻫﺎ در داﺳﺘﺎن اﺳﺖ‪ .‬ﻛﺮﻳﻢزاده در ﻛﺘﺎب ﺧﻮد ﺑﻴﺸﺘﺮ از ﻋﻨﺼﺮ ﮔﻔﺘﮕﻮ اﺳﺘﻔﺎده ﻛﺮده و ﺟﻨﺒﻪي ﻧﻤﺎﻳﺸﻲ‬ ‫داﺳﺘﺎن و در ﻧﺘﻴﺠﻪ ﻛﺸﺶ و ﺟﺬاﺑﻴ‪‬ﺖ داﺳﺘﺎن ﻧﻴﺰ ﺑﻴﺶﺗﺮ ﻣﻲﺷﻮد ﻛﻪ رواﻳﺖ او‪‬لﺷﺨﺺ ﺑﻪ اﻳﻦ اﻣﺮ ﻛﻤﻚ زﻳﺎدي ﻣﻲﻛﻨﺪ‬ ‫و اﺳﺘﻔﺎده از زاوﻳﻪ ﺳﻮ‪‬مﺷﺨﺺ ﺑﺎﻋﺚ اﺣﺎﻃﻪي ﻛﺎﻣﻞ ﺧﻮاﻧﻨﺪه ﻧﺴﺒﺖ ﺑﻪ ﺣﻮادث و ﺷﺨﺼﻴ‪‬ﺖﻫﺎي داﺳﺘﺎن ﻣﻲﺷﻮد؛ ﭼﻮن‬ ‫ﻧﻮﻳﺴﻨﺪه در درون ﺷﺨﺼﻴ‪‬ﺖﻫﺎ ﻧﻔﻮذ ﻣﻲﻛﻨﺪ و اﻧﺪﻳﺸﻪ و ﺣﺎﻻت دروﻧﻲ آنﻫﺎ را آﺷﻜﺎر ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ 2 .2 .7‬ﺻﺤﻨﻪ و ﺻﺤﻨﻪ ﭘﺮدازي‬

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‫ﺑﻪ ﺣﺎل و ﻫﻮا و ﻓﻀﺎي ﺣﺎﻛﻢ در داﺳﺘﺎن و ﻓﻀﺎﻳﻲ ﻛﻪ ﻧﻮﻳﺴﻨﺪه ﻣﻨﻄﺒﻖ ﺑﺎ درونﻣﺎﻳﻪ و ﺳﺎﻳﺮ ﻋﻨﺎﺻﺮ داﺳﺘﺎن اﺳﺖ‬ ‫ﻓﻀﺎﺳﺎزي ﻣﻲﮔﻮﻳﻨﺪ‪ .‬در اﻳﺠﺎد ﻓﻀﺎ در داﺳﺘﺎن »ﺻﺤﻨﻪ و ﺻﺤﻨﻪﭘﺮدازي« ﻧﻘﺶ زﻳﺎدي دارد )ﺻﻔﺮي‪ ،1390 ،‬ص ‪.(98‬‬ ‫ﺣﻮادث داﺳﺘﺎن در داﺳﺘﺎن رﺳﺘﻢ و ﺳﻬﺮاب و ﻣﺸﺨّﺼﺎ داﺳﺘﺎن ﮔﺮدآﻓﺮﻳﺪ‪ ،‬ﻣﻬﺎﺟﺮت ﺳﻬﺮاب از ﺗﻮران ﺑﻪ ﺳﻤﺖ اﻳﺮان و‬ ‫رﺳﻴﺪن ﺑﻪ دژ ﺳﭙﻴﺪ در ﻣﺮز اﻳﺮان اﺳﺖ ﻛﻪ در ﻫﺮ دو داﺳﺘﺎن اﻗﺘﺒﺎس ﺷﺪه ﻣﻜﺎن ﺑﺎ ﻣﺘﻦ ﭘﻴﺶ اﺛﺮ ﻳﻜﻲ اﺳﺖ‪ .‬در ﻣﺘﻦ‬

‫‪ ‬‬ ‫‪1. Point of view ‬‬ ‫‪2. Setting‬‬

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‫ﺷﺎﻫﻨﺎﻣﻪ و ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺗﻮﺻﻴﻔﻲ از ﻓﻀﺎي درون دژ ﺑﻴﺎن ﻧﺸﺪه اﺳﺖ‪ .‬اﻣﺎ در ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﺗﺼﺎوﻳﺮي از ﻣﻜﺎن‬ ‫و ﻓﻀﺎي درون دژ ﺑﺮاي ﻣﺨﺎﻃﺐ ﺗﻮﺻﻴﻒ ﻣﻲﻛﻨﺪ‪ .‬ﻛﺮﻳﻢزاده دژ را ﺑﺎﻏﻲ ﺗﺮﺳﻴﻢ ﻣﻲﻛﻨﺪ ﺳﺮﺳﺒﺰ ﺑﺎ درﺧﺘﺎﻧﻲ ﺗﻨﻮﻣﻨﺪ‪ .‬ﺣﺘﻲ‬ ‫ﺑﺎ ﺧﻮاﻧﺪن ﻣﺘﻦ ﺧﻮاﻧﻨﺪه در ﻣﻲﻳﺎﺑﺪ زﻣﺎن اﺗﻔﺎﻗﺎت اﻓﺘﺎده در داﺳﺘﺎن در ﻓﺼﻞ ﺑﻬﺎر و ﺗﺎﺑﺴﺘﺎن رخ داده اﺳﺖ‪ .‬ﮔﻔﺘﻨﻲ اﺳﺖ‬ ‫ﻛﻪ در ﻫﺮ دو ﻣﺘﻦ اﻗﺘﺒﺎس‪ ،‬داﺳﺘﺎن ﺑﺎ ﻋﻨﺼﺮ ﺷﺨﺼﻴ‪‬ﺖ ﺷﺮوع ﻣﻲﺷﻮد و اﻗﺘﺒﺎسﻛﻨﻨﺪه ﺑﻪ ﺟﺎي ﺗﻮﺻﻴﻒ زﻣﺎن ﻳﺎ ﻣﻜﺎن‬ ‫ﺑﺪون ﻣﻘﺪ‪‬ﻣﻪ وارد داﺳﺘﺎن و ﺑﻪ ﺷﺨﺼﻴ‪‬ﺖ داﺳﺘﺎن ﻣﻲﭘﺮدازد‪.‬‬ ‫‪ 3 .2 .7‬ﺷﺨﺼﻴ‪‬ﺖ وﺷﺨﺼﻴ‪‬ﺖﭘﺮدازي‬

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‫ﻳﻜﻲ از ﻋﻨﺎﺻﺮ ﻣﻬﻢ در داﺳﺘﺎن ﺷﺨﺼﻴ‪‬ﺖ و ﺷﺨﺼﻴ‪‬ﺖﭘﺮدازي اﺳﺖ‪ .‬ﺷﺨﺼﻴ‪‬ﺖ ﺣﻮادث داﺳﺘﺎن را ﭘﻴﺶ ﻣﻲﺑﺮد‪.‬‬ ‫ﺷﺨﺼﻴ‪‬ﺖ ﻫﺮ ﻓﺮد ﻫﻤﺎن اﻟﮕﻮي ﻛﻠّﻲ ﻳﺎ ﻫﻢﺳﺎزي ﺳﺎﺧﺘﻤﺎن ﺑﺪﻧﻲ‪ ،‬رﻓﺘﺎر‪ ،‬ﻋﻼﺋﻖ‪ ،‬اﺳﺘﻌﺪادﻫﺎ‪ ،‬ﺗﻮاﻧﺎﻳﻲﻫﺎ‪ ،‬ﮔﺮاﻳﺶﻫﺎ و ﺻﻔﺎت‬ ‫دﻳﮕﺮ اوﺳﺖ‪ .‬ﺷﺨﺼﻴ‪‬ﺖ ﻫﻢ ﻣﻨﻌﻜﺲﻛﻨﻨﺪه ﻫﻴﺌﺖ ﻇﺎﻫﺮي ﻣﺜﻞ اﻧﺪازه‪ ،‬وزن‪ ،‬و وﻳﮋﮔﻲﻫﺎي ﭼﻬﺮه اوﺳﺖ و ﻫﻢ وﻳﮋﮔﻲﻫﺎي‬ ‫دروﻧﻲ ﻣﺜﻞ ﺧﻠﻖ وﺧﻮي و ﺣﺎﻟﺖ روﺣﻲرواﻧﻲ را در ﺑﺮ ﻣﻲﮔﻴﺮد )ﻣﺤﻤﺪي‪ ،1378 ،‬ص ‪.(74‬‬ ‫در دو داﺳﺘﺎن اﻗﺘﺒﺎسﺷﺪه ﺗﻤﺎم ﺷﺨﺼﻴ‪‬ﺖﻫﺎي ﭘﻴﺶ اﺛﺮ ﺑﻪ ﻣﺘﻦ ﺟﺪﻳﺪ راه ﻳﺎﻓﺘﻪاﻧﺪ و ﺷﺨﺼﻴ‪‬ﺖﻫﺎي ﭘﻮﻳﺎ ﻫﻢ در ﭘﻴﺶ اﺛﺮ‬ ‫و ﻫﻢ در دو ﻣﺘﻦ اﻗﺘﺒﺎس‪ ،‬ﺳﻬﺮاب و ﮔﺮدآﻓﺮﻳﺪ اﺳﺖ‪ .‬ﺷﺨﺼﻴ‪‬ﺖﻫﺎي اﻳﺴﺘﺎ ﻋﺒﺎرﺗﻨﺪ از‪ :‬ﮔﮋدﻫﻢ‪ ،‬ﻫﺠﻴﺮ‪ ،‬ﺗﻬﻤﻴﻨﻪ‪ ،‬زﻧﺎن و‬ ‫ﻣﺮدان و ﺑﭽ‪‬ﻪﻫﺎ در داﺧﻞ دژ‪.‬‬ ‫ﭘﻴﻮﻧﺪ ﻣﺘﻘﺎﺑﻞ اﺷﺨﺎص ﺑﺎ ﻳﻜﺪﻳﮕﺮ در داﺳﺘﺎن وﺟﻮد دارد و اﻳﻦ اﻣﺮ در داﺳﺘﺎن روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﺑﻴﺸﺘﺮ اﺳﺖ و ﮔﻔﺘﮕﻮ در‬ ‫داﺳﺘﺎن ﺳﺒﺐ ﻧﻤﺎﻳﺸﻲ ﺷﺪن داﺳﺘﺎن و ﺟﺬاﺑﻴ‪‬ﺖ ﺑﻴﺸﺘﺮ داﺳﺘﺎن ﻣﻲﺷﻮد‪ .‬درﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﻣﻌﺮﻓﻲ ﺷﺨﺼﻴ‪‬ﺖﻫﺎ‬ ‫ﺑﺮﻣﺒﻨﺎي دﻳﺎﻟﻮگ ﺻﻮرت ﻣﻲﮔﻴﺮد و اﻗﺘﺒﺎس ﻛﻨﻨﺪه در ﺣﺎﻻت روﺣﻲ و ﺧﻠﻘﻴ‪‬ﺎت ﺷﺨﺼﻴ‪‬ﺖﻫﺎي داﺳﺘﺎن‪ ،‬ﺗﻐﻴﻴﺮاﺗﻲ را اﻳﺠﺎد‬ ‫ﻛﺮدهاﺳﺖ ﻛﻪ در ﻣﺘﻦ ﭘﻴﺶ اﺛﺮ ﻟﺤﺎظ ﻧﺸﺪهاﺳﺖ و ﻧﻮﻳﺴﻨﺪه از زاوﻳﻪ ﻧﮕﺎه ﺧﻮد ﺑﻪ ‪ ‬ﺑﺎزﻧﮕﺮي در ﺧﻠﻖ ﺷﺨﺼﻴ‪‬ﺖ‬ ‫ﭘﺮداﺧﺘﻪاﺳﺖ‪ .‬اﻣﺎ اﻳﻦ روال در ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺑﻪ دﻟﻴﻞ ﺑﺎزﻧﻮﻳﺴﻲ ﺑﻮدن اﺛﺮ ﻟﺤﺎظ ﻧﺸﺪه اﺳﺖ و ﺗﻨﻬﺎ ﻫﺮ آﻧﭽﻪ ﻛﻪ در ﻣﺘﻦ‬ ‫اﺛﺮ وﺟﻮد داﺷﺘﻪ ﺑﻪ ﺻﻮرت ﮔﺰﻳﺪه و ﺑﻪ ﺷﻴﻮهي ﻧﺜﺮ ﻧﮕﺎﺷﺘﻪ ﺷﺪه اﺳﺖ‪ .‬ﮔﺮدآﻓﺮﻳﺪ در ﻣﺘﻦ ﭘﻴﺶاﺛﺮ و ﻣﺘﻦ ﺑﺎزﻧﻮﻳﺴﻲ ﺷﺪه‪،‬‬

‫ﺗﻨﻬﺎ روﺣﻴﻪي ﺟﻨﮕﺎوري و روﺣﻴﻪي ﻣﺮداﻧﮕﻲ او و ﺟﻨﮕﻴﺪﻧﺶ ﺑﺎ ﺳﻬﺮاب را ﻣﻄﺮح ﻛﺮده اﺳﺖ‪ .‬اﻣﺎ در ﻛﺘﺎب روﻳﺎي‬ ‫ﮔﺮدآﻓﺮﻳﺪ اﻗﺘﺒﺎسﻛﻨﻨﺪه ﺑﻪ روش ﻏﻴﺮﻣﺴﺘﻘﻴﻢ ﺑﻪ ﺗﻮﺻﻴﻒ ﻫﻮﻳ‪‬ﺖ ﺷﺨﺼﻴ‪‬ﺖﻫﺎ ﭘﺮداﺧﺘﻪ اﺳﺖ‪ .‬در اﻳﻦ ﻛﺘﺎب ﻛﻨﺶ ﮔﻔﺘﺎر و‬ ‫دﻳﺎﻟﻮگﻫﺎي ﻛﺘﺎب ﺳﺒﺐ ﺷﺪهاﺳﺖ ﻛﻪ ﻧﻮﻳﺴﻨﺪه‪ ،‬ﻣﺨﺎﻃﺐ را ﺑﺎ وﻳﮋﮔﻲﻫﺎي ﺷﺨﺼﻴ‪‬ﺘﻲ و ﺧﻠﻘﻲ و روﺣﻲ ﺷﺨﺼﻴ‪‬ﺖﻫﺎي‬ ‫داﺳﺘﺎن آﺷﻨﺎ ﻛﻨﺪ‪ .‬اﻳﻦ روش در ﭘﺮدازش ﺷﺨﺼﻴ‪‬ﺖﻫﺎ ﻧﺘﻴﺠﻪي ﻣﻄﻠﻮبﺗﺮي دارد‪ ،‬زﻳﺮا ﮔﺮوهﻫﺎي ﺳﻨّﻲ از ﺟﻤﻠﻪ ﻧﻮﺟﻮان‪،‬‬

‫‪ ‬‬ ‫‪1. Characters and charactorizion‬‬

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‫ﺑﺎ دﻗّﺖ و ﻛﻨﺠﻜﺎوي زﻳﺎد‪ ،‬در ﺻﺪد ﺷﻨﺎﺧﺖ و ﻣﺎﻫﻴ‪‬ﺖ دروﻧﻲ اﺷﺨﺎص داﺳﺘﺎن ﺑﺮﻣﻲآﻳﺪ‪ ،‬اﻳﻦ ﻛﺎر او را ﺑﻪ ﺗﺎﻣ‪‬ﻞ ﺑﻴﺸﺘﺮ وادار‬ ‫ﻣﻲﻛﻨﺪ و ﺗﻌﻠﻴﻖ و ﻣﻴﺰان ﻋﻼﻗﻪﻣﻨﺪي ﺑﻪ داﺳﺘﺎن را اﻓﺰاﻳﺶ ﻣﻲدﻫﺪ‪ .‬اﻗﺘﺒﺎسﻛﻨﻨﺪه ﺑﻪ دﻟﻴﻞ آنﻛﻪ از اﻗﺘﺒﺎس آزاد ﺑﻬﺮه‬ ‫ﮔﺮﻓﺘﻪاﺳﺖ ﻟﺬا ﺑﻪ ﮔﺮدآﻓﺮﻳﺪ ﻋﻼوه ﺑﺮ روﺣﻴﻪي ﺟﻨﮕﺎوري‪ ،‬روﺣﻴﻪاي ﺷﺎﻋﺮﮔﻮﻧﻪ و اﺣﺴﺎﺳﻲ و ﻫﺮ آنﭼﻪ ﻛﻪ درﺑﺮدارﻧﺪهي‬ ‫روﺣﻴ‪‬ﺎت زﻧﺎﻧﻪ اﺳﺖ را ﺑﻪ داﺳﺘﺎن اﺿﺎﻓﻪ ﻛﺮده؛ از ﺟﻤﻠﻪ‪» :‬ﮔﮋدﻫﻢ‪ ،‬ﻫﻢﮔﺎم ﮔﺮدآﻓﺮﻳﺪ‪ ،‬رواﻧﻪي ﺑﺎغ ﺷﺪ‪ :‬ﻫﺮﻛﺲ ﺗﻮ را‬ ‫ﻧﺸﻨﺎﺳﺪ‪ ،‬ﮔﻤﺎن ﻣﻲﻛﻨﺪ داﺳﺘﺎنﺳﺮا و ﺧﻴﺎل ﭘﺮدازي ﺑﻴﺶ ﻧﻴﺴﺘﻲ‪ .‬ﺑﺎور ﻧﻤﻲﻛﻨﺪ ﻛﻪ در ﺳﻮارﻛﺎري و ﺗﻴﺮ اﻧﺪازي و ﻧﻴﺰه‬ ‫ﺑﺎزي‪ ،‬ﭼﻨﻴﻦ ﻣﺎﻫﺮي ‪ ....‬ﮔﮋدﻫﻢ دﺳﺖ او را ﻓﺸﺎر داد‪ :‬ﺗﻮ ﺑﺎﻳﺪ ﺑﻪ ﺟﺎي ﺑﺮداﺷﺘﻦ ﺗﻴﺮ و ﻛﻤﺎن‪ ،‬ﻗﻠﻢ ﺑﺮﻣﻲداﺷﺘﻲ و ﺷﺎﻋﺮ‬ ‫ﻣﻲﺷﺪي« )ﻛﺮﻳﻢزاده‪ ،1392 ،‬ص ‪.(10‬‬ ‫ﻫﻤﺎنﻃﻮر ﻛﻪ ﻣﻼﺣﻈﻪ ﺷﺪ اﻗﺘﺒﺎسﻛﻨﻨﺪه ﺷﺨﺼﻴ‪‬ﺖﻫﺎي ﺟﺪﻳﺪ را ﺑﺎ اﻟﻬﺎم از ﺷﺨﺼﻴ‪‬ﺖﻫﺎي ﻣﻮﺟﻮد در ﻣﺘﻦ اﺻﻠﻲ ﻣﻨﺎﺳﺐ‬ ‫ﺳﺎزي ﻛﺮدهاﺳﺖ‪ .‬او ﺷﺨﺼﻴ‪‬ﺖ ﺳﻬﺮاب را ﺑﺎ ﺧﻮد ﻳﻜﻲ ﻣﻲداﻧﺪ؛ زﻳﺮا ﺳﻬﺮاب را در ﻣﺘﻦ اﻗﺘﺒﺎس‪ ،‬ﻧﻮﺟﻮاﻧﻲ ﻣﻲﻳﺎﺑﺪ ﻛﻪ ﺑﻪ‬ ‫دﻧﺒﺎل ﻫﻮﻳ‪‬ﺖ ﮔﻢﺷﺪه و ﺑﻪ دﻧﺒﺎل »ﻣﻦ« ﺧﻮد اﺳﺖ‪» :‬ﺳﻬﺮاب رو ﺑﺮﮔﺮداﻧﺪ‪ :‬اﻣﺎ رواﺳﺖ ﻛﻪ اﻳﻦ ﭘﻬﻠﻮان )ﺳﻬﺮاب( ﮔﺮﻓﺘﺎر‬ ‫داﻻن ﺗﺎرﻳﻚ ﻧﺪاﻧﺴﺘﻦ ﺑﺎﺷﺪ؟ ﺧﻮﺷﺎﻳﻨﺪ اﺳﺖ ﻛﻪ ﻧﺪاﻧﺪ ﻧﺎم و ﻧﺸﺎن ﭘﺪرش ﭼﻴﺴﺖ؟« )ﻛﺮﻳﻢزاده‪ ،1392 ،‬ص ‪ (12‬ﻣﻌﺮّﻓﻲ‬ ‫اﻳﻦ ﺷﺨﺼﻴ‪‬ﺖ ﺑﻪ ﺻﻮرت ﻏﻴﺮﻣﺴﺘﻘﻴﻢ‪ ،‬ﺑﺎﻋﺚ ﻣﻲﺷﻮد ﻛﻪ ﻧﻮﺟﻮاﻧﺎن ﺑﺎ ﺗﺎﻣ‪‬ﻞ زﻳﺎد در ﺷﻨﺎﺧﺖ وﻳﮋﮔﻲﻫﺎي ذاﺗﻲ ﺷﺨﺼﻴ‪‬ﺖﻫﺎ و‬ ‫ﻣﻘﺎﻳﺴﻪي اﻧﺪﻳﺸﻪ و رﻓﺘﺎر آنﻫﺎ ﺑﺎ ﻫﻢ در ﺧﻴﺎل ﺧﻮﻳﺶ ﺑﺎ آنﻫﺎ ﻫﻢذاتﭘﻨﺪاري ﻛﻨﻨﺪ و ﺧﻮد را در ﺟﺎﻳﮕﺎه ﺷﺨﺼﻴ‪‬ﺖ اﺻﻠﻲ‬ ‫داﺳﺘﺎنﻫﺎ ﻗﺮار دﻫﻨﺪ و در ﻣﻮاﻗﻊ ﺳﺨﺘﻲ و ﻣﺸﻜﻼت راه ﺣﻞ ﻣﻨﺎﺳﺐ را اﻧﺘﺨﺎب ﻛﻨﺪ‪ .‬ﻧﻜﺘﻪي دﻳﮕﺮي ﻛﻪ در ﻫﺮ دو ﻣﺘﻦ‬ ‫اﻗﺘﺒﺎسﻛﻨﻨﺪه ﺑﺎﻳﺪ ﻣﻮرد ﺗﻮﺟ‪‬ﻪ ﻗﺮار داد ﺗﻨﺎﺳﺐ ﺷﺨﺼﻴ‪‬ﺖﻫﺎ ﺑﺎ ﻋﻨﻮان و اﺳﻢ آنﻫﺎﺳﺖ‪ .‬ﻛﻪ ﻫﺮ دو ﻣﺘﻦ اﻳﻦ وﺟﻪ را ﻣﺪ‪ ‬ﻧﻈﺮ‬ ‫داﺷﺘﻪاﻧﺪ‪.‬‬ ‫‪ 4 .2 .7‬ﻃﺮح و ﭘﻴﺮﻧﮓ‬

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‫ﭘﻴﺮﻧﮓ ﺣﻮادث داﺳﺘﺎن را ﺗﻨﻈﻴﻢ و آنﻫﺎ را از آﺷﻔﺘﮕﻲ ﺧﺎرج ﻣﻲﻛﻨﺪ‪ .‬ﭘﻴﺮﻧﮓ ﻧﻘﻞ ﺣﻮادث اﺳﺖ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻣﻮﺟﺒﻴ‪‬ﺖ و‬

‫رواﺑﻂ ﻋﻠّﺖ و ﻣﻌﻠﻮﻟﻲ و ﺣﻔﻆ ﺗﻮاﻟﻲ زﻣﺎﻧﻲ )ﺻﻔﺮي ﺑﻪ ﻧﻘﻞ از ﻓﻮرﺳﺘﺮ‪ ،1382 ،‬ﺻﺺ ‪ .(113-112‬در ﻛﺘﺎب ﮔﺮد آﻓﺮﻳﺪ‬ ‫ﺷﺮوع‪ ،‬ﻧﻘﻄﻪ اوج‪ ،‬و ﭘﺎﻳﺎن ﺑﺮ اﺳﺎس ﻣﻔﺎﻫﻴﻢ اراﺋﻪ در ﺷﺎﻫﻨﺎﻣﻪ ﻓﺮدوﺳﻲ اﺳﺖ و ﺑﻪ ﺧﻮﺑﻲ اﺟﺮا ﺷﺪه اﺳﺖ‪ .‬اوج داﺳﺘﺎن ﺑﻪ‬ ‫ﭘﺎﻳﺎن آن ﻧﺰدﻳﻚ اﺳﺖ و اﻳﻦ ﻣﻲﺗﻮاﻧﺪ ﻳﻜﻲ از ﻣﺤﺎﺳﻦ ﺑﺎزﻧﻮﻳﺴﻲ ﺑﻪ ﺷﻤﺎر آﻳﺪ‪ .‬اوج داﺳﺘﺎن ﺑﺎ ﺷﺨﺼﻴ‪‬ﺖ اول ﭘﻴﻮﻧﺪ‬ ‫ﺧﻮردهاﺳﺖ ﻛﻪ ﻣﻮﺟﺐ اﺳﺘﺤﻜﺎم ﻣﻲﺷﻮد‪ .‬رواﺑﻂ ﻋﻠّﻲ و ﻣﻌﻠﻮﻟﻲ در داﺳﺘﺎن وﺟﻮد دارد و داراي ﻧﻈﺎم ﺧﻄﻲ اﺳﺖ و در‬ ‫ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﺷﺮوع داﺳﺘﺎن ﺑﺎ ﻣﺘﻦ اﺻﻠﻲ ﻣﺘﻔﺎوت اﺳﺖ و ﺑﺮﮔﺮﻓﺘﻪ از ﺗﺨﻴ‪‬ﻞ ﻧﻮﻳﺴﻨﺪه اﺳﺖ؛ اﻳﻦ اﻣﺮ ﺑﻪ ﺧﻼﻗﻴ‪‬ﺖ‬ ‫ﻣﺘﻦ اﻓﺰوده اﺳﺖ‪ .‬داﺳﺘﺎن ﺑﺎ روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ ﺷﺮوع ﻣﻲﺷﻮد و زﻣﻴﻨﻪ را ﺑﺮاي ﻣﻌﺮّﻓﻲ ﺷﺨﺼﻴ‪‬ﺖﻫﺎ اﻳﺠﺎد ﻣﻲﻛﻨﺪ و داراي‬

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‫ﻧﻘﻄﻪ اوج‪ ،‬ﻛﺸﻤﻜﺶ‪ ،‬ﮔﺮهاﻓﻜﻨﻲ و ﭘﺎﻳﺎن ﻣﻨﺎﺳﺐ اﺳﺖ‪ .‬ﺷﺮوع داﺳﺘﺎن زﻣﻴﻨﻪ ﺑﺎورﻣﻨﺪي را ﺑﺮاي ﺧﻮاﻧﻨﺪه ﻓﺮاﻫﻢ ﻣﻲﺳﺎزد و‬ ‫ﭘﺎﻳﺎن داﺳﺘﺎن آنﭼﻪ را ﻛﻪ در آﻏﺎز‪ ،‬اﺗﻔﺎق اﻓﺘﺎده ﻛﺎﻣﻞ ﻣﻲﻛﻨﺪ‪ .‬اﻳﺠﺎد ﺳﻮال را در ذﻫﻦ ﻣﺨﺎﻃﺐ از اﺑﺘﺪا ﺗﺎ ﭘﺎﻳﺎن داﺳﺘﺎن‬ ‫ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ .8‬ﻧﺘﻴﺠﻪ‬ ‫ﺑﺎ ﺑﺮرﺳﻲ دو ﻛﺘﺎب اﻗﺘﺒﺎس ﺷﺪه از ﻣﺘﻦ ﺷﺎﻫﻨﺎﻣﻪ‪ ،‬ﻧﻮﻳﺴﻨﺪه ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ از ﺑﺎزﻧﮕﺮي اﺳﺘﻔﺎده ﻛﺮدهاﺳﺖ و‬ ‫ﻧﻮﻳﺴﻨﺪه ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ از ﺑﺎزﻧﻮﻳﺴﻲ اﺳﺘﻔﺎده ﻛﺮدهاﺳﺖ ﻛﻪ از اﻧﻮاع اﻗﺘﺒﺎس ﺑﺴﺘﻪ ﺑﻪﺷﻤﺎر ﻣﻲآﻳﺪ‪ .‬ﺑﻪ ﻟﺤﺎظ اﻗﺘﺒﺎس‬ ‫ﻧﮕﺎرﺷﻲ و ﻓﺮم ﻫﺮ دو اﺛﺮ‪ ،‬اﻗﺘﺒﺎس ﻧﻈﻢ ﺑﻪ ﻧﺜﺮ ﻫﺴﺘﻨﺪ ‪ .‬ﻫﺮ دو اﺛﺮ ﺑﺎ ﺗﻮﺟ‪‬ﻪ ﺑﻪ ﺳﻦ ﻣﺨﺎﻃﺐ ﻛﺘﺎب ﺑﺮاي آنﻫﺎ ﻣﻨﺎﺳﺐ ﺗﻠﻘﻲ‬ ‫ﻣﻲﺷﻮد‪ .‬از ﻟﺤﺎظ واژﮔﺎﻧﻲ‪ ،‬در ﻛﺘﺎب ﮔﺮد آﻓﺮﻳﺪ اﻧﺪﻛﻲ ﺿﻌﻒ وﺟﻮد دارد و و ﻓﻬﻢ ﻟﻐﺎت ﺑﺮاي ﮔﺮوه ﺳﻨﻲ »ج« اﻧﺪﻛﻲ‬ ‫دﺷﻮار اﺳﺖ‪ .‬ﭘﻴﺮﻧﮓ در ﻫﺮ دو اﺛﺮ داراي رواﺑﻂ ﻋﻠّﻲ و ﻣﻌﻠﻮﻟﻲ اﺳﺖ و ﻛﺘﺎب ﮔﺮدآﻓﺮﻳﺪ ﺷﺮوع‪ ،‬اوج و ﭘﺎﻳﺎن آن ﺑﺮ اﺳﺎس‬ ‫ﻣﻔﺎﻫﻴﻢ اراﺋﻪ ﺷﺪه در ﺷﺎﻫﻨﺎﻣﻪ و ﻛﺘﺎب روﻳﺎي ﮔﺮد آﻓﺮﻳﺪ ﺑﺮ اﺳﺎس ﺗﺨﻴ‪‬ﻞ ﻧﻮﻳﺴﻨﺪه و ﺧﻼﻗﻴ‪‬ﺖ او و ﺑﺎ ﻧﮕﺎه از زاوﻳﻪ دﻳﺪ او‬ ‫ﻧﮕﺎﺷﺘﻪ ﺷﺪهاﺳﺖ‪ .‬درونﻣﺎﻳﻪي ﻫﺮ دو اﺛﺮ ﺑﻨﺎ ﺑﻪ ﻣﺘﻦ ﭘﻴﺶ اﺛﺮ ﭘﻬﻠﻮاﻧﻲ و ﻗﻬﺮﻣﺎﻧﻲ اﻣﺎ روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ داراي درونﻣﺎﻳﻪي‬ ‫اﺟﺘﻤﺎﻋﻲ ﻧﻴﺰ ﻣﻲﺑﺎﺷﺪ‪ .‬ﺷﺨﺼﻴ‪‬ﺖﻫﺎ در ﻫﺮ دو اﺛﺮ ﻫﻤﺎن ﺷﺨﺼﻴ‪‬ﺖﻫﺎي ﻣﺘﻦ اﺻﻠﻲ و اﺳﺎﻣﻲ وارد ﺷﺪه ﺑﻪ ﻣﺘﻦ اﻗﺘﺒﺎس‪،‬‬ ‫ﺑﺮﮔﺮﻓﺘﻪ از ﻣﺘﻦ اﺻﻠﻲ اﺳﺖ؛ اﻣﺎ از ﻣﻨﻈﺮ وﻳﮋﮔﻲﻫﺎي ﺷﺨﺼﻴ‪‬ﺘﻲ روﺣﻴ‪‬ﺎت و وﻳﮋﮔﻲﻫﺎي رﻓﺘﺎري در ﻛﺘﺎب روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ‬ ‫ﺑﺮﺧﺎﺳﺘﻪ از ذﻫﻦ ﻧﻮﻳﺴﻨﺪه و از ﻣﻨﻈﺮ او ﺗﻮﺻﻴﻒ ﻣﻲﺷﻮد‪ .‬در واﻗﻊ اﻳﻦ ﺑﺮرﺳﻲ ﻧﺸﺎن ﻣﻲ دﻫﺪ ﻧﻮﻳﺴﻨﺪﮔﺎن ﺣﻮزه ادﺑﻴ‪‬ﺎت‬ ‫ﻛﻮدك و ﻧﻮﺟﻮان ﻣﻲﺗﻮاﻧﻨﺪ ﺑﺎ ﺣﻔﻆ درونﻣﺎﻳﻪي اﺛﺮ ﻛﻬﻦ‪ ،‬ﺑﺎ ﺗﻐﻴﻴﺮ در ﺳﺎﺧﺘﺎر و ﻋﻨﺎﺻﺮ داﺳﺘﺎن ﺑﻪ ﺷﻴﻮهي ﻧﻮﻳﻦ و‬ ‫اﻣﺮوزي ﺷﺎﻫﻨﺎﻣﻪ را ﺑﺮاي ﻛﻮدﻛﺎن ﺑﺎزﺳﺎزي ﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻋﻼوه ﺑﻬﺮهﮔﻴﺮي از اﻧﻮاع اﻗﺘﺒﺎس آزاد ﻧﻮﻳﺴﻨﺪه را از ﻫﺮ ﻧﻮع‬ ‫ﻣﺤﺪودﻳﺘﻲ ﻣﻲرﻫﺎﻧﺪ و اﻳﻦ اﻣﺮ ﻣﻲﺗﻮاﻧﺪ ﺑﺮاي ﻣﺨﺎﻃﺐ ﻛﻮدك و ﻧﻮﺟﻮان ﺟﺬاﺑﻴ‪‬ﺖ ﺑﻴﺸﺘﺮي داﺷﺘﻪ ﺑﺎﺷﺪ و ﺑﻴﺸﺘﺮ ﺑﺎ‬ ‫ﻗﻬﺮﻣﺎﻧﺎن داﺳﺘﺎن ﻫﻢذاتﭘﻨﺪاري ﻛﻨﻨﺪ‪.‬‬

‫ﻣﻨﺎﺑﻊ ‪ ‬‬ ‫اﺑﺮاﻫﻴﻤﻲ‪ ،‬ن‪ .(1379) .‬ﻓﺎرﺳﻲﻧﻮﻳﺴﻲ ﺑﺮاي ﻛﻮدﻛﺎن‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬روزﺑﻬﺎن‪.‬‬ ‫ﭘﻮﻻدي‪ ،‬ك‪ .(1387) .‬ﺑﻨﻴﺎدﻫﺎي ادﺑﻴ‪‬ﺎت ﻛﻮدك‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻛﺎﻧﻮن ﭘﺮورش ﻓﻜﺮي ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن‪.‬‬ ‫ﺟﻼﻟﻲ‪ ،‬م‪ .(1392) .‬ﺷﺎﺧﺺﻫﺎي اﻗﺘﺒﺎس در ادﺑﻴ‪‬ﺎت ﻛﻮدك و ﻧﻮﺟﻮان )ﻧﮕﺎﻫﻲ ﻧﻮ ﺑﻪ ﺑﺎزﻧﻮﻳﺴـﻲ و ﺑـﺎز آﻓﺮﻳﻨـﻲ(‪ .‬ﺗﻬـﺮان‪ ،‬اﻳـﺮان‪:‬‬ ‫ﻃﺮاوت‪.‬‬ ‫ﺣﺴﺎمﭘﻮر‪ ،‬س‪ .(1389) .‬ﺑﺮر‪‬ﺳﻲ ﺧﻮاﻧﻨﺪه ﻧﻬﻔﺘﻪ در داﺳﺘﺎنﻫﺎي اﻛﺒﺮﭘﻮر‪ .‬ﻣﺠﻠّﻪ ادﺑﻴ‪‬ﺎت ﻛﻮدك‪.127-101 ،(1)1 ،‬‬

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‫ﺻﺎدﻗﻲ‪ ،‬ع‪ .(1388) .‬ﮔﺮدآﻓﺮﻳﺪ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻛﺎﻧﻮن ﭘﺮورش ﻓﻜﺮي ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن‪.‬‬ ‫ﺻﻔﺮي‪ ،‬ج‪ ،.‬رﺣﻴﻤﻲ‪ ،‬م‪ ،.‬و ﻧﺠﻔﻲ ﺑﻬﺰادي‪ ،‬س‪ .(1390) .‬ﻧﮕﺎﻫﻲ ﺑﺮ ﻋﻨﺎﺻﺮ داﺳﺘﺎن در ﺑﺎزﻧﻮﻳﺴﻲ ﻛﺘﺎب ﻗﺼ‪‬ﻪﻫﺎي ﺷﻴﺮﻳﻦ ﻛﻠﻴﻠﻪ و‬ ‫دﻣﻨﻪ ﺑﺮاي ﻧﻮﺟﻮاﻧﺎن‪ .‬ﻣﺠﻠّﺔ ادﺑﻴ‪‬ﺎت ﻛﻮدك‪.101-77 ،(3)2 ،‬‬ ‫ﻛﺮﻳﻢزاده‪ ،‬م‪ .(1392) .‬روﻳﺎي ﮔﺮدآﻓﺮﻳﺪ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻛﺎﻧﻮن ﭘﺮورش ﻓﻜﺮي ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن‪.‬‬ ‫ﻛﺮﻳﻢزاد‪ ،‬م‪ .(1384) .‬ﺑﺮر‪‬ﺳﻲ ﺑﺎزﻧﻮﻳﺴﻲﻫﺎ و ﺑﺎزآﻓﺮﻳﻨﻲﻫﺎي ﺷﺎﻫﻨﺎﻣﻪ ﺑﺮاي ﻛﻮدﻛﺎن و ﻧﻮﺟﻮاﻧﺎن )ﭘﺎﻳـﺎنﻧﺎﻣـﻪ ﻛﺎرﺷﻨﺎﺳـﻲ ارﺷـﺪ(‪.‬‬ ‫داﻧﺸﮕﺎه ﻳﺰد‪.‬‬ ‫ﻣﺤﻤﺪي‪ ،‬م‪ .(1378) .‬روشﺷﻨﺎﺳﻲ ﻧﻘﺪ ادﺑﻴﺎت ﻛﻮدك‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﺮوش‪.‬‬ ‫ﻣﻴﺮﺻﺎدﻗﻲ‪ ،‬ج‪ .(1385) .‬ﻋﻨﺎﺻﺮ داﺳﺘﺎن‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﺨﻦ‪.‬‬ ‫ﻫﺎﺷﻤﻲ ﻧﺴﺐ‪ ،‬ص‪ .(1371) .‬ﻛﻮدﻛﺎن و ادﺑﻴ‪‬ﺎت رﺳﻤﻲ اﻳﺮان‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﺮوش‪.‬‬

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‫ﺑﺮرﺳﻲ و ﻧﻘﺪ ﺗﺮاﺟﻢ اردوي ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ دﻫﻠﻮي ‪ ‬‬ ‫ﻋﻠﻲ ﻛﺎوﺳﻲﻧﮋاد‬

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‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت اردو‪ ،‬داﻧﺸﮕﺎه ﺗﻬﺮان‬

‫ﭼﻜﻴﺪه‪ .‬ﻣﻴﺮزا ﻏﺎﻟﺐ دﻫﻠﻮي ﻳﻜﻲ از ﺷﺎﻋﺮان و ﻧﺜﺮﻧﮕﺎران ﺷﺒﻪ ﻗﺎره ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺑﺎ ﭘﻴﺮوي از ﺷﺎﻋﺮان و ﻧﺜﺮﻧﮕﺎران ﺳﺒﻚ‬ ‫ﻫﻨﺪي ﺑﻪ ﺳﺨﻦﺳﺮاﻳﻲ در زﺑﺎن ﻓﺎرﺳﻲ و اردو ﭘﺮداﺧﺘﻪ اﺳﺖ‪ .‬اﻳﻦ ﺷﺎﻋﺮ و ﻧﺜﺮﻧﮕﺎر ﻧﺎمآور ﻫﻨﺪوﺳﺘﺎن ﻋﻼوه ﺑﺮ ﻣﻜﺘﻮﺑﺎت‬ ‫اردو‪ ،‬ﻣﻜﺘﻮﺑﺎت ﺑﺎ ارزش و ﻣﻬﻤﻲ ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ ﺑﻪ رﺷﺘﻪ ﺗﺤﺮﻳﺮ در آورده اﺳﺖ ﻛﻪ در زﻣﺎنﻫﺎي ﻣﺨﺘﻠﻒ ﺗﻮﺳﻂ ﻣﺤﻘﻘﻴﻦ‬ ‫ﮔﺮدآوري و ﺗﺪوﻳﻦ ﺷﺪه اﺳﺖ‪ .‬در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﻣﺎ ﺑﺮآﻧﻴﻢ ﻛﻪ ﺗﺮﺟﻤﻪﻫﺎي ﻣﻜﺘﻮﺑﺎت ﭘﻨﺞ آﻫﻨﮓ را ﻣﻮرد ﻧﻘﺪ و ﺑﺮرﺳﻲ ﻗﺮار‬ ‫دﻫﻴﻢ‪ .‬در اﻳﻦ ﺑﻴﻦ ﻣﻲﺗﻮان ﺑﻪ ﺗﺮﺟﻤﻪ ﻣﺘﺮﺟﻤﺎﻧﻲ ﭼﻮن ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ‪ ،‬ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي و ﭘﺮﺗﻮ روﻫﻴﻠﻪ اﺷﺎره ﻧﻤﻮد‪.‬‬

‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ‪ ،‬ﺗﺮﺟﻤﻪ اردو‪ ،‬ﭘﻨﺞ آﻫﻨﮓ‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫زﺑﺎن ﻓﺎرﺳﻲ ﺗﺎ ﻫﺸﺖ ﻗﺮن زﺑﺎن ادﺑﻲ و درﺑﺎري ﺷﺒﻪ ﻗﺎره ﻫﻨﺪ و ﭘﺎﻛﺴﺘﺎن ﺑﻮده و ﻧﻮﺷﺘﻦ ﻣﻜﺘﻮﺑﺎت ﺑﻪ ﻓﺎرﺳﻲ داراي ﻗﺪﻣﺖ‬ ‫ﺑﺴﻴﺎري ﻣﻲﺑﺎﺷﺪ‪ .‬در زﻣﺎنﻫﺎي ﮔﺬﺷﺘﻪ‪ ،‬ﭘﺎدﺷﺎﻫﺎن و ﺣﻜﻢراﻧﺎن اﻳﺮاﻧﻲ دﺳﺘﻮرات و اﺣﻜﺎﻣﺎت ﺧﻮد را ﺑﻪ ﺻﻮرت رﻗﻌﺎت‬ ‫ﺗﻮﺳﻂ ﺧﺎدﻣﺎن و ﻧﺎﻣﻪرﺳﺎﻧﺎن ﺧﻮد ﺑﻪ ﻣﻨﺎﻃﻖ دوررس ﻣﻲﻓﺮﺳﺘﺎدﻧﺪ‪ .‬ﻓﺎرﺳﻲزﺑﺎن درﺑﺎري ﭘﺎدﺷﺎﻫﺎن ﺗﻴﻤﻮري ﻫﻨﺪ ﺑﻮد و‬ ‫آﻧﺎن ﺑﻪ ﻓﺎرﺳﻲ ﺧﻂ و ﻛﺘﺎﺑﺖ ﻣﻲﻛﺮدﻧﺪ‪ .‬ﺗﺤﺖ ﺗﺎﺛﻴﺮ رﻗﻌﺎت درﺑﺎري‪ ،‬ﻣﻜﺘﻮبﻧﮕﺎري ﻓﺎرﺳﻲ آﻛﻨﺪه از اﻟﻘﺎب و آداب و ﻧﺜﺮ‬ ‫ﻣﺴﺠﻊ و ﻣﻘﻔﻲ ﮔﺮدﻳﺪ‪ .‬در درﺑﺎر ﭘﺎدﺷﺎﻫﺎن ﻣﻜﺘﻮبﻧﮕﺎراﻧﻲ ﺑﻮدﻧﺪ ﻛﻪ در اﻳﻦ ﻓﻦ ﻣﻬﺎرت ﺑﺴﻴﺎري داﺷﺘﻨﺪ‪ .‬اﻟﻘﺎب و آداب‬ ‫ﺟﺰو ﺟﺪاﻳﻲﻧﺎﭘﺬﻳﺮ ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﺷﺪه ﺑﻮد‪ .‬ﻣﻜﺘﻮبﻧﮕﺎري در ﻫﻨﺪوﺳﺘﺎن ﺧﻮد ﺗﺎﺛﻴﺮ ﮔﺮﻓﺘﻪ از ﻣﻜﺘﻮبﻧﮕﺎري ﻓﺎرﺳﻲ ﺑﻮد‪.‬‬ ‫در ﻣﻴﺎن ﻣﻜﺘﻮب ﻧﮕﺎران ﺑﻨﺎم ﻓﺎرﺳﻲ در ﺷﺒﻪ ﻗﺎره ﻣﻲﺗﻮان ﺑﻪ ﻧﺎم ﻣﻴﺮزا ﻏﺎﻟﺐ دﻫﻠﻮي اﺷﺎره ﻧﻤﻮد؛ ﻛﺴﻲ ﻛﻪ ﻧﻪ ﺗﻨﻬﺎ در اﻳﻦ‬ ‫ﻓﻦ ﺑﻪ ﻛﻤﺎل رﺳﻴﺪ ﺑﻠﻜﻪ در اﻳﻦ ﻣﻜﺘﻮبﻧﮕﺎري اﺳﻠﻮب ﻧﮕﺎرش ﺟﺪﻳﺪي را ﺑﻪوﺟﻮد آورد‪ .‬در ﻣﻜﺘﻮبﻧﮕﺎري ﻏﺎﻟﺐ دﻫﻠﻮي‬ ‫ﻧﺜﺮ ﻣﺴﺠﻊ و ﻣﻘﻔﻲ ﻓﺎرﺳﻲ ﺑﻪ وﺿﻮح ﻧﻤﺎﻳﺎن اﺳﺖ‪ .‬ﻏﺎﻟﺐ ﻧﻪ ﺗﻨﻬﺎ در ﺷﻌﺮ ﻓﺎرﺳﻲ از ﭘﻴﺮوان ﺳﺒﻚ ﻫﻨﺪي ﺑﻪ ﺷﻤﺎر ﻣﻲآﻳﺪ‬

‫‪ ‬‬ ‫‪ -1‬راﻳﺎﻧﺎﻣﻪ‪ [email protected] :‬‬

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‫ﺑﻠﻜﻪ او ﻃﺮز ﺗﺤﺮﻳﺮ ﻓﺎرﺳﻲ و ﺳﻪ ﻧﺜﺮ ﻇﻬﻮري را ﺑﻪ ﻛﻤﺎل ﺧﻮد رﺳﺎﻧﻴﺪ‪ .‬در ﺗﻤﻬﻴﺪ ﻧﮕﺎري او ﻫﺮ ﻣﻜﺘﻮب اﻟﻴﻪ را ﻓﺮا ﺧﻮر‬ ‫ﺷﺨﺼﻴﺖ و ﻣﻘﺎم و ﻣﺮﺗﺒﻪ او ﻣﻮرد ﺧﻄﺎب ﻗﺮار ﻣﻲدﻫﺪ‪ .‬او در ﻣﻜﺘﻮبﻧﮕﺎري ﻓﺎرﺳﻲ و اردو ﭼﻨﺎن اﺳﻠﻮﺑﻲ را ﺑﻪوﺟﻮد آورد‬ ‫ﮔﻮﻳﺎ ﻣﻜﺘﻮباﻟﻴﻪ روﺑﺮوي او ﻧﺸﺴﺘﻪ‪ ،‬ﺑﺎ او ﻫﻢﺳﺨﻦ ﺑﺎﺷﺪ‪ ،‬ﻏﻢ و ﺧﻮﺷﺤﺎﻟﻲ را ﺑﺎ او ﺑﻪ ﻣﻴﺎن ﻣﻲﮔﺬارد‪ ،‬در ﺻﻮرت ﺗﺎﺧﻴﺮ‬ ‫ﺟﻮاب اﺑﺮاز ﻧﮕﺮاﻧﻲ و ﮔﻼﻳﻪ دارد و ﮔﺎﻫﻲ ﺑﺎ ﻃﻨﺰ و ﻣﺰاح ﻣﻨﻈﻮر و ﻣﻘﺼﺪ ﺧﻮد را ﺑﺎ واژﮔﺎن ﻣﻨﺎﺳﺐ ﺑﻪ او ﺑﻴﺎن ﻣﻲﻛﻨﺪ‪.‬‬ ‫اﺳﻠﻮب ﻣﻜﺘﻮب ﻧﮕﺎري ﺳﻪ ﻧﺜﺮ ﻇﻬﻮري ﺳﻤﺮﻗﻨﺪي و اﺑﻮاﻟﻔﻀﻞ ﻋﻼﻣﻲ ﺑﺮ ﻣﻜﺘﻮب ﻧﮕﺎري او اﺛﺮات ﻧﻤﺎﻳﺎﻧﻲ دارد‪.‬‬ ‫ﻣﻜﺘﻮبﻧﮕﺎري ﻓﺎرﺳﻲ ﻏﺎﻟﺐ از ﻟﺤﺎظ زﻣﺎﻧﻲ ﭘﻴﺶ از ﻣﻜﺘﻮب ﻧﮕﺎري اردوي او ﺷﺮوع ﺷﺪ و ﺗﻘﺮﻳﺒﺎ ﺷﺎﻣﻞ ‪ 42‬ﺳﺎل ﻣﻲﺑﺎﺷﺪ؛‬ ‫از ﺳﺎل ‪1826‬م ﺷﺮوع ﺷﺪه ﺗﺎ ﺳﺎل ‪1868‬م اداﻣﻪ دارد و ﻏﺎﻟﺐ ﺑﻴﺴﺖ ﺳﺎل ﭘﻴﺶ از آﻏﺎز ﻣﻜﺘﻮبﻧﮕﺎري ﺑﻪ اردو ﺗﺼﻤﻴﻢ‬ ‫ﮔﺮﻓﺘﻪ ﺑﻮد ﻣﺮاﺳﻠﻪ را ﺑﻪ ﺻﻮرت ﻣﻜﺎﻟﻤﻪ در آورد‪ .‬در ﺷﺮوع آﻫﻨﮓ اول ﭘﻨﺞ آﻫﻨﮓ‪ ،‬ﺑﺮاي ﻣﻜﺘﻮبﻧﮕﺎري ﺧﻮد ﺷﺮاﻳﻂ و‬ ‫ﺿﻮاﺑﻄﻲ ﺗﻌﻴﻴﻦ ﻣﻲﻛﻨﺪ ﻛﻪ ﺑﺪﻳﻦ ﺻﻮرت اﺳﺖ‪:‬‬ ‫ﻫﻨﺠﺎر ﻣﻦ در ﻧﻮﺷﺘﻦ اﻳﻨﺴﺖ ﻛﻪ ﺟﻮن ﻛﻠﻚ و ورق ﺑﻪ ﻛﻒ ﮔﻴﺮم‪ ،‬ﻣﻜﺘﻮباﻟﻴﻪ را ﺑﻠﻔﻈﻲ ﻛﻪ ﻓﺮا ﺧﻮر اوﺳﺖ در‬ ‫ﺳﺮ آﻏﺎز ﺻﻔﺤﻪ آواز دﻫﻢ و زﻣﺰﻣﻪ ﺳﻨﺞ ﻣﺪﻋﺎ ﮔﺮدم‪ .‬اﻟﻘﺎب و آداب و ﺧﻴﺮتﮔﻮﻳﻲ و ﻋﺎﻓﻴﺖﺟﻮﺋﻲ ﺣﺸﻮِ‬ ‫زاﺋﺪﺳﺖ و ﭘﺨﺘﮕﺎن ﺣﺸﻮ را دﻓﻊ ﻧﻬﻤﻨﺪ‪ ....‬ﺑﺪان اي ﻫﻮﺷﻤﻨﺪ ﺳﺨﻦ ﭘﻴﻮﻧﺪ ﻛﻪ ﻧﺎﻣﻪﻧﮕﺎر را آن ﺑﺎﻳﺪ ﻛﻪ ﻧﮕﺎرش را‬ ‫از ﮔﺰارش دورﺗﺮ ﻧﺒﺮده ﻧﺒﺸﺘﻦ را رﻧﮓ ﮔﻔﺘﻦ دﻫﺪ و ﻣﻄﻠﺐ را ﺑﺪاﻧﻢ روش ﮔﺰارد ﻛﻪ درﻳﺎﻓﺘﻦ آن دﺷﻮار ﻧﺒﻮد و‬ ‫اﮔﺮ ﻣﻄﻠﺒﻲ ﭼﻨﺪ داﺷﺘﻪ ﺑﺎﺷﺪ در ﺗﻘﺪﻳﻢ و ﺗﺎﺧﻴﺮ ژرفﻧﮕﻬﻲ ﺑﻜﺎر ﺑﺮد و از آن ﭘﺮﻫﻴﺰد ﻛﻪ ﺳﺨﻦ ﮔﺮه در ﮔﺮه و‬ ‫اﺟﺰاي ﻣﺪﻋﺎ ﺑﻬﻤﺪﮔﺮ ﻓﺮو ﺧﻮرد‪ .‬زﻧﻬﺎر اﺳﺘﻌﺎرهﻫﺎي دﻗﻴﻖ و ﻟﻐﺎت ﻣﺸﻜﻠﻪ ﻧﺎﻣﺎﻧﻮس در ﻋﺒﺎرت درج ﻧﻜﻨﺪ و در‬ ‫ﻫﺮ ﻧﻮرد رﻋﺎﻳﺖ رﺗﺒﻪ ﻣﻜﺘﻮباﻟﻴﻪ در ﻧﻈﺮ دارد‪ .‬ﺗﺎ ﺗﻮاﻧﺪ ﺳﺨﻦ را درازي ﻧﺪﻫﺪ و از ﺗﻜﺮارِ اﻟﻔﺎظ ﻣﺤﺘﺮز ﺑﺎﺷﺪ و‬ ‫ﺑﻴﺸﺘﺮ ﺑﻤﺬاق اﻫﻞ روزﮔﺎر ﺣﺮف زﻧﺪ و از اﺣﺎﻃﻪ ﻗﻮاﻋﺪ و ﻗﻮاﻧﻴﻨﻲ ﻛﻪ ﻗﺮاردادة اﻳﻦ ﻣﺮدم اﺳﺖ‪ ،‬ﺑﺪر ﻧﺮود‪ .‬اﻣﺎ‬ ‫اﻧﺪازة ﺧﻮﺑﻲ زﺑﺎن ﻧﮕﺎﻫﺪارد و اﻳﻦ ﭘﺎرﺳﻲ آﻣﻴﺨﺘﻪ ﺑﺘﺎزي را در ﻛﺸﺎﻛﺶ ﺗﺼﺮﻓﺎت ﻫﻨﺪيزﺑﺎﻧﺎنِ ﭘﺎرﺳﻲﻧﻮﻳﺲ‬ ‫ﺿﺎﻳﻊ ﻧﮕﺬارد و ﻟﻐﺎت ﻋﺮﺑﻲ ﺟﺰ ﺑﻘﺪرِ ﺑﺎﻳﺴﺖ ﺻﺮف ﻧﻨﻤﺎﻳﺪ و ﭘﻴﻮﺳﺘﻪ در آن ﻛﻮﺷﺪ ﻛﻪ ﺳﺎدﮔﻲ و ﻧﻐﺰي ﺷﻌﺎر او‬ ‫ﺑﻮد‪ .‬اﻗﺴﺎم ﻣﻜﺎﺗﻴﺐ ﺧﺎﺻﻪ در ﺧﻄﻮط و ﻋﺮاﻳﻀﻲ ﻛﻪ ﺑﻪ ﺣﻜﺎم ﻧﻮﻳﺴﺪ و ﻣﺸﺘﻤﻞ ﺑﺮ ﻣﻌﺎﻣﻼت ﺑﺎﺷﺪ‪ ،‬از اﻏﻼق و‬ ‫اﻏﺮاق اﺣﺘﺮاز واﺟﺐ داﻧﺪ و ﺳﺨﻦ ﺑﻪ اﺳﺘﻌﺎره و اﺷﺎره ﻧﮕﺬارد و ﻧﺮم ﮔﻮﻳﺪ و آﺳﺎن ﮔﻮﻳﺪ‪) .‬ص ‪(7-6‬‬ ‫اﻳﻦ اﺻﻮل و ﺷﺮاﻳﻄﻲ اﺳﺖ ﻛﻪ ﻏﺎﻟﺐ ﺑﺮاي ﻣﻜﺘﻮبﻧﮕﺎري ﺧﻮد در ﺑﺎﻻ ﺑﻪ آﻧﻬﺎ اﺷﺎره ﻧﻤﻮد ‪ ‬و ﻣﻜﺘﻮبﻧﮕﺎر را ﺑﻪ ﭘﺎﻳﺒﻨﺪي ﺑﻪ‬ ‫آن ﺷﺮاﻳﻂ ﺗﻮﺻﻴﻪ ﻧﻤﻮد‪ ،‬اﻣﺎ ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﻣﺮﺑﻮط ﺑﻪ ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ ﻣﻲﺷﻮد او در ﺟﺎﻫﺎي ﮔﻮﻧﺎﮔﻮن ﺑﺮ ﺧﻼف اﻳﻦ‬ ‫اﺻﻮل و ﺷﺮاﻳﻂ ﻋﻤﻞ ﻛﺮده اﺳﺖ‪ .‬ﻓﻘﻂ از ﺑﻪﻛﺎر ﺑﺮدن اﻟﻘﺎب و آداب در ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ دوري ﻧﺠﺴﺖ و ﻫﺮ ﻣﻜﺘﻮباﻟﻴﻪ را‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻘﺎم و رﺗﺒﻪ ﺧﻮﻳﺶ ﻣﻮرد ﺧﻄﺎب ﻗﺮار دادهاﺳﺖ‪ .‬ﺑﻪﻛﺎرﮔﻴﺮي ﻃﺮز ﺗﺤﺮﻳﺮ ﻣﻐﻠﻖ و ﭘﻴﭽﻴﺪه و اﺳﺘﻔﺎده از‬ ‫اﺳﺘﻌﺎرات دور از ذﻫﻦ و واژﮔﺎن و ﺗﺮاﻛﻴﺐ ﻣﺸﻜﻞ درك و ﻓﻬﻢ ﺳﺨﻦ را ﻧﻴﺰ ﻣﺸﻜﻞ ﺳﺎﺧﺘﻪ اﺳﺖ‪ .‬ﻣﺎ در ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ‬

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‫ﻏﺎﻟﺐ ﻛﻤﺘﺮ ﺑﻪ اﻳﻦ ﻣﻮرد ﺑﺮ ﻣﻲﺧﻮرﻳﻢ ﻛﻪ او ﻣﻜﺘﻮباﻟﻴﻪ ﺧﻮد را ﺑﺎ اﻟﻘﺎب و ﻋﻨﺎوﻳﻦ ﻣﺨﺘﺼﺮي ﻣﻮرد ﺧﻄﺎب ﻗﺮار داده ﺑﺎﺷﺪ‪.‬‬ ‫ﻗﺒﻞ از ﺑﻴﺎن ﻣﻘﺼﺪ و ﻣﻄﻠﺐ ﺧﻮﻳﺶ اﻟﻘﺎب و ﻋﻨﺎوﻳﻦ ﮔﻮﻧﺎﮔﻮﻧﻲ ﺑﺮاي ﻫﺮ ﺷﺨﺺ ﺑﻪﻛﺎر ﻣﻲﺑﺮﻧﺪ و در اﻳﻦ ﺑﻴﻦ واژﮔﺎن و‬ ‫ﺗﺮاﻛﻴﺐ ﻣﺸﻜﻞ ﻓﺎرﺳﻲ و ﻋﺮﺑﻲ را ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﻣﻲدﻫﻨﺪ و اﻳﻦ ﺧﻮد در ﺑﻴﺎن ﻣﻘﺼﻮد و ﻣﻨﻈﻮر ﻣﻜﺘﻮبﻧﮕﺎر ﺣﺎﺋﻞ ﺑﻪ‬ ‫ﻧﻈﺮ ﻣﻲرﺳﻨﺪ و ﺧﻼف اﺻﻮل و ﺿﻮاﺑﻂ ﮔﻔﺘﻪ ﺷﺪه ﺗﻮﺳﻂ ﻏﺎﻟﺐ دﻫﻠﻮي در ﻣﻜﺘﻮبﻧﮕﺎري اﺳﺖ‪ .‬ﻳﻜﻲ از ﺷﺮاﻳﻂ ﺗﺒﺪﻳﻞ‬ ‫ﻣﺮاﺳﻠﻪ ﺑﻪ ﻣﻜﺎﻟﻤﻪ ﺑﻬﺮهﮔﻴﺮي از زﺑﺎن ﮔﻔﺘﺎري و ﻋﺎﻣﻴﺎﻧﻪ اﺳﺖ و دﻳﮕﺮي اﺧﺘﺼﺎر و ﺟﺎﻣﻌﻴﺖ اﺳﺖ اﻣﺎ ﻏﺎﻟﺐ در‬ ‫ﻣﻜﺘﻮبﻧﮕﺎري ﻓﺎرﺳﻲ ﺧﻮد از ﺗﺼﻨﻊ و ﻃﻮاﻟﺖ اﺳﺘﻔﺎده ﻧﻤﻮده اﺳﺖ‪ .‬ﺗﺮاﻛﻴﺐ و واژﮔﺎﻧﻲ از زﺑﺎنﻓﺎرﺳﻲ در ﻣﻜﺘﻮﺑﺎت ﺑﻪ ﭼﺸﻢ‬ ‫ﻣﻲﺧﻮرد ﻛﻪ در ﻣﻜﺘﻮﺑﺎت ادﻳﺒﺎﻧﻲ ﭼﻮن ﻇﻬﻮري ﺳﻤﺮﻗﻨﺪي و اﺑﻮاﻟﻔﻀﻞ ﻋﻼﻣﻲ و ﺑﻴﺪل دﻫﻠﻮي ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮرﻧﺪ‪ .‬اﻳﻦ‬ ‫ﻧﺸﺎندﻫﻨﺪه اﻳﻦ اﻣﺮ ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﻣﻴﺮزا ﻏﺎﻟﺐ از ﺳﺒﻚ ﻣﻜﺘﻮبﻧﮕﺎران ﻣﺎﻗﺒﻞ ﺧﻮﻳﺶ ﺗﺒﻌﻴﺖ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬ﻧﺎزكﺧﻴﺎﻟﻲ و‬ ‫ﺑﻪﻛﺎرﮔﻴﺮي ﺗﺮاﻛﻴﺐ و واژﮔﺎن ﻣﻐﻠﻖ و ﭘﻴﭽﻴﺪه ﻧﻴﺰ اﺳﺘﻔﺎده از ﺻﻨﺎﻳﻊ و ﺑﺪاﻳﻊ ﻟﻔﻈﻲ و ﻣﻌﻨﻮي ﻣﺨﺘﻠﻒ ﻓﻬﻢ ﺳﺨﻦ و ﺑﻴﺎن‬ ‫ﻣﺪﻋﺎ را ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻃﻮاﻟﺖ و ﭘﺮﮔﻮﻳﻲ ﻣﺸﻜﻞ ﻣﻲﺳﺎزد‪.‬‬ ‫ﻋﻼوه ﺑﺮ ﻣﻮارد ﮔﻔﺘﻪ ﺷﺪه در ﺑﺎﻻ‪ ،‬ﻏﺎﻟﺐ دﻫﻠﻮي در ﻣﻜﺘﻮبﻧﮕﺎري ﻓﺎرﺳﻲ ﺧﻮد از واژﮔﺎن و اﺻﻄﻼﺣﺎت اﻧﮕﻠﻴﺴﻲ اﺳﺘﻔﺎده‬ ‫ﻣﻲﻧﻤﺎﻳﺪ و اﻳﻦ ﺧﺼﻮﺻﻴﺘﻲ اﺳﺖ ﻛﻪ ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ او را از دﻳﮕﺮان ﻣﺘﻤﺎﻳﺰ ﻣﻲﺳﺎزد و ﻧﺸﺎندﻫﻨﺪه ذﻫﻦ ﺧﻼق و ﺑﺎ‬ ‫اﺳﺘﻌﺪاد اوﺳﺖ‪ .‬اﻳﻦ ﺧﺼﻮﺻﻴﺖ ﺑﺎرز ﻣﻜﺘﻮﺑﺎت او ﻣﻲﺑﺎﺷﺪ و ﺑﻪ ﻧﻮﻋﻲ ﺑﺮ ﺧﻼف ﻣﻜﺘﻮبﻧﮕﺎران ﭘﻴﺸﻦ ﺧﻮد ﺳﻨﺖﺷﻜﻨﻲ‬ ‫ﻛﺮده اﺳﺖ‪ .‬او ﺑﺎ اﺳﺘﻔﺎده از واژﮔﺎن اردو‪ ،‬ﻓﺎرﺳﻲ و اﻧﮕﻠﻴﺴﻲ ﺗﺮاﻛﻴﺐ و واژﮔﺎﻧﻲ ﺟﺪﻳﺪ را ﺑﻪ ﻣﻜﺘﻮبﻧﮕﺎري ﺧﻮد اﺿﺎﻓﻪ‬ ‫ﻣﻲﻧﻤﺎﻳﺪ و اﺻﻄﻼﺣﺎﺗﻲ ﻧﻮ ﺧﻠﻖ ﻣﻲﻧﻤﺎﻳﺪ‪ .‬واژﮔﺎن و ﺗﺮاﻛﻴﺒﻲ ﭼﻮن‪:‬‬ ‫رزيڈنٹ دهﻟﻲ‪،‬ﺑﺮﻳﺪان ڈاك اﻧﮕﺮﻳﺰي‪،‬ﻛﻮٹھي رﺳﻲڈنٹي‪،‬ﺻﺎﺣﺒﺎن ﺳﻜﺮٹر‪،‬اﺟﻦٹي‪،‬ﺑﺴﺒﻴﻞ ڈاك‪،‬ﻋﺮﺿﻲ دﺳﺘﺨﻄﻲ‬ ‫ﻛﻮﻧﺴﻞ‪،‬ڈاك ﻛﺪه‪،‬ﺻﺎﺣﺐ ڈاك‪،‬اهاﻟﻲ ڈاك‪،‬رﺳﻴﺪ ڈاك‪،‬ﺑﻲ دﺳﺘﺨﻂ رﺟﺲٹري‪،‬ﺻﺎﺣﺐ ﺳﻜﺮﺗﺮ‪،‬اﻋﻴﺎن ڈاﻛﻢ‪،‬ﭘﻴﺎدﮔﺎن‬ ‫ڈاك‪،‬ﭘﻮسٹ ﻣﺎسٹر‪،‬ﻣﺠﺲٹريٹ دهﻟﻲ و ﻏﻴﺮه‬ ‫‪ .2‬ﻣﻜﺎﺗﻴﺐ ﻏﺎﻟﺐ دﻫﻠﻮي‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﺳﺘﻔﺎده از اﻳﻦﮔﻮﻧﻪ واژﮔﺎن و ﺗﺮاﻛﻴﺐ‪ ،‬ﻏﺎﻟﺐ اﺑﺪاعﻛﻨﻨﺪه ﻃﺮز ﺟﺪﻳﺪي از ﻣﻜﺘﻮبﻧﮕﺎري در زﺑﺎن ﻓﺎرﺳﻲ ﺑﻪ‬ ‫ﺷﻤﺎر ﻣﻲآﻳﺪ ﻛﻪ ﻣﻜﺘﻮﺑﺎت او را از دﻳﮕﺮ ﻣﻜﺘﻮبﻧﻮﻳﺴﺎن ﻋﺼﺮ ﺧﻮﻳﺶ و ﻣﺎﻗﺒﻠﺶ ﺟﺪا ﻣﻲﺳﺎزد‪ .‬ﻣﺠﻤﻮﻋﻪ ﻣﻜﺎﺗﻴﺐ ﻓﺎرﺳﻲ‬ ‫ﻏﺎﻟﺐ دﻫﻠﻮي در ﻣﺮاﺣﻞ زﻣﺎﻧﻲ ﻣﺨﺘﻠﻒ ﺗﺪوﻳﻦ و ﮔﺮد آوري ﺷﺪه اﺳﺖ؛ از ﺟﻤﻠﻪ ﻣﻜﺎﺗﻴﺐ اﻳﻦ ﻣﻜﺘﻮبﻧﮕﺎر ﺑﺮﺟﺴﺘﻪ‬ ‫ﻣﻲﺗﻮان ﺑﻪ ﻣﻮارد زﻳﺮ اﺷﺎره ﻧﻤﻮد‪.‬‬

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‫‪ .1‬ﭘﻨﺞ آﻫﻨﮓ‪ :‬اوﻟﻴﻦ ﻣﺠﻤﻮﻋﻪ از ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ ﻛﻪ ﺗﻮﺳﻂ ﺑﺮادرزﻧﺶ‪ ،‬ﻣﺮزا ﻋﻠﻲ ﺑﺨﺶ ﺧﺎن‪ ،‬در ﺳﺎل‬ ‫‪1835‬م‪1251/‬ه ﮔﺮدآوري ﺷﺪ‪ ،‬ﭘﻨﺞ آﻫﻨﮓ اﺳﺖ ﻛﻪ در ﺳﺎل ‪1969‬م ﺗﻮﺳﻂ وزﻳﺮ اﻟﺤﺴﻦ ﻋﺎﺑﺪي ﺗﺪوﻳﻦ ﺷﺪ از داﻧﺸﮕﺎه‬ ‫ﭘﻨﺠﺎب ﭘﺎﻛﺴﺘﺎن ﻣﻨﺘﺸﺮ ﺷﺪ‪ .‬اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺷﺎﻣﻞ ‪ 169‬ﻣﻜﺘﻮب ﻣﻲ ﺑﺎﺷﺪ ﻛﻪ ﺑﺮاي ‪ 71‬ﻣﻜﺘﻮباﻟﻴﻪ ﻧﻮﺷﺘﻪ ﺷﺪهاﺳﺖ‪.‬‬ ‫‪ .2‬ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﺷﺎﻣﻞ ﺑﺎغ دو در‪ :‬در ﺳﺎل ‪1941‬م وزﻳﺮ اﻟﺤﺴﻦ ﻋﺎﺑﺪي ﺗﻮﺳﻂ ﻋﻠﻲ ﻣﺼﻄﻔﻲ ﻋﺎﺑﺪي ﻳﻚ ﻧﺴﺨﻪ ﺧﻄﻲ‬ ‫ﺑﻪدﺳﺖ آورد و در ﺳﺎل ‪1960‬م ﺑﺨﺶ ﻧﻈﻢ و در ﺳﺎل ‪1961‬م ﺑﺨﺶ ﻧﺜﺮ آن را در ﻣﺠﻠﻪ داﻧﺸﻜﺪه ﺧﺎورﺷﻨﺎﺳﻲ داﻧﺸﮕﺎه‬ ‫ﭘﻨﺠﺎب ﺑﻪ ﭼﺎپ رﺳﺎﻧﻴﺪ و در ﺳﺎل ‪1970‬م در ﺻﺪﻣﻴﻦ ﺳﺎل ﺗﺎﺳﻴﺲ داﻧﺸﻜﺪه ﺧﺎورﺷﻨﺎﺳﻲ ﻫﺮ دو ﺑﺨﺶ ﻧﻈﻢ و ﻧﺜﺮ را ﺑﺎ‬ ‫ﺗﻌﻠﻴﻘﺎت و ﺣﻮاﺷﻲ ﻣﻨﺘﺸﺮ ﻧﻤﻮد‪ .‬در اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺑﺎغ دو در ‪ 60‬ﻣﻜﺘﻮب ﻓﺎرﺳﻲ ﻣﻮﺟﻮد دارد ﻛﻪ وزﻳﺮ اﻟﺤﺴﻦ ﻋﺎﺑﺪي‬ ‫ﺧﻼﺻﻪ آﻧﻬﺎ را ﺑﻪ اردو ﺗﺮﺟﻤﻪ ﻧﻤﻮده اﺳﺖ‪.‬‬ ‫‪ .3‬ﻣﺘﻔﺮﻗﺎت ﻏﺎﻟﺐ‪ :‬اﻳﻦ ﻣﺠﻤﻮﻋﻪ از ﻣﻨﻈﻮﻣﺎت و ﻣﻜﺘﻮﺑﺎت ﻧﺎدر و ﻏﻴﺮ ﻣﻄﺒﻮﻋﻪ ﻓﺎرﺳﻲ ﺑﺮاي اوﻟﻴﻦ ﺑﺎر ﺗﻮﺳﻂ ﭘﺮوﻓﺴﻮر‬ ‫ﻣﺴﻌﻮد ﺣﺴﻦ رﺿﻮي ادﻳﺐ در ﺳﺎل ‪1947‬م از ﭼﺎﭘﺨﺎﻧﻪ ﻫﻨﺪوﺳﺘﺎﻧﻲ ﭘﺮﻳﺲ ﺑﻪ ﭼﺎپ رﺳﻴﺪ‪ .‬در اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﭼﻬﻞ و‬ ‫ﻫﺸﺖ ﻣﻜﺘﻮب ﻓﺎرﺳﻲ وﺟﻮد داﺷﺖ ﻛﻪ ﺑﻌﻀﻲ از ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ در اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺑﺎ ﻣﻜﺘﻮﺑﺎت ﻣﻮﺟﻮد درﻣﺠﻤﻮﻋﻪﻫﺎي‬ ‫دﻳﮕﺮ ﻣﺎﻧﻨﺪ ﭘﻨﺞ آﻫﻨﮓ و ﻣ‪Ĥ‬ﺛﺮ ﻏﺎﻟﺐ ﻣﺸﺘﺮك ﻣﻲﺑﺎﺷﻨﺪ‪.‬‬ ‫‪ .4‬ﻣ‪Ĥ‬ﺛﺮ ﻏﺎﻟﺐ‪ :‬اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺷﺎﻣﻞ ﻣﻜﺘﻮﺑﺎت و ﻣﻨﻈﻮﻣﺎت اردو و ﻓﺎرﺳﻲ ﻣﻲﺑﺎﺷﺪ ﻛﻪ اوﻟﻴﻦ ﺑﺎر ﺗﻮﺳﻂ ﻗﺎﺿﻲ ﻋﺒﺪاﻟﻮدود در‬ ‫ﺳﺎل ‪1949‬م ﻣﻨﺘﺸﺮ ﺷﺪ‪ .‬ﭼﻬﺎر ﻣﻜﺘﻮب ﻓﺎرﺳﻲ ﺑﺎ ﺗﻐﻴﻴﺮاﺗﻲ در ﻣﺘﻦ در ﻣﺠﻤﻮﻋﻪ ﻣﺘﻔﺮﻗﺎت ﻏﺎﻟﺐ ﻧﻴﺰ دﻳﺪه ﻣﻲﺷﻮﻧﺪ و ﺑﺎﻗﻲ‬ ‫‪ 28‬ﻣﻜﺘﻮب ﻓﺎرﺳﻲ در ﻣﺠﻤﻮﻋﻪ دﻳﮕﺮي وﺟﻮد ﻧﺪارﻧﺪ‪.‬‬ ‫‪ .5‬ﻧﺎﻣﻪﻫﺎي ﻓﺎرﺳﻲ ﻏﺎﻟﺐ‪ :‬اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺑﻨﺎ ﺑﻪ ﺧﻮاﺳﺘﻪ ﺳﻴﺪاﻛﺒﺮ ﻋﻠﻲ ﺗﺮﻣﺬي از ﺳﻴﺪﻣﺤﻤﺪ رﻓﻴﻊ ﺧﺮﻳﺪاري ﺷﺪ و در ﺳﺎل‬ ‫‪1969‬م در ﺟﺸﻦ ﺻﺪ ﺳﺎﻟﮕﻲ ﻏﺎﻟﺐ دﻫﻠﻮي ﺑﻪ ﭼﺎپ رﺳﻴﺪ‪ .‬در اﻳﻦ ﻣﺠﻤﻮﻋﻪ ‪ 32‬ﻣﻜﺘﻮب ﻓﺎرﺳﻲ از ﻏﺎﻟﺐ دﻫﻠﻮي وﺟﻮد‬ ‫داﺷﺖ‪ .‬اﻳﻦ ﻣﻜﺘﻮﺑﺎت درﺑﺎره ﺳﻔﺮ ﻏﺎﻟﺐ از دﻫﻠﻲ ﺑﻪ ﻛﻠﻜﺘﻪ و ﻋﺒﻮر اور از ﺷﻬﺮﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ ﻟﻜﻨﺌﻮ‪ ،‬اﻟﻪ آﺑﺎد‪ ،‬ﺑﻨﺎرس اﻃﻼﻋﺎت‬ ‫ﻣﻔﻴﺪ و ﺗﺎرﻳﺨﻲ در اﺧﺘﻴﺎر ﺧﻮاﻧﻨﺪه ﻗﺮار ﻣﻲدﻫﺪ‪.‬‬ ‫‪ .6‬ﻣﻜﺘﻮﺑﺎت ﻏﺎﻟﺐ و ﻏﻤﮕﻴﻦ‪ :‬اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﺷﺎﻣﻞ ﻣﻜﺘﻮﺑﺎﺗﻲ ﻓﺎرﺳﻲ ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﻏﺎﻟﺐ و ﻣﻴﺮﺳﻴﺪﻋﻠﻲ ﺷﺎه ﻏﻤﮕﻴﻦ ﺑﻪ‬ ‫ﻳﻜﺪﻳﮕﺮ ﻧﻮﺷﺘﻪاﻧﺪ و ﺑﺎ ﻛﻮﺷﺶ دﻛﺘﺮ ﺳﻴﺪ ﻋﺒﺪاﷲ و ﭘﺮوﻓﺴﻮر وزﻳﺮ اﻟﺤﺴﻦ ﻋﺎﺑﺪي ﺗﺪوﻳﻦ و ﮔﺮدآوري ﺷﺪهاﻧﺪ‪.‬‬ ‫ﻋﻼوه ﺑﺮ اﻳﻦ ﻣﺠﻤﻮﻋﻪ ﻣﻜﺘﻮﺑﺎت از ﻏﺎﻟﺐ دﻫﻠﻮي ﻣﻲﺗﻮان ﺑﻪ ﻣﻜﺘﻮﺑﺎت دﻳﮕﺮي ﭼﻮن ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ و ﻣﻮﻟﻮي‬ ‫ﻣﺤﻤﺪ ﺣﺒﻴﺐ ذﻛﺎء و دﻳﮕﺮ ﻣﻜﺘﻮﺑﺎﺗﻲ اﺷﺎره ﻧﻤﻮد ﻛﻪ ﺗﺎ ﺣﺎل ﻣﻨﺘﺸﺮ ﻧﺸﺪهاﺳﺖ و ﺷﺎﻋﺮ‪ ،‬ﻣﺤﻘﻖ و ﻣﺘﺮﺟﻢ ﺑﺮﺟﺴﺘﻪ‬ ‫ﭘﺎﻛﺴﺘﺎﻧﻲ ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﺑﺨﺸﻲ از اﻳﻦ ﻣﻜﺘﻮﺑﺎت را ﺟﻤﻊآوري و ﺗﺮﺟﻤﻪ ﻧﻤﻮدهاﺳﺖ‪ .‬در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺳﻌﻲ ﺧﻮاﻫﺪ ﺷﺪ‬ ‫ﺗﺮﺟﻤﻪﻫﺎي اﻧﺠﺎم ﺷﺪه از ﻣﻜﺘﻮﺑﺎت ﭘﻨﺞ آﻫﻨﮓ را ﻣﻮرد ﻧﻘﺪ وﺑﺮرﺳﻲ ﻗﺮار دﻫﻴﻢ‪.‬‬

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‫‪ .3‬ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ‬ ‫اوﻟﻴﻦ ﺗﺮﺟﻤﻪ اردو از ﻣﺠﻤﻮﻋﻪ ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻣﻮﺟﻮد در ﻣﺠﻤﻮﻋﻪ ﭘﻨﺞ آﻫﻨﮓ ﺗﻮﺳﻂ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ ادﻳﺐ و‬ ‫ﻧﻤﺎﻳﺸﻨﺎﻣﻪﻧﻮﻳﺲ ﭘﺎﻛﺴﺘﺎﻧﻲ در ﺳﺎل ‪1969‬م ﺻﻮرت ﮔﺮﻓﺖ‪ .‬در ﻣﻘﺪﻣﻪ اﻳﻦ ﺗﺮﺟﻤﻪ‪ ،‬ﺳﺒﻂ ﺣﺴﻦ رﺿﻮي ﺑﻪ ﺳﺘﺎﻳﺶ و‬ ‫ﺗﺤﺴﻴﻦ ﻣﺘﺮﺟﻢ ﭘﺮداﺧﺘﻪ اﺳﺖ‪ ،‬اﻣﺎ ﺧﻮاﻧﻨﺪﮔﺎن اﻳﻦ ﺗﺮﺟﻤﻪ ﺑﺎﻳﺪ ﺗﻮﺟﻪ داﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻛﻪ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ ﻫﺮ ﻣﻜﺘﻮب‬ ‫ﻓﺎرﺳﻲ را ﺑﻪ ﺻﻮرت ﻣﺨﺘﺼﺮ و ﺑﺎ اﺳﻠﻮﺑﻲ ﺳﺎده و روان ﺑﻪ اردو ﺗﺮﺟﻤﻪ ﻧﻤﻮده اﺳﺖ‪ .‬درﺗﺮﺟﻤﻪ ﻣﻜﺘﻮﺑﺎت‪ ،‬اﻳﻦﮔﻮﻧﻪ ﺑﻪ ﻧﻈﺮ‬ ‫ﻣﻲرﺳﺪ ﻛﻪ ﻣﺘﺮﺟﻢ از ﺗﺮﺟﻤﻪ ﺑﻌﻀﻲ از ﺟﻤﻠﻪﻫﺎ ﮔﺮﻳﺰ ﻧﻤﻮده اﺳﺖ و در ﺑﻴﺎن ﻣﻌﺎﻧﻲ اﺷﻌﺎر ﻓﺎرﺳﻲ ﻗﺎﺻﺮ و ﻧﺎﺗﻮان اﺳﺖ‬ ‫ﭼﻮن ﻣﻌﻨﻲ اﺷﻌﺎر ﻓﺎرﺳﻲ در ﺗﺮﺟﻤﻪ وﺟﻮد ﻧﺪارد‪ .‬ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ ﺑﻪ ﺻﻮرت ﻣﺨﺘﺼﺮ و ﺳﺎده ﺟﻤﻼت را ﺗﺮﺟﻤﻪ ﻧﻤﻮد و‬ ‫از ﺗﺮﺟﻤﻪ ﺗﻤﻬﻴﺪ ﻣﻜﺘﻮﺑﺎت و ﺟﻤﻼت ﻣﺸﻜﻞ دوري ﻧﻤﻮده اﺳﺖ ﭼﻮن ﻏﺎﻟﺐ ﺗﻤﻬﻴﺪﻫﺎﻳﻲ را در ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﺧﻮد ﺑﻪﻛﺎر‬ ‫ﻣﻲ ﮔﻴﺮد ﻛﻪ ﻫﺮ ﻣﺘﺮﺟﻤﻲ ﺗﻮان ﺗﺮﺟﻤﻪ آﻧﻬﺎ ﺑﻪ زﺑﺎن اردو را ﻧﺪارد‪ .‬ﻣﺘﺮﺟﻢ ﺑﺎ ﻋﺠﻠﻪ و ﺑﻲ ﺻﺒﺮي ﺗﻤﺎم از ﺗﺮﺟﻤﻪ ﺑﻴﺸﺘﺮ‬ ‫ﻋﺒﺎرات ﺳﺮ ﺑﺎز زده اﺳﺖ‪ .‬ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﻣﺘﺮﺟﻢ ﺑﻨﺎم ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﺑﺎ ﺧﻮاﻧﺪن ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ اﻳﻦﮔﻮﻧﻪ ﺑﻴﺎن‬ ‫ﻣﻲﻛﻨﺪ‪:‬‬ ‫»ﻣﻲں نے ﭘﻨﺞ آهﻧﮓ كے ﻣﺘﻦ ﻛﻮ ﺳﺎﻣﻦے ركھ ﻛﺮ ﻣﺤﻤﺪ ﻋﻤﺮ مهاﺟﺮ ﻛﺎ ﺗﺮﺟﻢه پڑھﻧﺎ ﺷﺮوع ﻛﺮدﻳﺎ۔ابھي ﻣﻲں‬ ‫ﻛﺘﺎب كے ﺗﻴﺴﺮے ﺻﻔﺢے ﭘﺮ هي تھا اور ﻣﺮزا ﻋﻠﻲ ﺑﺨﺶ ﻣﺎ دوﺳﺮا ﺧﻂ هي پڑھ رها تھا كه ﻣﻲں ﺳﻨﺐھل‬ ‫ﮔﻴﺎ۔ﻣﻲں نے ﻣﺤﺴﻮس ﻛﻴﺎ كه ﻣﺘﺮﺟﻢ نے نه ﺻﺮف دﻳﺎﻧﺘﺪاري سے ﺗﺮﺟﻢه نھيں ﻛﺮ رها ﺑﻠﻚه اﭘﻨﻲ ﻃﺮف سے‬ ‫ﻛﺌﻲ ﻛﺌﻲ اﻟﻔﺎظ اور ﻓﻘﺮے اﻳﺲے بھي ﺷﺎﻣﻞ ﻛﺮﺗﺎ ﺟﺎ رها ہے ﺟﻮ ﻣﺘﻦ ﻣﻲں ﻣﻮﺟﻮد نھيں۔پھر ﭼﺐ ﻣﻲں ﻋﻠﻲ‬ ‫ﺑﺨﺶ ﺧﺎن كے ﺗﻴﺴﺮے ﺧﻂ ﺻﻔﺢه ﭼﺎر كے آﺧﺮي ﭘﻴﺮاﮔﺮاف" ﻣﻴﺮ ﻓﻀﻞ ﻣﻮﻻ ﻧﺎﻣﻲ اﻳﻚ دوﺳﺖ۔۔۔۔۔۔۔ﺑﺨﺖ ﺳﺎزﮔﺎر‬ ‫هو" ﺗﻚ پهﻧﭽﺎ ﺗﻮ ﻳﻘﻴﻦ هو ﮔﻴﺎ كه يه ﻟﻔﻆ به ﻟﻔﻆ ﺗﺮﺟﻢه هرﮔﺰ نھيں۔اس ﺗﺮﺟﻢے ﻛﻮ آزاد ﺗﺮﺟﻢه بھي كها ﺟﺎ‬ ‫ﺳﻜﺘﺎ ہے اور ﺧﻼصه بھي۔ﺑﻠﻚه اﮔﺮ اس ﻛﻮ آزاد ﺧﻼصه كهيں ﺗﻮ اﻧﺖهاﺋﻲ ﻣﻨﺎﺳﺐ هو ﮔﺎ۔۔۔۔۔ﻣﺘﺮﺟﻢ نے ﻣﺘﺮادف‬ ‫ﺟﻤﻠﻮں سے ﺻﺮف ﻧﻈﺮ ﻛﺮتے هوئے ﺟﻤﻠﻮں ﻛﺎ ﻣﻒهوم اﭘﻦے اﻟﻔﺎظ ﻣﻲں ادا ﻛﻴﺎ ہے اور اس ﻃﺮح ﻛﺌﻲ ﭘﻮرے‬ ‫ﺟﻤﻞے ﺗﺮﺟﻢے سے ره ﮔﺊے هيں۔« )ﭘﺮﺗﻮ رهﻳﻞه‪ ،‬ﭘﻴﺶ ﮔﻔﺘﺎر(‪.‬‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻄﺎﻟﻌﻪاي ﻛﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ از ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ ﻧﻤﻮدهاﺳﺖ‪ ،‬ﻣﻲﺗﻮان ﮔﻔﺖ ﺗﺮﺟﻤﻪ ﻣﻬﺎﺟﺮ در زﻣﺮه‬ ‫ﺗﺮاﺟﻢ ﺗﺤﺖاﻟﻠﻔﻈﻲ ﻧﻴﺴﺖ ﺑﻠﻜﻪ آن را ﺑﺎﻳﺪ ﺗﺮﺟﻤﻪاي ﻣﻌﻨﺎﻳﻲ‪ ،‬ﻣﻔﻬﻮﻣﻲ و آزاد ﻧﺎﻣﻴﺪ ﻛﻪ در اﻏﻠﺐ ﻣﻮارد ﻣﺘﺮﺟﻢ از ﺗﺮﺟﻤﻪ‬ ‫ﻋﺒﺎرات ﻫﻢﻣﻌﻨﺎ و ﻣﺘﺮادف دوري ﺟﺴﺘﻪ‪ ،‬ﺗﺮﺟﻤﻪاي ﺧﻼﺻﻪوار از آﻧﻬﺎ اﻧﺠﺎم دادهاﺳﺖ‪ .‬ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﺷﻚ و ﺗﺮدﻳﺪ ﺧﻮد را‬ ‫در ﺻﺤﺖ و ﺳﻘﻢ اﻳﻦ ﺗﺮﺟﻤﻪ ﺑﻴﺎن ﻣﻲدارد‪ .‬ﻋﻼوه ﺑﺮ اﻳﻦ‪ ،‬ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ ﭼﻮن ﺗﻮﺟﻬﻲ ﺑﻪ ﺗﺤﻘﻴﻖ و ﺷﻮاﻫﺪ‬ ‫درونﻣﺘﻨﻲ ﻧﺪارد‪ ،‬ﻣﻜﺘﻮﺑﻲ را ﻛﻪ ﺑﻨﺎم »ﻣﺮزا ﻳﻮﺳﻒ« ﺑﺮادر ﻏﺎﻟﺐدﻫﻠﻮي ﻣﻲﺑﺎﺷﺪ‪ ،‬ﺑﻪ اﺷﺘﺒﺎه ﺑﻪﻧﺎم ﺣﺴﺎماﻟﺪﻳﻦ ﺣﻴﺪرﺧﺎن‬ ‫ﺗﺮﺟﻤﻪ ﻧﻤﻮدهاﺳﺖ‪ .‬ﻳﻜﻲ دﻳﮕﺮ از ﻧﻘﺎﻳﺺ اﻳﻦ ﺗﺮﺟﻤﻪ ﻧﺪاﺷﺘﻦ ﭘﺎورﻗﻲ و ﺗﻮﺿﻴﺤﺎت ﻣﻲﺑﺎﺷﺪ ﺗﺎ ﺧﻮاﻧﻨﺪه ﺗﻮﺳﻂ آن ﺑﻪ‬ ‫ﺣﻘﺎﻳﻖ ﺑﻴﺸﺘﺮي ﭘﻲﺑﺮد و دﻳﮕﺮ اﻳﻨﻜﻪ ﻣﺘﻦ ﻓﺎرﺳﻲ ﻣﻜﺘﻮﺑﺎت ﻫﻤﺮاه ﺗﺮﺟﻤﻪ آورده ﻧﺸﺪه و اﻳﻦﮔﻮﻧﻪ ﺧﻮاﻧﻨﺪه ﺗﺮﺟﻤﻪ دﭼﺎر‬

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‫ﺳﺮدرﮔﻤﻲ ﻣﻲﺷﻮد‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﻄﺎﻟﻌﻪاي ﻛﻪ راﻗﻢ از اﻳﻦ ﺗﺮﺟﻤﻪ اﻧﺠﺎم دادهام‪ ،‬اﻳﻦ ﺗﺮﺟﻤﻪ ﭼﻨﺎن ﻣﺨﺘﺼﺮ و ﻛﻮﺗﺎه و ﻧﺎﻗﺺ‬ ‫اﺳﺖ ﻛﻪ آن را ﻧﻤﻲﺗﻮان در زﻣﺮه ﺗﺮاﺟﻢ ﻣﺴﺘﻨﺪ از ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﭘﻨﺞ آﻫﻨﮓ ﻗﺮار داد‪ .‬از دﻳﮕﺮ اﺷﻜﺎﻻﺗﻲ ﻛﻪ ﺑﺮ اﻳﻦ‬ ‫ﺗﺮﺟﻤﻪ وارد اﺳﺖ اﻳﻨﻜﻪ ﻣﺘﺮﺟﻢ ﺷﺎﻳﺪ ﺑﻪﻋﻠﺖ ﻧﺎآﺷﻨﺎﻳﻲ‪ ،‬ﻣﺴﻠﻂ ﻧﺒﻮدن ﻛﺎﻓﻲ ﺑﻪ زﺑﺎنﻓﺎرﺳﻲ و ﻧﺎآﺷﻨﺎﻳﻲ ﺑﺎ ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ‬ ‫ﻏﺎﻟﺐ از درك و ﻓﻬﻢ اﻳﻦ ﻣﻜﺘﻮﺑﺎت ﻋﺎﺟﺰ و درﻣﺎﻧﺪه اﺳﺖ و ﺑﺎ ﻓﻦ ﺗﺮﺟﻤﻪ ﭼﻨﺎن آﺷﻨﺎﻳﻲ ﻧﺪارد‪ .‬اﻳﻦ ﺗﺮﺟﻤﻪ را ﻣﻲﺗﻮان ﻓﻘﻂ‬ ‫اوﻟﻴﻦ ﺗﺮﺟﻤﻪ ﻣﺨﺘﺼﺮ و ﻛﻮﺗﺎﻫﻲ داﻧﺴﺖ ﻛﻪ از ﻣﻜﺘﻮﺑﺎت آﻫﻨﮓ ﭘﻨﺠﻢ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ‪.‬‬ ‫‪ .3‬ﺗﺮﺟﻤﻪ دﻛﺘﺮ ﺗﻨﻮﻳﺮ اﺣﻤﺪي‬ ‫ﺑﻌﺪ از ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ دوﻣﻴﻦ ﻣﺘﺮﺟﻤﻲ ﻛﻪ ﻣﻜﺘﻮﺑﺎت آﻫﻨﮓ ﭘﻨﺠﻢ را ﺑﻪ اردو ﺗﺮﺟﻤﻪ ﻧﻤﻮد‪ ،‬دﻛﺘﺮ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي‬ ‫اﺳﺖ‪ .‬ﺗﻨﻮﻳﺮ ﻋﻠﻮي در ﺳﺎل ‪1992‬م ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ آﻫﻨﮓ ﭘﻨﺠﻢ را ﺑﻪ اردو ﺗﺮﺟﻤﻪ ﻧﻤﻮد و ﻧﺎم آن را اوراق ﻣﻌﺎﻧﻲ‬ ‫ﮔﺬاﺷﺖ‪ .‬از ﺧﺼﻮﺻﻴﺎت ﻣﻬﻢ اﻳﻦ ﺗﺮﺟﻤﻪ اﻳﻦ اﺳﺖ ﻛﻪ ﻣﻜﺘﻮﺑﺎت ﻧﻮﺷﺘﻪﺷﺪه ﺑﻪﻧﺎم ﻳﻚ ﺷﺨﺺ ﻳﻚﺟﺎ آورده ﺷﺪه ﺗﺎ‬ ‫ﺧﻮاﻧﻨﺪه ﺑﺘﻮاﻧﺪ ﻫﻢزﻣﺎن ﺗﺮﺟﻤﻪ آنﻫﺎ را ﺑﺨﻮاﻧﺪ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻣﻮر ﺗﺤﻘﻴﻘﻲ‪ ،‬ﺣﻮاﺷﻲ و ﺗﻌﻠﻴﻘﺎﺗﻲ ﻧﻴﺰ ﺑﺮاي ﺗﺮﺟﻤﻪ ﺧﻮد در‬ ‫ﻧﻈﺮ ﮔﺮﻓﺘﻪاﺳﺖ‪ .‬دﻛﺘﺮ ﻋﻠﻮي ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﺳﺒﻚ ﻧﺜﺮي ﻏﺎﻟﺐ‪ ،‬ﺑﻌﻀﻲ از واژﮔﺎن و ﺗﺮاﻛﻴﺐ را ﺑﻪﻋﻴﻨﻪ در ﺗﺮﺟﻤﻪ ﺧﻮد‬ ‫آورده اﺳﺖ ﺗﺎ ﺑﺘﻮاﻧﺪ ﺑﺎ اﻳﻦ روش ﺳﺒﻚ ﻧﻮﺷﺘﺎري ﻣﻜﺘﻮب ﻧﮕﺎر را ﻣﻨﺘﻘﻞ ﻧﻤﺎﻳﺪ و ﺑﺪﻳﻦ ﺟﻬﺖ زﺑﺎن ﺗﺮﺟﻤﻪ ﺑﺮاي اردو زﺑﺎن‬ ‫ﻣﺸﻜﻞ ﺷﺪه اﺳﺖ‪ ،‬اﻣﺎ ﺳﺒﻚ و ﺷﻴﻮه ﺑﻴﺎن ﻣﻜﺘﻮبﻧﮕﺎر ﺑﻪﺧﻮﺑﻲ ﺣﻔﻆ ﺷﺪه اﺳﺖ‪ .‬ﺗﻨﻮﻳﺮ ﻋﻠﻮي ﺳﻌﻲ ﻧﻤﻮده اﺳﺖ اﻟﻘﺎب و‬ ‫ﺧﻄﺎﺑﺎﺗﻲ ﻛﻪ ﻣﺮزا ﻏﺎﻟﺐ ﺑﺮاي ﻣﻜﺘﻮباﻟﻴﻪ ﺧﻮد ﺑﻪﻛﺎر ﻣﻲﮔﻴﺮد را ﺑﻪﻋﻴﻨﻪ ﻣﻨﺘﻘﻞ ﻧﻤﺎﻳﺪ ﭼﻮن اﻳﻦ ﻫﻤﺎن واژﮔﺎن و ﺗﺮﻛﻴﺒﻲ‬ ‫ﻫﺴﺘﻨﺪ ﻛﻪ ﻣﺨﺘﺺ ﻣﻜﺘﻮبﻧﮕﺎري ﻏﺎﻟﺐ در زﺑﺎن ﻓﺎرﺳﻲ ﻫﺴﺘﻨﺪ‪ .‬ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﺗﺮﺟﻤﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي را ﺑﺎ ﻣﺘﻦ ﻓﺎرﺳﻲ‬ ‫ﻣﻜﺘﻮﺑﺎت ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار داده و ﺑﺪﻳﻦ ﻧﻜﺘﻪ اﺷﺎره دارد ﻛﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي در ﺗﺮﺟﻤﻪ ﺧﻮد دﭼﺎر اﺷﺘﺒﺎﻫﺎت ﻓﺎﺣﺸﻲ‬ ‫ﺷﺪه اﺳﺖ؛ ﺑﺪﻳﻦﮔﻮﻧﻪ ﻛﻪ ﻋﻼوه ﺑﺮ ﻣﻌﻨﻲ و ﻣﻔﻬﻮم اﺷﻌﺎر ﻓﺎرﺳﻲ‪ ،‬اﺷﺘﺒﺎﻫﺎﺗﻲ ﻧﻴﺰ در ﺗﺮﺟﻤﻪ ﻣﻜﺘﻮﺑﺎت ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ‬ ‫ﻛﻪ ﻗﺎﺑﻞ اﻏﻤﺎض ﻧﻤﻲﺑﺎﺷﺪ‪ .‬از ﺟﻤﻠﻪ اﺷﺘﺒﺎﻫﺎﺗﻲ ﻛﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي در ﺗﺮﺟﻤﻪ ﺧﻮد دارد اﻳﻦﻛﻪ در ﻗﺮاﺋﺖ اﺷﻌﺎر ﻓﺎرﺳﻲ‬ ‫دﭼﺎر اﺷﺘﺒﺎه ﺷﺪه اﺳﺖ و ﻣﺘﻦ ﻓﺎرﺳﻲ ﻣﻜﺘﻮﺑﺎت را ﺑﺎ ﻧﺴﺨﻪ ﺧﻄﻲ دﻳﮕﺮي ﻣﻮرد ﻣﻄﺎﺑﻘﺖ ﻗﺮار ﻧﺪادهاﺳﺖ‪ .‬در ﺗﺮﺟﻤﻪ ﻳﻚ‬ ‫ﻣﻜﺘﻮب ﺑﻪ ﻧﺎم ﺳﺮاجاﻟﺪﻳﻦ اﺣﻤﺪ دﭼﺎر اﺷﺘﺒﺎه ﺷﺪه اﺳﺖ و ﻣﺎ در اﻳﻨﺠﺎ ﻣﺘﻦ ﻓﺎرﺳﻲ آن را ﺑﺎ ﺗﺮﺟﻤﻪ اردوي دو ﻣﺘﺮﺟﻢ‬ ‫ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﻣﻲدﻫﻴﻢ ﺗﺎ اﻳﻦ ﻣﻮﺿﻮع ﺑﻪدرﺳﺘﻲ ﻣﺸﺨﺺ ﺷﻮد‪.‬‬ ‫»دﺳﺘﮕﻴﺮ درﻣﺎﻧﺪﮔﺎن را دﺳﺖ از ﻛﺎر رﻓﺖ و ﮔﺮه ﻛﺸﺎي ﺑﺴﺘﻪ ﻛﺎران را ﻧﻲ ﺑﻪ ﻧﺎﺧﻦ ﺷﻜﺴﺖ« )ﻏﺎﻟﺐ‪ ،‬ص ‪.(337‬‬ ‫ﺗﺮﺟﻤﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي ﺑﺪﻳﻦ ﺻﻮرت اﺳﺖ‪:‬‬ ‫»درﻣﺎﻧﺪوں ﻛﻲ دﺳﺘﮕﻴﺮي ﻛﺮنے والے ﻛﺎ هاتھ ﺳﻮ ﮔﻴﺎ اور ﻟﻮﮔﻮں كے ﻋﻘﺪه ﻣﺸﻜﻞ ﻛﻲ ﮔﺮه ﻛﺸﺎﺋﻲ ﻧﺎﺧﻦ ﻛﻴﺎ‬ ‫ﻛﺮتے تھے ان ﻣﻲں وﻗﺖ كے ﻛﻴﻞ ٹھوﻧﻚ دي« )ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي‪ ،‬ص ‪.(123‬‬

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‫ﺗﺮﺟﻤﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي ﭼﻨﺎن ﻣﻀﺤﻜﻪآﻣﻴﺰ اﺳﺖ ﻛﻪ ﻣﻌﻨﻲ و ﻣﻔﻬﻮم ﻋﺒﺎرات ﻣﺒﻬﻢ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ و از آن ﻣﻌﻨﺎ و‬ ‫ﻣﻔﻬﻮﻣﻲ ﺧﺎص در ذﻫﻦ ﺗﺪاﻋﻲ ﻧﻤﻲﺷﻮد‪ .‬ﺣﺎل ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ را ﻣﻲآورﻳﻢ ﺗﺎ ﺧﻮاﻧﻨﺪه ﺑﻪ اﻳﻦ اﻣﺮ ﭘﻲ ﺑﺒﺮد ﻛﻪ او ﺑﺎ‬ ‫ﭼﻪ ﻣﻬﺎرﺗﻲ ﻋﺒﺎرات ﻓﺎرﺳﻲ را ﺑﻪ اردو ﺑﺮﮔﺮداﻧﺪه اﺳﺖ و ﻣﻌﻨﻲ و ﻣﻔﻬﻮم ﻣﻜﺘﻮبﻧﮕﺎر را ﺑﻪدرﺳﺘﻲ ﻣﻨﺘﻘﻞ ﻧﻤﻮده اﺳﺖ‪.‬‬ ‫»ﻋﺎﺟﺰوں ﻛﻲ دﺳﺖ ﮔﻴﺮي ﻛﺮنے واﻻ هاتھ بے ﻛﺎر هوﮔﻴﺎ اور ﮔﺮﻓﺘﺎران ﻣﺸﻜﻞ ﻛﻲ ﻋﻘﺪه ﻛﺸﺎﺋﻲ ﻣﺮنے والے ﻧﺎﺧﻦ‬ ‫ﻣﻲں پھاﻧﺲ ﻟﮓ ﮔﺌﻲ۔« )ﭘﺮﺗﻮ روهﻳﻞه‪ ،‬ص ‪.(88‬‬ ‫در زﺑﺎن ﻓﺎرﺳﻲ ﻗﺪﻳﻢ »دواب« و »ﺑﺎرﮔﻲ« اﻳﻦ دو واژﮔﺎﻧﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﻪ ﻣﻌﻨﻲ ﭼﻬﺎرﭘﺎﻳﺎن و اﺳﺐ ﺑﻪﻛﺎر ﺑﺮده‬ ‫ﻣﻲﺷﻮد‪ ،‬اﻣﺎ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي در ﺗﺮﺟﻤﻪ ﺧﻮد ﻣﻌﻨﺎي دﻳﮕﺮي از اﻳﻦ واژﮔﺎن اﺳﺘﺨﺮاج ﻧﻤﻮده اﺳﺖ و آن واژﮔﺎن ﻓﺎرﺳﻲ را‬ ‫ﺑﻪ اردو ﺑﻪ ﻣﻌﻨﻲ »ﺳﻘﻒ« و »ﭼﭙﺮ« ﺗﺮﺟﻤﻪ ﻧﻤﻮدهاﺳﺖ‪ .‬در ﻣﻘﺎﺑﻞ‪ ،‬ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﺑﺎ ﺧﻮاﻧﺪن درﺳﺖ ﻣﺘﻦ و ﭘﻲﺑﺮدن ﺑﻪ‬ ‫ﻣﻌﻨﻲ و ﻣﻔﻬﻮم ﺻﺤﻴﺢ ﻣﺘﻦ اﻳﻦ واژﮔﺎن ﻣﺘﻦ را ﺑﻪدرﺳﺘﻲ ﺗﺮﺟﻤﻪ ﻧﻤﻮده اﺳﺖ‪ .‬ﺣﺎل ﻣﺘﻦ ﻓﺎرﺳﻲ ﻣﻜﺘﻮب ﻛﻪ ﺑﻪﻧﺎم ﻣﻮﻟﻮي‬ ‫ﺣﺎﻓﻆ ﻣﺤﻢ ﻓﻀﻞ ﺣﻖ ﻧﻮﺷﺘﻪ ﺷﺪه را ﺑﺎ ﺗﺮﺟﻤﻪ دو ﻣﺘﺮﺟﻢ ﻣﻼﺣﻈﻪ ﻓﺮﻣﺎﻳﻴﺪ‪.‬‬ ‫»ﻓﺮﺟﺎمِ ﻛﺎر ﻛﻪ ﻣﮋدة اﻳﻤﻨﻲ دادﻧﺪ‪،‬ﺑﻪ ﻛﺎرﺧﺎﻧﻪ دواب و ﺑﻨﻪ ﺑﺎرﮔﻴﺎن ﻛﻪ اﻳﻨﻬﺎ را ﺟﺰ ﺑﻪ اﻃﺮاف ﻛﺎﺷﺎﻧﻪ ﻣﺤﻞ ﻧﻴﺴﺖ و ﺑﻴﺸﺘﺮ‬ ‫از اﻳﻨﻬﺎ ﻃﻌﻤﺔ آﺗﺶ‪،‬ﺑﻠﻜﻪ اﻓﺮوزﻳﻨﻪ آﺗﺶ اﺳﺖ‪،‬ﭼﻪ ﮔﺬﺷﺖ« )ﻏﺎﻟﺐ‪ ،‬ص ‪.(299‬‬ ‫ﺗﺮﺟﻤﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي‪:‬‬ ‫»ﻧﻮﻛﺮ ﭘﻴﺶه ﻟﻮﮔﻮں كے ﻣﻜﺎﻧﺎت ﻛﻲ چھﺗﻮں اور چھﭘﺮوں ﭘﺮ ﻛﻴﺎ ﺑﻴﺘﻲ اور اس ﺗﻤﺎم ﻛﺎرﺧﺎنه و ﺑﻦ ﮔﺎه ﻛﻴﺎ ﺑﻨﺎ كه يه‬ ‫ﺳﺐ ﺟﻨﺎب ﻛﻲ رهاﺋﺶ ﮔﺎه كے ﻗﺮﻳﺐ و ﺟﻮار هي ﻣﻲں ﺗﻮ ﻣﻮﺟﻮد تھے ﻳﻌﻨﻲ يه ﻃﻌﻢهء آﺗﺶ ﺗﻮ هو هي ﮔﺊے هوں‬ ‫گے ﺑﻠﻚه انھوں نے ﺗﻮ آگ كے پھﻳﻠﻦے اور بھڑﻛﻦے ﻣﻲں ﻣﻌﺎوﻧﺖ ﻛﻲ هو ﮔﻲ« )ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي‪ ،‬ص‬ ‫‪.(183‬‬ ‫ﺣﺎل در زﻳﺮ ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ را ﻣﻲآورﻳﻢ ﻛﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺘﻦ ﺗﺮﺟﻤﻪاي ﺟﺎﻣﻊ و درﺳﺖ از آن ﺑﻪ اردو اراﻳﻪ داده اﺳﺖ‪.‬‬ ‫»ﺑﺎﻻﺧﺮ ﺟﺐ اﻣﻦ ﭼﻴﻦ ﻛﻲ ﺧﻮش ﺧﺒﺮي ﻣﻠﻲ ﺗﻮ ﻣﻮﻳﺸﻴﻮں اور گھوڑوں سے ﻣﺘﻌﻠﻖ اﺷﻴﺎء ﭘﺮ ﻛﻴﺎ ﮔﺰري كه ان‬ ‫كے ﻟﻲے ﺑﺠﺰ اﻃﺮاف ﻣﻜﺎن اور ﻛﻮﺋﻲ ﺟﮓه نھيں تھي اور ان ﻣﻲں سے ﺑﻴﺸﺘﺮ ﻟﻘﻢهء آﺗﺶ ﺑﻠﻚه آگ ﻛﻮ‬ ‫بھڑﻛﺎنے واﻟﻲ تھيں۔« )ﭘﺮﺗﻮ روهﻳﻞه‪ ،‬ص ‪.(68‬‬ ‫ﻋﻼوه ﺑﺮ ﺗﺮﺟﻤﻪ ﻧﺎﻗﺺ و ﻏﻠﻂ ﻧﺎﻣﻪﻫﺎي ﻓﺎرﺳﻲ‪ ،‬ﻣﺎ ﺑﻪ ﺗﺮﺟﻤﻪ اﺷﻌﺎري ﻓﺎرﺳﻲ ﺑﺮ ﻣﻲﺧﻮرﻳﻢ ﻛﻪ ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي آنﻫﺎ را‬ ‫اﺷﺘﺒﺎه ﺧﻮاﻧﺪه اﺳﺖ و در ﺗﺮﺟﻤﻪ و اﻧﺘﻘﺎل ﻣﻌﺎﻧﻲ اﺷﻌﺎر ﻓﺎرﺳﻲ ﺑﻪ ﺑﻴﺮاه رﻓﺘﻪ اﺳﺖ‪ .‬ﺑﺎ ﻣﻘﺎﻳﺴﻪ اﺷﻌﺎر ﻓﺎرﺳﻲ و ﺗﺮﺟﻤﻪ ﺗﻨﻮﻳﺮ‬

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‫اﺣﻤﺪ ﻋﻠﻮي ﺑﺎ ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ و ﺻﻮﻓﻲ ﻏﻼم ﻣﺼﻄﻔﻲ ﺗﺒﺴﻢ ﻣﻲﺗﻮان ﺑﻪ وﺿﻮح ﺗﻤﺎم ﺑﻪ اﻳﻦ ﻣﻮﺿﻮع ﭘﻲ ﺑﺮد‪ .‬در‬ ‫ﻧﺎﻣﻪاي ﻛﻪ ﻏﺎﻟﺐ دﻫﻠﻮي ﺑﻪ ﻣﻴﺮ ﺳﻴﺪ ﻋﻠﻲﺧﺎن ﺑﻬﺎدر ﻏﻤﮕﻴﻦ اﻳﻦ ﺷﻌﺮ را ﻣﻲآورد‪:‬‬ ‫در دل ز ﺗﻤﻨﺎي ﻗﺪم ﺑﻮس ﺗﻮ ﺷﻮرﻳﺴﺖ‬ ‫ﺷﻮﻗﺖ ﭼﻪ ﻧﻤﻚ داده ﻣﺬاق ادﺑﻢ را‬

‫)ﻏﺎﻟﺐ‪ ،‬ص ‪(443‬‬

‫ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي »ﻣﺬاق ادﺑﻢ« را »ﻣﺬاق ادﻫﻢ« درج ﻧﻤﻮده و ﺑﺪﻳﻦ ﮔﻮﻧﻪ ﺗﺮﺟﻤﻪاي ﻛﺎﻣﻼ اﺷﺘﺒﺎه از آن را اراﻳﻪ ﻣﻲدﻫﺪ‬ ‫و ﺗﺮﺟﻤﻪ در ﻧﮕﺎه ﺧﻮاﻧﻨﺪه ﻣﻀﺤﻜﻪﺧﻴﺰ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ‪ .‬ﺗﺮﺟﻤﻪ ﺑﺪﻳﻦ ﮔﻮﻧﻪ اﺳﺖ‪:‬‬ ‫»دل ﻣﻲں ﺗﻴﺮي ﺗﻤﻨﺎ كے ﺑﺎﻋﺚ اﻳﻚ ﻋﺠﻴﺐ ﺷﻮر ﺑﺮ ﭘﺎ رهﺗﺎ ہے۔ﺗﻴﺮے ﺷﻮق ﻣﻼﻗﺎت نے ﻣﻴﺮے دل كے زﺧﻤﻮں ﻛﻮ‬ ‫ﻛﺲ ﻃﺮح اﭘﻨﻲ ﻧﻤﻚ ﻓﺸﺎﻧﻲ سے زﻧﺪه ﻛﺮدﻳﺎ ہے۔« )ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي‪ ،‬ص ‪.(205‬‬ ‫ﻛﺎﻟﻲ داس ﮔﭙﺘﺎ رﺿﺎ ﻧﻴﺰ از ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ و ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي ﻣﻄﻤﺌﻦ ﺑﻪ ﻧﻈﺮ ﻧﻤﻲرﺳﺪ‪ .‬ﻣﺎ ﺑﺎ آوردن‬ ‫ﻣﺜﺎلﻫﺎﻳﻲ در ﺑﺎﻻ اﻳﻦ ﻣﻮﺿﻮع را ﺑﻴﺸﺘﺮ ﺑﺮاي ﺷﻤﺎ واﺿﺢ ﻧﻤﻮدﻳﻢ و در اﻳﻦﺟﺎ ﺑﺎﻳﺪ ﺑﻪ اﻳﻦ ﻧﻜﺘﻪ اﺷﺎره ﻛﻨﻴﻢ ﻛﻪ ﺗﺮﺟﻤﻪ‬ ‫ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي ﺑﻪ ﻣﺮاﺗﺐ ﺑﻬﺘﺮ از ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫‪ .4‬ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ‬ ‫ﺑﻌﺪ از ﺗﺮﺟﻤﻪ ﻣﺤﻤﺪ ﻋﻤﺮ ﻣﻬﺎﺟﺮ و ﺗﻨﻮﻳﺮ اﺣﻤﺪ ﻋﻠﻮي‪ ،‬ﭘﺮﺗﻮ روﻫﻴﻠﻪ‪ ،‬ﺷﺎﻋﺮ و ﻣﺘﺮﺟﻢ ﭘﺎﻛﺴﺘﺎﻧﻲ‪ ،‬ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ‬ ‫ﭘﻨﺞآﻫﻨﮓ را ﺑﻪ ﻓﺎرﺳﻲ ﺗﺮﺟﻤﻪ ﻧﻤﻮد‪ .‬ﺧﺼﻮﺻﻴﺖ ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ اﻳﻦ اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺎ اﺷﺮاف ﻛﺎﻣﻠﻲ ﻛﻪ ﻧﺜﺮ ﻓﺎرﺳﻲ‬ ‫ﻏﺎﻟﺐ دﻫﻠﻮي دارد ﺑﻪ ﺗﺮاﻛﻴﺐ‪ ،‬اﺻﻄﻼﺣﺎت و اﺳﺘﻌﺎرات و ﺗﺸﺒﻴﻬﺎت ﺑﻪﻛﺎر ﺑﺮده ﺷﺪه ﺗﻮﺳﻂ ﻏﺎﻟﺐ دﻫﻠﻮي آﺷﻨﺎﻳﻲ دارد‪ .‬او‬ ‫ﺗﻼش دارد در ﺗﺮﺟﻤﻪ ﺧﻮد ﺳﺒﻚ و ﺷﻴﻮهاي ﺷﺒﻴﻪ ﺑﻪ ﻧﺜﺮ ﻏﺎﻟﺐ در ﭘﻴﺶ ﺑﮕﻴﺮد و از ﺗﺮﺟﻤﻪ ﺗﺤﺖاﻟﻠﻔﻈﻲ دوري ﮔﺰﻳﻨﺪ و‬ ‫ﻳﻚ ﺳﺒﻚ ﻣﻨﺤﺼﺮ ﺑﻔﺮد را در ﭘﻴﺶ ﮔﻴﺮد‪ .‬ﺑﺎ ﻣﻄﺎﻟﻌﻪ دﻗﻴﻖ اﻳﻦ ﺗﺮﺟﻤﻪ ﻣﻲﺗﻮان ﭘﺮﺗﻮ روﻫﻴﻠﻪ را از دﺳﺘﻪ ﻣﺘﺮﺟﻤﺎﻧﻲ‬ ‫داﻧﺴﺖ ﻛﻪ ﺑﻪﺧﻮﺑﻲ ﺑﺎ ﻋﺼﺮ و ﻓﺸﺎي ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ ارﺗﺒﺎط ﻛﻼﻣﻲ و روﺣﻲ ﺑﺮﻗﺮار ﻛﺮدهاﺳﺖ و اﻳﻦ ﻗﺼﺮ ﻃﻠﺴﻤﺎت‬ ‫را ﺑﻪ زﺑﺎن اردو ﻣﻨﺘﻘﻞ ﻧﻤﻮدهاﺳﺖ‪ .‬ﺑﺎ ﻣﻄﺎﻟﻌﻪ ﺟﺰﻳﻲ اﻳﻦ ﺗﺮﺟﻤﻪ‪ ،‬راﻗﻢ ﺑﻪ ﻣﻜﺘﻮﺑﻲ ﺑﺮﺧﻮرد ﻧﻤﻮدم ﻛﻪ ﻏﺎﻟﺐ ﺑﻪﻧﺎم ﻣﻮﻻﻧﺎ‬ ‫ﻋﺒﺎس ﺑﻮﭘﺎﻟﻲ ﻧﻮﺷﺘﻪاﺳﺖ‪ .‬در ﺗﺮﺟﻤﻪ اﻳﻦ ﻣﻜﺘﻮب ﻓﺎرﺳﻲ ﺟﺎﻳﻲ ﻛﻪ ﻏﺎﻟﺐ ﺑﻪ دوازده اﻣﺎم ﺷﻴﻌﻴﺎن اﺷﺎره دارد‪ ،‬در ﺗﺮﺟﻤﻪ‬ ‫ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﭘﺎرﮔﺮاف را ﻣﺨﺘﺼﺮ و ﻛﻮﺗﺎه ﺗﺮﺟﻤﻪ ﻧﻤﻮدهاﺳﺖ و اﻳﻦ ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﻌﺼﺐ‬ ‫دﻳﻨﻲ و ﻣﺬﻫﺒﻲاي ﻛﻪ دارد‪ ،‬از ﺗﺮﺟﻤﻪ ﻛﺎﻣﻞ اﻳﻦ ﻣﻜﺘﻮب ﭘﺮﻫﻴﺰ ﻧﻤﻮدهاﺳﺖ‪ .‬در اﻳﻨﺠﺎ اﺻﻞ ﻧﺎﻣﻪ را ﺑﺎ ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ‬ ‫ﻣﻲآورﻳﻢ‪:‬‬

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‫واﻻ ﻳﺰدان ﻫﺴﺖ و ﺑﻮد آﻓﺮﻳﻦ ﻛﻪ ﮔﻤﺎﺷﺘﻦ وﺧﺸﻮر وﻓﺮﺳﺘﺎدﮔﺎنِ ﻣﻨﺸﻮر از آﻻي اوﺳﺖ ﺑﻲ ﻣﺮ ﻧﻴﺎﻳﺶ و آورﻧﺪة ﮔﺮاﻣﻲ‬ ‫ﻣﻨﺸﻮر ﻫﻤﺎﻧﺎ ﻫﻤﺎﻳﻮن وﺧﺸﻮر را ﻛﻪ ﭘﺲ از وي از آن ده ودو ﭘﻴﺮه وﺧﺸﻮر ﻛﻪ ﺑﺎز ﭘﺴﻴﻦ آن ﮔﺮوه ﺑﺎ ﺧﺪاوﻧﺪ از ﻧﺎم اﻧﺒﺎزي‬ ‫دارد ﺑﻪ ﻫﺮ ﻫﻨﮕﺎم ﻫﺮ ﻳﻜﻲ ﺑﺠﺎي اوﺳﺖ ﺑﻲ اﻧﺪازه ﺳﺘﺎﻳﺶ )ﻏﺎﻟﺐ‪ ،‬ص ‪.(587‬‬ ‫ﺗﺮﺟﻤﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﺑﺴﻴﺎر ﻣﺨﺘﺼﺮ و ﻛﻮﺗﺎه اﺳﺖ‪:‬‬ ‫»ﺗﻌﺮﻳﻒ اس ﺧﺪا ﺗﻌﺎﻟﻲ ﻛﻲ ﺗﻌﻴﻦ رﺳﻮل اور ارﺳﺎل دﺳﺘﻮر اس ﻛﻲ ﻧﻌﻤﺘﻮں ﻣﻲں سے ہے«‬ ‫)ﭘﺮﺗﻮ روهﻳﻞه‪ ،‬ص ‪(266‬‬ ‫ﺑﺮ ﻋﻜﺲ اﻳﻦ ﺗﺮﺟﻤﻪ ﻛﻪ ﭘﺮﺗﻮ روﻫﻴﻠﻪ از اﻳﻦ ﻣﻜﺘﻮب اﻧﺠﺎم دادهاﺳﺖ‪ ،‬ﭘﺮوﻓﺴﻮر ﻧﺬﻳﺮ اﺣﻤﺪ اﻳﻦ ﻣﻜﺘﻮب را ﻣﻮرد ﺑﺮرﺳﻲ‬ ‫ﻗﺮار دادهاﺳﺖ‪ .‬وي ﺑﻪ اﻳﻦ ﻧﻜﺘﻪ ﻧﻴﺰ ﺗﺎﻛﻴﺪ دارد ﻛﻪ در اﻳﻨﺠﺎ ﻏﺎﻟﺐ از واژﮔﺎن دﺳﺎﺗﻴﺮي اﺳﺘﻔﺎده ﻧﻤﻮده اﺳﺖ و ﺗﺮﺟﻤﻪاي‬ ‫ﺑﺴﻴﺎر زﻳﺒﺎ از اﻳﻦ ﻣﻜﺘﻮب اراﻳﻪ دادهاﺳﺖ‪.‬‬ ‫»ﺗﻤﺠﻴﺪ و ﺗﺤﺴﻴﻦ كے وﺟﻮد كے ﺧﺎﻟﻖ ﺑﺰرگ و ﺑﺮﺗﺮ ﻛﻲ بے ﺣﺪ ﺣﻤﺪ و ﺛﻨﺎ ﺟﺲ ﻛﻲ ﻧﻌﻤﺘﻮں ﻣﻲں سے اﻳﻚ‬ ‫ﻧﻌﻤﺖ ﻧﺒﻲ ﻛﺎ ﻣﺒﻌﻮث ﻛﺮﻧﺎ اور ان كے ذرﻳﻊے آﺳﻤﺎﻧﻲ ﻛﺘﺎب ﻛﺎ اﺗﺎرﻧﺎ اور اس ﻣﻌﺰز ﻣﻨﺸﻮر)ﻗﺮآن(كے ﻻنے والے‬ ‫ﻳﻌﻨﻲ اس ﻣﺒﺎرك ﭘﻴﻐﻤﺒﺮ)ﻳﻌﻨﻲ ﺣﻀﺮت ﻣﺤﻤﺪ ۖ◌(ﭘﺮ بے اﻧﺖها درود هو ﺟﻦ كے ﺑﺎره اﻣﺎﻣﻮں ﻣﻲں سے هر اﻳﻚ هر‬ ‫زﻣﺎنے ﻣﻲں ان ﻛﺎ ﻗﺎﺋﻢ ﻣﻘﺎم ہے‪،‬ان ﺗﻤﺎم اﻣﺎﻣﻮں ﻣﻲں آﺧﺮي ﺧﺪا كے ﺳﺎتھ ﻧﺎم ﻣﻲں ﺷﺮﻛﺖ ركھتے هيں«‬ ‫)ﻧﺬﻳﺮاﺣﻤﺪ‪ ،‬ص ‪.(216‬‬ ‫‪ .5‬ﻛﻼم آﺧﺮ‬ ‫ﻧﺬﻳﺮ اﺣﻤﺪ ﺑﺎ ﺗﺮﺟﻤﻪ اﻳﻦ ﺑﺨﺶ از ﻣﻜﺘﻮب ﻓﺎرﺳﻲ و ﺗﻮﺿﻴﺢ درﺑﺎره واژﮔﺎن دﺳﺎﺗﻴﺮي آن ﺑﻪ ﻧﻜﺎت ﻣﻬﻢ و اﺳﺎﺳﻲ اﺷﺎره‬ ‫ﻧﻤﻮدهاﺳﺖ‪ .‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺮﺟﻤﻪﻫﺎﻳﻲ ﻛﻪ از ﻣﻜﺘﻮﺑﺎت آﻫﻨﮓ ﭘﻨﺠﻢ اﻧﺠﺎم ﺷﺪهاﺳﺖ‪ ،‬ﻣﻲﺗﻮان ﮔﻔﺖ ﭘﺮﺗﻮ روﻫﻴﻠﻪ ﺑﺎ دﻗﺖ و‬ ‫ﻣﻬﺎرت ﺑﻴﺸﺘﺮي اﻳﻦ ﻣﻜﺘﻮﺑﺎت را ﺑﻪ زﺑﺎن اردو ﺑﺮﮔﺮداﻧﺪه اﺳﺖ‪.‬‬

‫ﻣﻨﺎﺑﻊ‬ ‫روﻫﻴﻠﻪ‪ ،‬پ‪ .(2004) .‬آﻫﻨﮓ ﭘﻨﺠﻢ‪ .‬ﻛﺮاﭼﻲ‪ ،‬ﭘﺎﻛﺴﺘﺎن‪ :‬اداره ﻳﺎدﮔﺎر ﻏﺎﻟﺐ‪.‬‬ ‫روﻫﻴﻠﻪ‪ ،‬پ‪ .(2008) .‬ﻛﻠﻴﺎت ﻣﻜﺘﻮﺑﺎت ﻓﺎرﺳﻲ ﻏﺎﻟﺐ‪ .‬اﺳﻼم آﺑﺎد‪ ،‬ﭘﺎﻛﺴﺘﺎن‪ :‬ﻧﻴﺸﻨﻞ ﺑﻚ ﻓﺎؤنڈﻳﺸﻦ‪.‬‬

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‫ﻋﻠﻮي‪ ،‬ت‪ .‬ا‪ .(1992) .‬اوراق ﻣﻌﺎﻧﻲ‪ .‬دﻫﻠﻲ‪ ،‬ﻫﻨﺪ‪ :‬اردو اﻛﺎدﻣﻲ‪.‬‬ ‫ﻏﺎﻟﺐ‪ ،‬م‪ .‬ا‪ .(1969) .‬ﭘﻨﺞ آﻫﻨﮓ‪ ،‬ﺗﺪوﻳﻦ ﻧﻮ و ﺗﺼﺤﻴﺢ و ﺗﺤﻘﻴﻖ وزﻳﺮ اﻟﺤﺴﻦ ﻋﺎﺑﺪي‪ .‬ﻻﻫﻮر‪ ،‬ﭘﺎﻛﺴﺘﺎن‪ :‬ﭘﻨﺠﺎب ﻳﻮﻧﻴﻮرﺳﺘﻲ‪.‬‬ ‫ﻋﻤﺮﻣﻬﺎﺟﺮ‪ ،‬م‪ ،(1969) .‬ﭘﻨﺞ آﻫﻨﮓ‪ .‬ﻛﺮاﭼﻲ‪ ،‬ﭘﺎﻛﺴﺘﺎن‪ :‬اﻳﺠﻮﻛﻴﺸﻦ ﭘﺮﻳﺲ‪.‬‬ ‫اﺣﻤﺪ‪ ،‬ن‪ .(1991) .‬ﻏﺎﻟﺐ ﭘﺮ ﭼﻨﺪ ﻣﻘﺎلے‪ .‬ﻧﺌﻲ دﻫﻠﻲ‪ ،‬ﭘﺎﻛﺴﺘﺎن‪ :‬ﻏﺎﻟﺐ اﻧﺴﺘﻴﺘﻮت‪.‬‬

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‫ﻣﻘﺎﻳﺴﻪ‪ ‬ﻓﺮاﮔﻴﺮي‪ ‬ﺿﻤﻨﻲ‪ ‬واژﮔﺎن‪ ‬در‪ ‬ﻣﺘﻦ‪ ‬و‪ ‬ﻓﺮاﻣﺘﻦ‪ :‬ﻣﻮردﭘﮋوﻫﻲ زﺑﺎن آﻟﻤﺎﻧﻲ‬ ‫ﻓﺮﺷﺘﻪ ﺑﻬﻤﻦﻧﮋاد‬

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‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت آﻟﻤﺎﻧﻲ‪ ،‬داﻧﺸﮕﺎه ﺗﻬﺮان‬ ‫ﺳﻤﻴﺮا ﻛﻴﺎﻧﻲ‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت آﻟﻤﺎﻧﻲ‪ ،‬داﻧﺸﮕﺎه ﺗﻬﺮان‬

‫ﭼﻜﻴﺪه‪ .‬در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺗﺠﺮﺑﻲ ﺑﻪ ﻣﻘﺎﻳﺴﻪ ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن‪ 2‬ﻫﻨﮕﺎم ﺧﻮاﻧﺪن ﻣﺘﻦ ﺑﻪ زﺑﺎن آﻟﻤﺎﻧﻲ در ﻓﻀﺎي‬ ‫ﻣﺠﺎزي ﺑﻪ ﻛﻤﻚ واژهﻧﺎﻣﻪ ﻓﺮاﻣﺘﻨﻲ‪ 3‬و ﻫﻨﮕﺎم ﺧﻮاﻧﺪن ﻣﺘﻦ ﺑﻪ ﻫﻤﺮاه ﺗﻮﺿﻴﺤﺎت ﻣﺮﺑﻮط ﺑﻪ واژﮔﺎن در رﺳﺎﻧﻪ ﭼﺎﭘﻲ ﺑﺎ‬ ‫ﻳﻜﺪﻳﮕﺮ ﭘﺮداﺧﺘﻪ ﺷﺪ‪ .‬ﻫﺪف از اﻳﻦ ﭘﮋوﻫﺶ ﭘﺎﺳﺦ ﺑﻪ اﻳﻦ ﭘﺮﺳﺶ اﺳﺖ ﻛﻪ آﻳﺎ واژهﻧﺎﻣﻪ ﻓﺮاﻣﺘﻨﻲ ﻛﻤﻜﻲ ﺑﻪ ﺳﻬﻮﻟﺖ‬ ‫ﻳﺎدﮔﻴﺮي و ﺑﻪ ﺧﺎﻃﺮ ﺳﭙﺮدن واژﮔﺎن از ﻃﺮﻳﻖ ﺧﻮاﻧﺪن ﻣﺘﻦ ﻣﻲﻛﻨﺪ ﻳﺎ ﺧﻴﺮ‪ .‬در اﻳﻦ آزﻣﻮن از زﺑﺎنآﻣﻮزان ﺳﻄﺢ ‪A1‬‬

‫اﻧﺠﻤﻦ ﻓﺮﻫﻨﮕﻲ اﺗﺮﻳﺶ در دو ﮔﺮوه اﺳﺘﻔﺎده ﺷﺪ‪ .‬ﮔﺮوﻫﻲ ﺑﻪ ﺧﻮاﻧﺪن ﻣﺘﻦ روي ﺻﻔﺤﻪ راﻳﺎﻧﻪ و ﮔﺮوه دﻳﮕﺮ ﺑﻪ ﺧﻮاﻧﺪن‬ ‫ﻫﻤﺎن ﻣﺘﻦ روي ﺑﺮﮔﻪ ﻛﺎﻏﺬ ﭘﺮداﺧﺘﻨﺪ‪ .‬دادهﻫﺎ در ﻣﺮاﺣﻞ زﻳﺮ ﺟﻤﻊآوري ﺷﺪﻧﺪ‪ :‬ﭘﻴﺶآزﻣﻮن‪ ،‬آزﻣﻮن و ﭘﺲآزﻣﻮن ﻓﻮري‬ ‫)آزﻣﻮن واژﮔﺎن( ﻛﻪ ﺧﻮد در ﺳﻪ ﻣﺮﺣﻠﻪي آزﻣﻮن ﻓﺮاﺧﻮان ﻓﻌﺎل‪ ،‬آزﻣﻮن ﻓﺮاﺧﻮان ﻣﻨﻔﻌﻞ و ﺗﺴﺖ ﺷﻨﺎﺧﺖ ﻣﻨﻔﻌﻞ اﺟﺮا ﺷﺪ‪.‬‬ ‫ﺑﺮ اﺳﺎس ﻧﺘﺎﻳﺞ آﻣﺎري اﻳﻦ ﭘﮋوﻫﺶ‪ ،‬ﻓﺮاﺧﻮان ﺿﻤﻨﻲ واژﮔﺎن در ﻓﺮاﻣﺘﻦ‪ 4‬و ﻣﺘﻦ ﺗﻔﺎوت ﭼﻨﺪاﻧﻲ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻧﺪارﻧﺪ‪ .‬اﮔﺮﭼﻪ‬ ‫واژهﻧﺎﻣﻪ ﻓﺮاﻣﺘﻨﻲ ﺗﻮﺟﻪ ﻓﺮاﮔﻴﺮ را ﺑﻪ دادهﻫﺎي ورودي ﺟﻠﺐ ﻛﺮده و اﻧﺘﻈﺎر ﻣﻲرود اﺛﺮ ﻣﺜﺒﺖ ﺑﺮ ﺑﻪ ﺧﺎﻃﺮ ﺳﭙﺮدن واژﮔﺎن‬ ‫داﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬اﺛﺮ آن ﺑﺮ اﻳﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﻛﻮﭼﻚ ﻣﺤﺪود ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ‪ .‬در ﻛﻨﺎر ﻳﺎدﮔﻴﺮي اﺗﻔﺎﻗﻲ ﻳﺎ ﺿﻤﻨﻲ‪ ،‬ﻳﺎدﮔﻴﺮي‬ ‫ارادي ﻧﻴﺰ ﺿﺮوري اﺳﺖ‪ .‬ﺗﺄﺛﻴﺮ ﻋﻮاﻣﻞ دﻳﮕﺮ ﻣﺎﻧﻨﺪ زﻣﺎن‪ ،‬ﺳﻄﺢ ﺗﺴﻠﻂ اﻓﺮاد ﺑﻪ زﺑﺎن‪ ،‬ﻧﻮع ﻣﺘﻦ‪ ،‬ﻧﻮع آزﻣﻮن‪ ،‬ﻋﻼﻗﻪ و اﻧﮕﻴﺰه‬ ‫اﻓﺮاد ﺑﺮاي ﺧﻮاﻧﺪن ﻣﺘﻦ ﻫﺪف و ﻧﻮع ﻓﺮاﻣﺘﻦ ﻧﻴﺰ ﺑﺎﻳﺪ در ﭘﮋوﻫﺶﻫﺎي آﺗﻲ ﻣﻮرد ارزﻳﺎﺑﻲ ﻗﺮار ﮔﻴﺮﻧﺪ‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﺣﺎﻓﻈﻪ‪ ،‬درك ﻣﻄﻠﺐ‪ ،‬ﻓﺮاﺧﻮان ﻓﻌﺎل و ﻣﻨﻔﻌﻞ‪ ،‬ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن‪ ،‬ﻓﺮاﻣﺘﻦ‬

‫‪ ‬‬ ‫‪ -1‬ﻧﻮﻳﺴﻨﺪه ﻣﺴﺌﻮل‪ .‬راﻳﺎﻧﺎﻣﻪ‪ [email protected] :‬‬ ‫‪2. Incidental vocabulary learning‬‬ ‫‪3. Hypertextgloss‬‬ ‫‪4. Hypertext ‬‬

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‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫ﻳﻜﻲ از ﻣﻬﻢﺗﺮﻳﻦ اﻣﻜﺎﻧﺎﺗﻲ ﻛﻪ آﻣﻮزش اﻟﻜﺘﺮوﻧﻴﻚ ﺑﻪدﺳﺖ ﻣﻲدﻫﺪ‪ ،‬اﻣﻜﺎﻧﺎت ﻓﺮاﻣﺘﻨﻲ و ﻓﺮارﺳﺎﻧﻪاي اﻧﺪ‪ .‬ﻓﺮاﻣﺘﻦ اﻣﻜﺎن‬ ‫دﺳﺘﺮﺳﻲ ﻣﺴﺘﻘﻞ ﺑﻪ اﻃﻼﻋﺎت را ﻓﺮاﻫﻢ ﻣﻲﻛﻨﺪ‪ .‬اﻳﻦ اﻣﺮ ﺑﺮاي ﻓﺮاﮔﻴﺮي زﺑﺎن ﺧﺎرﺟﻲ از اﻫﻤﻴﺖ ﺑﺮﺧﻮردار اﺳﺖ‪ .‬اﻳﻦ اﻣﻜﺎن‬ ‫در ﻓﺮاﮔﻴﺮي ﻣﻬﺎرت ﺧﻮاﻧﺪن ﻧﻴﺰ ﻧﻘﺶ ﺑﻪﺳﺰاﻳﻲ دارد زﻳﺮا ﻓﺮاﻣﺘﻦ ﺑﺎ ﺑﻪ دﺳﺖدادن اﻣﻜﺎﻧﺎت ﻣﺘﻌﺪد اﺗﺼﺎل اﻃﻼﻋﺎت ﺑﻪ‬ ‫ﻛﺴﺐ اﻃﻼﻋﺎت ﻻزم ﻫﻨﮕﺎم ﺧﻮاﻧﺪن ﻛﻤﻚ ﻣﻲﻛﻨﺪ و ﺑﻪ ﻓﺮآﻳﻨﺪ آن ﺳﺮﻋﺖ ﻣﻲﺑﺨﺸﺪ‪ .‬از اﻳﻦ ﻗﺎﺑﻠﻴﺖ ﻣﻲﺗﻮان ﺑﺮاي‬ ‫ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن از ﻃﺮﻳﻖ ﺧﻮاﻧﺪن ﻧﻴﺰ اﺳﺘﻔﺎده ﻛﺮد‪ .‬ﺑﻪﻧﻈﺮ ﻣﻲرﺳﺪ ﻛﻪ رﻣﺰﮔﺸﺎﻳﻲ از ﻣﻌﻨﺎي واژﮔﺎن ﻧﺎآﺷﻨﺎ از ﺑﺎﻓﺖ‬ ‫ﻣﺘﻦ ﺑﺮاي زﺑﺎنآﻣﻮزان دﺷﻮار ﺑﺎﺷﺪ‪ .‬ﻣﻤﻜﻦ اﺳﺖ زﺑﺎنآﻣﻮزان ﮔﻤﺎﻧﻪزﻧﻲ ﻏﻠﻄﻲ راﺟﻊ ﺑﻪ ﻣﻌﻨﺎي واژﮔﺎن ﺑﻴﮕﺎﻧﻪ از زﻣﻴﻨﻪ ﻣﺘﻦ‬ ‫داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬اﻳﻦ ﺧﻄﺮ را ﻣﻲﺗﻮان ﺑﺎ ﺗﻮﺿﻴﺢ واژﮔﺎن ﻛﺎﻫﺶ داد‪ .‬اﻳﻦ روش زﺣﻤﺖ ﺟﺴﺘﻦ در واژهﻧﺎﻣﻪ را ﻣﻲﻛﺎﻫﺪ و ﻣﺎﻧﻊ‬ ‫از اﻧﻘﻄﺎع ﻓﺮآﻳﻨﺪ ﺧﻮاﻧﺪن ﻣﻲﺷﻮد و ﺑﻪ ﺑﺨﺎﻃﺮ ﺳﭙﺮدن ﻃﻮﻻﻧﻲﺗﺮ واژﮔﺎن در ﺣﺎﻓﻈﻪ ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ .‬اﻳﻦ روش ﻣﻲﺗﻮاﻧﺪ ﺑﻪ‬ ‫ذﺧﻴﺮه ﺳﺎزي و ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت در ﻣﻮاﻗﻊ ﺿﺮورت ﺳﻬﻮﻟﺖ ﺑﺨﺸﺪ‪ .‬واژهﻧﺎﻣﻪ ﻓﺮاﻣﺘﻨﻲ و ﺳﺎﻳﺮ اﻣﻜﺎﻧﺎت از اﻳﻦ ﻗﺒﻴﻞ در‬ ‫آﻣﻮزش اﻟﻜﺘﺮوﻧﻴﻚ ﺑﻪ ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن ﻛﻤﻚ ﻣﻲﻛﻨﻨﺪ زﻳﺮا دﺳﺘﺮﺳﻲ ﺳﺮﻳﻊﺗﺮ ﺑﻪ ﺗﻮﺿﻴﺤﺎت واژﮔﺎن ﻫﻨﮕﺎم‬ ‫ﺧﻮاﻧﺪن را ﻣﻴﺴﺮ ﻣﻲﺳﺎزﻧﺪ و ﺑﻪ ﺧﻮاﻧﻨﺪه اﻳﻦ اﻣﻜﺎن را ﻣﻲدﻫﻨﺪ ﻛﻪ ﻓﺮﺿﻴﻪ ﺧﻮد را راﺟﻊ ﺑﻪ ﻣﻌﻨﻲ واژه ﺗﺄﻳﻴﺪ ﻳﺎ رد ﻛﻨﺪ‪.‬‬ ‫ﭘﮋوﻫﺶ ﺗﺠﺮﺑﻲ ﺣﺎﺿﺮ ﺑﻪ دﻧﺒﺎل ﭘﺎﺳﺦ ﺑﻪ اﻳﻦ ﭘﺮﺳﺶ اﺳﺖ ﻛﻪ آﻳﺎ ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن در ﻓﺮاﻣﺘﻦ ﻣﺆﺛﺮﺗﺮ از ﻣﺘﻦ اﺳﺖ‬ ‫ﻳﺎ ﺧﻴﺮ‪ .‬ﭘﺮﺳﺶﻫﺎي ﺟﺎﻧﺒﻲ دﻳﮕﺮي ﻧﻴﺰ ﻣﻄﺮح ﻣﻲﺷﻮﻧﺪ‪:‬‬ ‫‪‬‬

‫آﻳﺎ راﺑﻄﻪاي ﻣﻴﺎن ﻣﺸﺨﺺ ﺑﻮدن ﭘﻴﻮﻧﺪﻫﺎ در ﻓﺮاﻣﺘﻦ )ﭘﻴﺪا ﻳﺎ ﻧﺎﭘﻴﺪا ﺑﻮدن آنﻫﺎ در زﻣﻴﻨﻪ ﻣﺘﻦ( و ﻓﺮاﮔﻴﺮي‬ ‫ﺿﻤﻨﻲ واژﮔﺎن وﺟﻮد دارد؟ ‬

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‫آﻳﺎ ﺗﻮﺟﻪ ﺑﺮاﻧﮕﻴﺰ ﺑﻮدن ﻛﻠﻤﺎت در ﻓﺮاﻣﺘﻦ از ﻃﺮﻳﻖ واژهﻧﺎﻣﻪ اﻟﻜﺘﺮوﻧﻴﻜﻲ ﺑﺎﻋﺚ ﻣﻲﺷﻮد ﻛﻪ ﻓﺮاﮔﻴﺮان راﺣﺖﺗﺮ‬ ‫واژﮔﺎن را ﺑﻪﺧﺎﻃﺮ ﺑﺴﭙﺎرﻧﺪ؟ ‬

‫‪‬‬

‫ﭼﻪ ﻋﻮاﻣﻞ دﻳﮕﺮي ﻣﻮﻓﻘﻴﺖ اﻣﻜﺎﻧﺎﺗﻲ ﻛﻪ ﻓﺮاﻣﺘﻮن ﺑﻪ دﺳﺖ ﻣﻲدﻫﻨﺪ را ﺗﻀﻤﻴﻦ ﻣﻲﻛﻨﻨﺪ؟ ‬

‫ ‬ ‫ﻫﺪف از اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﻲ اﺛﺮ ﭘﻴﻮﻧﺪﻫﺎي ﻓﺮاﻣﺘﻨﻲ ﻣﺸﺨﺺﺷﺪه ﺑﻪ ﻋﻨﻮان ﻳﻜﻲ از وﻳﮋﮔﻲﻫﺎي ﺻﻔﺤﻪ ﻧﻤﺎﻳﺶ ﺑﺴﺘﻪ ﺑﻪ‬ ‫ﻧﻮع آزﻣﻮن ﺧﻮاﻧﺪن ﺑﺮ روي ﻓﺮاﮔﻴﺮي واژﮔﺎن ﺑﻪ ﺻﻮرت ﺿﻤﻨﻲ و ﻣﻘﺎﻳﺴﻪ آن ﺑﺎ ﻫﻤﻴﻦ آزﻣﻮن در ﺑﺴﺘﺮ ﺳﻨﺘﻲ ﻳﺎ رﺳﺎﻧﻪ‬ ‫ﭼﺎﭘﻲ در ﺷﺮاﻳﻂ ﻣﺸﺎﺑﻪ و ﻳﺎﻓﺘﻦ ﭘﺎﺳﺦ ﺑﻪ ﭘﺮﺳﺶﻫﺎي ﻣﻄﺮح ﺷﺪه اﺳﺖ‪ .‬ﻓﺮﺿﻴﻪ ﭘﺎﻳﻪ اﻳﻦ ﺗﺤﻘﻴﻖ ﺑﺮ ﻣﺒﻨﺎي ﭘﺎﺳﺦ ﻣﺜﺒﺖ ﺑﻪ‬ ‫ﭘﺮﺳﺶ اﺻﻠﻲ اﺳﺖ‪.‬‬

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‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﺗﺤﻘﻴﻖ‬ ‫ﻓﺮاﻣﺘﻮن در ﻣﻴﺎن ﺳﺎﻳﺮ ﻓﻨﺎوريﻫﺎي ﻣﻮﺟﻮد در اﻣﻜﺎﻧﺎت آﻣﻮزش زﺑﺎن ﺑﻪ ﻛﻤﻚ راﻳﺎﻧﻪ‪ 1‬ﺑﺎ وﻳﮋﮔﻲﻫﺎي ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮد ﺧﻮد‬ ‫ﻣﺎﻧﻨﺪ در دﺳﺘﺮس ﺑﻮدن‪ ،‬ﻗﺎﺑﻠﻴﺖ ﺷﺮﻛﺖﭘﺬﻳﺮي‪ ،‬ﺷﻬﻮدي ﺑﻮدن و ﺳﺎﺧﺘﺎر ﻏﻴﺮﺧﻄﻲ‪ ،‬ﺑﻪ ﻛﺎرﺑﺮان اﻳﻨﺘﺮﻧﺘﻲ اﻣﻜﺎن ﮔﺸﺘﻦ‬ ‫اﻃﻼﻋﺎت ﺑﺮ ﻣﺒﻨﺎي ارﺗﺒﺎط‪ ،‬ﻋﻼﻗﻪ‪ ،‬ﻛﻨﺠﻜﺎوي‪ ،‬ﺗﺠﺮﺑﻪ‪ ،‬ﻧﻴﺎز و ﺗﻜﻠﻴﻒ را ﻣﻲدﻫﺪ )ﻣﻚ ﮔﻴﺮ‪.(1996 ،2‬‬ ‫ﺗﺤﻘﻴﻘﺎت اﻧﺠﺎم ﺷﺪه ﺗﻮﺳﻂ ﻧﺎﮔﻲ و ﻫﻤﻜﺎراﻧﺶ‪ (1985) 3‬ﻧﺸﺎن ﻣﻲدﻫﻨﺪ ﻛﻪ ﻳﺎدﮔﻴﺮي واژﮔﺎن از زﻣﻴﻨﻪ ﻣﺘﻦ در ﻓﺮاﮔﻴﺮي‬ ‫زﺑﺎن اول ﻣﻤﻜﻦ اﺳﺖ‪ .‬اﻳﻦ اﻣﺮ ﺑﺎ ﺧﻮاﻧﺪن ﮔﺴﺘﺮده‪ 4‬اﻣﻜﺎنﭘﺬﻳﺮ اﺳﺖ‪ .‬ﻳﺎدﮔﻴﺮي ﺿﻤﻨﻲ زﻣﺎﻧﻲ اﺗﻔﺎق ﻣﻲاﻓﺘﺪ ﻛﻪ ﻓﺮاﮔﻴﺮ‬ ‫داﻧﺸﻲ را ﺑﻪ ﺻﻮرت ﺗﻠﻮﻳﺤﻲ ﻳﺎ اﺗﻔﺎﻗﻲ ﻛﺴﺐ ﻧﻤﺎﻳﺪ و ﻳﺎدﮔﻴﺮي در ﺣﻴﻦ اﻧﺠﺎم اﻣﺮ دﻳﮕﺮي ﺑﻪ ﻃﺮز ﻏﻴﺮ ارادي ﺑﺪون ﺗﻮﺟﻪ‬ ‫ﺧﺎص ﺑﻪ آن ﺻﻮرت ﮔﻴﺮد )ﻧﻜﺎ‪ ،‬ﻣﺎﺷﺮا و ﻣﻴﻜﻼس‪ ،1992 ،5‬ﺑﻪ ﻧﻘﻞ از رر زﻧﺪﻟﻤﺎﻳﺎ‪ .(2012 ،6‬ﻓﺮد در ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ و‬ ‫اﺗﻔﺎﻗﻲ داﻧﺶ ﻣﻔﺼﻞ و ﺟﺰﺋﻲ ﻧﺪارد اﻣﺎ در ﺻﻮرت ﻧﻴﺎز ﻣﻲﺗﻮاﻧﺪ ﺑﻪ آنﻫﺎ دﺳﺖ ﻳﺎﺑﺪ‪ .‬ﺳﻦ‪ ،‬ﻋﻼﻗﻪ ﺑﻪ ﻣﻮﺿﻮع و اﻧﮕﻴﺰه‬ ‫ﻋﻮاﻣﻠﻲاﻧﺪ ﻛﻪ ﺑﻪ ﻣﻮﻓﻘﻴﺖ در ﻓﺮآﻳﻨﺪ ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ ﻛﻤﻚ ﻣﻲﻛﻨﻨﺪ )رر زﻧﺪﻟﻤﺎﻳﺎ‪.(2012 ،‬‬ ‫ﻓﺮﺿﻴﻪ ادراك ﻛﺮاﺷﻦ‪ (2003) 7‬ﺑﺮ اﻳﻦ اﻣﺮ ﺻﺤﻪ ﻣﻲﮔﺬارد ﻛﻪ دادهﻫﺎي ورودي ﻗﺎﺑﻞ ﻓﻬﻢ ﺷﺮط ﻻزم و ﻛﺎﻓﻲ ﺑﺮاي‬ ‫ﭘﻴﺸﺮﻓﺖ زﺑﺎﻧﻲ اﺳﺖ‪ .‬آﻣﻮزش ﺿﻤﻨﻲ واژﮔﺎن ﺑﺎﻋﺚ رﺷﺪ ﻓﺮآﻳﻨﺪ ذﻫﻨﻲ ﻋﻤﻴﻖ ﻣﻲﺷﻮد و ﺑﻪ ﺑﺎزﻳﺎﺑﻲ ﺑﻬﺘﺮ اﻃﻼﻋﺎت ﻛﻤﻚ‬ ‫ﻣﻲﻛﻨﺪ‪ .‬ﻓﺮاﮔﻴﺮ ﺑﻪ ﻛﺸﻒ ﻣﻌﺎﻧﻲ ﺑﻪ ﻛﻤﻚ راﻫﻨﻤﺎﻳﻲﻫﺎي ﻣﺘﻦ ﻣﻲﭘﺮدازد و درﺑﺎره واژﮔﺎن ﺟﺪﻳﺪ ﺗﺄﻣﻞ ﻣﻲﻛﻨﺪ و در ﻧﺘﻴﺠﻪ‬ ‫ﻣﻴﺘﻮاﻧﺪ واژﮔﺎن را ﻣﺪت ﻃﻮﻻﻧﻲﺗﺮي در ذﻫﻦ ﻧﮕﻬﺪارد‪ .‬واژﮔﺎﻧﻲ ﻛﻪ ﻓﺮاﮔﻴﺮان ﺑﻪ ﺻﻮرت ﺿﻤﻨﻲ ﻳﺎ ﺗﺼﺎدﻓﻲ ﻣﻲآﻣﻮزﻧﺪ ﺑﺎ‬ ‫اﺣﺘﻤﺎل ﺑﻴﺸﺘﺮي در ﺣﺎﻓﻈﻪ ﺑﻠﻨﺪ ﻣﺪت ﻣﻲﻣﺎﻧﻨﺪ و آﮔﺎﻫﺎﻧﻪ در ﻣﻮﻗﻌﻴﺖﻫﺎي ﻣﺨﺘﻠﻒ ﻗﺎﺑﻞ ﺑﺎزﻳﺎﺑﻲاﻧﺪ‪ .‬ﻓﺮآﻳﻨﺪ ﺣﺪس زدن‬ ‫ﺑﺮاي ﻳﺎدﮔﻴﺮي واژﮔﺎن از اﻫﻤﻴﺖ ﺧﺎﺻﻲ ﺑﺮﺧﻮردار اﺳﺖ )ﻛﺮاﺷﻦ‪.(2003 ،‬‬ ‫ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ ﻣﺸﺨﺺ اﺳﺖ‪ ،‬دو ﻧﻮع ﻣﺘﻦ وﺟﻮد دارد‪ :‬ﻣﺘﻮن ﺧﻄﻲ ﻛﻪ ﻣﺘﻮن ﻛﻼﺳﻴﻚ ﻳﺎ ﻣﺘﻮن ﻛﺎﻏﺬي ﻧﻴﺰ ﻧﺎﻣﻴﺪه‬ ‫ﻣﻲﺷﻮﻧﺪ و ﻣﺘﻮن ﻏﻴﺮ ﺧﻄﻲ ﻳﺎ ﻣﺘﻮن ﻏﻴﺮ ﻣﺘﻮاﻟﻲ ﻳﺎ ﻓﺮاﻣﺘﻦ‪ .‬ﻣﺘﻦ از ﻧﻮع ﺧﻄﻲ واﺣﺪ ﺷﻔﺎﻫﻲ ﻳﺎ ﻛﺘﺒﻲ ﺛﺎﺑﺘﻲ اﺳﺖ ﻛﻪ از‬ ‫ﻟﺤﺎظ ﻇﺎﻫﺮي ﻣﺤﺪود ﺑﻪ ﺳﺎﺧﺘﺎر ﻣﺸﺨﺼﻲ اﺳﺖ و ﺑﻴﺶ از ﻳﻚ ﺟﻤﻠﻪ را ﺷﺎﻣﻞ ﻣﻲﺷﻮد )ﺑﺮﻳﻨﻜﺮ‪ 1992 ،8‬ﺑﻪ ﻧﻘﻞ از‬ ‫ﺗﻴﺪﮔﻪ‪ .(1997 ،9‬ﺧﻮاﻧﺪن ﻳﻚ ﻣﺘﻦ ﻛﻼﺳﻴﻚ ﺑﻪ ﺗﺮﺗﻴﺐ‪ ،‬واژه ﺑﻪ واژه‪ ،‬ﺟﻤﻠﻪ ﺑﻪ ﺟﻤﻠﻪ و ﺻﻔﺤﻪ ﺑﻪ ﺻﻔﺤﻪ ﺑﺮاي درك‬

‫‪ ‬‬ ‫‪1. CALL‬‬ ‫‪2. McGuire‬‬ ‫‪3. Nagy et al.‬‬ ‫‪4. Extensive reading‬‬ ‫‪5. Ncka, Machera, Miklas‬‬ ‫‪6. Röhr-Sendlmeier‬‬ ‫‪7. Krashen‬‬ ‫‪8. Brinker‬‬ ‫‪9. Tiedge‬‬

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‫ﻣﺤﺘﻮي اﻧﺠﺎم ﻣﻲﺷﻮد‪ .‬ﺗﻼشﻫﺎي زﻳﺎدي ﺑﺮاي ﺗﻌﺮﻳﻒ ﻓﺮاﻣﺘﻦ ﺷﺪهاﺳﺖ اﻣﺎ اﻏﻠﺐ ﺑﻪ وﻳﮋﮔﻲﻫﺎي ﺳﺎﺧﺘﺎري آن‬ ‫ﭘﺮداﺧﺘﻪاﻧﺪ‪ .‬ﻃﺒﻖ ﻧﻈﺮﻛﻮﻟﻦ‪ ،1991)1‬ص ‪ (27‬ﻓﺮاﻣﺘﻦ رﺳﺎﻧﻪ ﺳﺎزﻣﺎندﻫﻲ ﻏﻴﺮﺧﻄﻲ واﺣﺪﻫﺎي اﻃﻼﻋﺎﺗﻲ اﺳﺖ‪ .‬ﮔﺮدس‬

‫‪2‬‬

‫)‪ ،2012‬ص‪ ،10‬ﺑﻪ ﻧﻘﻞ از ﺳﻬﺮاﺑﻲ‪ ،2012 ،‬ص ‪ (46‬ﻓﺮاﻣﺘﻦ را ﺑﻪ ﻋﻨﻮان ﻳﻚ ﭘﺎﻳﮕﺎه اﻃﻼﻋﺎﺗﻲ ﺗﻠﻘﻲ ﻣﻲﻛﻨﺪ ﻛﻪ‬ ‫ﺳﺎﺧﺘﺎري ﻏﻴﺮ ﺧﻄﻲ را ﻧﺸﺎن دﻫﺪ‪ .‬ﻫﻮﺑﺮ‪ ،2003) 3‬ص ‪ (45‬ﻧﻴﺰ ﺑﻪ ﻏﻴﺮ ﺧﻄﻲ ﺑﻮدن و ﭼﻨﺪ رﺳﺎﻧﻪاي ﺑﻮدن اﺷﺎره ﻣﻲﻛﻨﺪ‬ ‫در ﺣﺎﻟﻲﻛﻪ آﻧﺰل زوﺗﺮ‪ ،1995) 4‬ص ‪ (7‬ﻓﺮاﻣﺘﻦ را ﺑﻪ ﻋﻨﻮان ﻳﻚ ﻣﺘﻦ ﻏﻴﺮ ﻣﺘﻮاﻟﻲ ﻣﻲداﻧﺪ ﻛﻪ در رﺳﺎﻧﻪ راﻳﺎﻧﻪ ﻗﺎﺑﻞ‬ ‫اﺟﺮاﺳﺖ‪ .‬از ﻟﺤﺎظ ﺳﺎﺧﺘﺎري ﺳﻪ ﻧﻮع ﻓﺮاﻣﺘﻦ را ﻣﻲﺗﻮان از ﻫﻢ ﻣﺠﺰا ﻛﺮد‪ :‬ﺧﻄﻲ‪ ،‬ﺳﻠﺴﻠﻪ ﻣﺮاﺗﺒﻲ و ﺷﺒﻜﻪاي )ﺷﻮاﻧﻜﻪ‪،5‬‬ ‫‪ .(2003-2002‬از وﻳﮋﮔﻲﻫﺎي اﺻﻠﻲ ﻓﺮاﻣﺘﻦ ﻣﻲﺗﻮان ﺑﻪ اﻣﻜﺎن اراﺋﻪ ﭼﻨﺪ رﺳﺎﻧﻪاي ﻣﺘﻦ‪ ،‬ﺳﺎﻣﺎندﻫﻲ ﻣﺘﻦ ﺑﻪ ﺷﻜﻞ‬ ‫ﺷﺒﻜﻪي ﺑﺎزي از ﮔﺮهﻫﺎ و اﻣﻜﺎن ﺗﻌﺎﻣﻞ و وﻳﮋﮔﻲ ﮔﻔﺘﻤﺎن اﺷﺎره ﻛﺮد )ﺗﻴﺪﮔﻪ‪ .(1997 ،‬راﻣﺎراﭘﻮ‪ (1996) 6‬ﺳﻪ وﻳﮋﮔﻲ ﻣﻬﻢ‬ ‫ﺑﺮاي ﺳﻴﺴﺘﻢ ﻓﺮاﻣﺘﻨﻲ در ﻧﻈﺮ ﻣﻲﮔﻴﺮد‪ :‬واﺣﺪﻫﺎي اﻃﻼﻋﺎﺗﻲ ﮔﺴﺴﺘﻪ‪ ،‬ﻗﺎﺑﻠﻴﺖ ﭘﻴﻮﻧﺪ و ﺳﺎﺧﺘﺎر اﻧﺸﻌﺎب ﺷﺒﻜﻪ‪ ،‬ﭘﺎﻳﻪ ارﺟﺎع‬ ‫ﻓﺮاﻣﺘﻦ را ﻣﺘﻦ ﺗﺸﻜﻴﻞ ﻣﻲدﻫﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ‪ ،‬ﺗﻤﺎﻳﺰ اﻳﻦ دو از ﻳﻜﺪﻳﮕﺮ ﻏﻴﺮ ﻣﻤﻜﻦ اﺳﺖ )ﻛﻮﻟﻦ‪ ،1991 ،‬ﺑﻪ ﻧﻘﻞ از‬ ‫ﺗﻴﺪﮔﻪ‪ .(1997 ،‬ﭘﺮﺳﺶ اﺻﻠﻲ در اﻳﻦ زﻣﻴﻨﻪ اﻳﻦ اﺳﺖ ﻛﻪ آﻳﺎ اراﺋﻪ اﻃﻼﻋﺎت ﺑﻪ ﺻﻮرت ﻏﻴﺮ ﺧﻄﻲ ﺑﻪ اﻓﺰاﻳﺶ ﺗﻮان ادراﻛﻲ‬ ‫ﺧﻮاﻧﻨﺪه ﻣﻲاﻧﺠﺎﻣﺪ‪.‬‬ ‫از ﻣﻌﺎﻳﺐ ﻓﺮاﻣﺘﻦ ﻣﻲﺗﻮان ﺑﻪ ﺳﺮﮔﺸﺘﮕﻲ در ﻓﻀﺎي ﻣﺠﺎزي و ازدﻳﺎد ﺑﺎر ﺷﻨﺎﺧﺘﻲ و اﻃﻼﻋﺎﺗﻲ اﺷﺎره ﻛﺮد‪ .‬از ﻣﺰاﻳﺎي آن‬ ‫اﻣﻜﺎن دﺳﺘﺮﺳﻲ اﻧﻌﻄﺎفﭘﺬﻳﺮ و ﺑﺴﺘﻪ ﺑﻪ ﺗﻘﺎﺿﺎ‪ ،‬ﺗﻨﻮع اﻣﻜﺎﻧﺎت ﻧﻤﺎﻳﺶ دادهﻫﺎ‪ ،‬اﻧﺘﺨﺎب و ارﺗﺒﺎط و ﻧﻴﺰ ﺗﻮﺟﻴﻪﭘﺬﻳﺮي آن از‬ ‫ﻟﺤﺎظ ﻋﻠﻢ ﺷﻨﺎﺧﺘﻲ ﻣﻲﺑﺎﺷﻨﺪ )ﻛﻮﻟﻦ‪ ،1991 ،‬ﺑﻪ ﻧﻘﻞ از ﺗﻴﺪﮔﻪ‪ .(1997 ،‬ﻓﺮاﻣﺘﻮن ﺑﻪ ﺧﺎﻃﺮ ﺳﺎﺧﺘﺎر اﻧﺸﻌﺎﺑﻲ ﻣﻨﻄﺒﻖ ﺑﺮ‬ ‫آﻣﻮزهﻫﺎي ﻋﻠﻢ ﺷﻨﺎﺧﺘﻲ‪ 7‬و ﺳﺎﺧﺘﺎرﮔﺮاﻳﻲ‪ 8‬اﻧﺪ )واﻳﺪﻧﻤﻦ‪ ،2001 ،9‬ص ‪ 453‬ﺑﻪ ﻧﻘﻞ از اﺷﺘﺎﻳﻨﻤﻦ‪ ،2005 ،10‬ص ‪ .(12‬ﺑﺮ‬ ‫ﺑﺮ اﺳﺎس ﻧﻈﺮ واﻳﺪﻧﻤﻦ ﻓﺮاﻣﺘﻮن ﺑﻪ ﻓﺮاﮔﻴﺮان ﻛﻤﻚ ﻣﻲﻛﻨﺪ‪ ،‬ﺷﺒﻜﻪﻫﺎي ﻣﻌﻨﺎﻳﻲ را در ذﻫﻦ ﺑﺴﺎزﻧﺪ‪ .‬اﻣﻜﺎن ﮔﺸﺘﺎر آزاداﻧﻪ و‬ ‫ﭘﺮداﺧﺘﻦ ﻓﻌﺎﻻﻧﻪ ﺑﻪ ﻣﺤﺘﻮي آﻣﻮزﺷﻲ ﻣﺰﻳﺘﻲ ﺑﺰرگ اﺳﺖ )واﻳﺪﻧﻤﻦ‪ ،2001 ،‬ص ‪ ،453‬ﺑﻪ ﻧﻘﻞ از اﺷﺘﺎﻳﻨﻤﻦ‪ ،2005 ،‬ص‬ ‫‪ .(30‬واژه ﻧﺎﻣﻪﻫﺎ ﺑﺮاي ﻓﻬﻢ ﻣﺘﻮن زﺑﺎن ﺧﺎرﺟﻲ از اﻫﻤﻴﺖ وﻳﮋهاي ﺑﺮﺧﻮردارﻧﺪ‪ .‬آنﻫﺎ ﺗﻮﺿﻴﺤﺎت واﺑﺴﺘﻪ ﺑﻪ ﻣﺘﻦ‪ ،‬ﺗﻮﺻﻴﻔﺎت‬ ‫و ﻛﻤﻚ ﺑﺮاي ﺗﺮﺟﻤﻪاﻧﺪ‪ ،‬در ﺣﺎﻟﻲ ﻛﻪ ﻓﺮﻫﻨﮓ ﻟﻐﺎت ﻣﺴﺘﻘﻞ از ﻣﺘﻦاﻧﺪ )ﮔﻠﻮك‪ .(2000 ،11‬واژه ﻧﺎﻣﻪﻫﺎي ﻓﺮاﻣﺘﻨﻲ ﻧﺴﺒﺖ‬

‫‪ ‬‬ ‫‪1. Kuhlen‬‬ ‫‪2. Gerdes ‬‬ ‫‪3. Huber‬‬ ‫‪4. Ansel Suter‬‬ ‫‪5. Schwanke‬‬ ‫‪6. Ramarapu‬‬ ‫‪7. Cognitive science‬‬ ‫‪8. Constructivism‬‬ ‫‪9. Weidenmann‬‬ ‫‪10. Steinmann‬‬ ‫‪11. Glück‬‬

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‫ﺑﻪ ﻧﻮﺷﺘﻪﻫﺎي ﻓﺮﻫﻨﮓ ﻟﻐﺖ واﺑﺴﺘﮕﻲ ﺑﻴﺸﺘﺮي ﺑﻪ زﻣﻴﻨﻪ ﻣﺘﻦ دارﻧﺪ‪ .‬آنﻫﺎ ﻫﻤﻪ ﻣﻌﺎﻧﻲ ﻣﻤﻜﻦ را اراﺋﻪ ﻧﻤﻲدﻫﻨﺪ ﺑﻠﻜﻪ ﺗﻨﻬﺎ‬ ‫ﻣﻌﺎﻧﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻮﺿﻮع ﻣﺘﻦ را اراﺋﻪ ﻣﻲدﻫﻨﺪ‪ .‬اﻣﺎ ﻃﺒﻖ ﮔﻔﺘﻪ رﻳﺪر‪ ،2000) 1‬ص ‪ (185‬اﻳﻦ ﺧﻄﺮ وﺟﻮد دارد ﻛﻪ ﺧﻮاﻧﻨﺪه‬ ‫ﺧﻮاﻧﻨﺪه ﺑﺪون ﺗﻔﻜﺮ ﺑﻪ ﺟﺎي ﺗﻼش ﺑﺮاي ﻳﺎﻓﺘﻦ ﻣﻌﻨﻲ واژﮔﺎن از زﻣﻴﻨﻪ ﻣﺘﻦ ﺑﺮ روي ﭘﻴﻮﻧﺪي ﻛﻠﻴﻚ ﻛﻨﺪ‪ .‬او ﻣﻌﺘﻘﺪ اﺳﺖ‬ ‫اﻳﻦ روش ﺑﺎﻋﺚ ﻣﻲﺷﻮد ﺧﻮاﻧﻨﺪه ﺑﻴﺸﺘﺮ ﺑﺮ روي ﻳﻜﺎﻳﻚ ﻛﻠﻤﺎت ﺑﻪ ﺟﺎي ارﺗﺒﺎط ﻣﻌﻨﺎﻳﻲ ﺗﻤﺮﻛﺰ ﻛﻨﺪ‪ .‬در ﻧﺘﻴﺠﻪ واژﮔﺎن‬ ‫ﺟﺪﻳﺪ ﻛﻤﺘﺮي را ﺑﻪ ذﻫﻦ ﻣﻲﺳﭙﺎرد و درك ﺳﻄﺤﻲﺗﺮي از ﻣﺘﻦ دارد‪ .‬ﻫﺎﮔﺮ‪ ،2000) 2‬ص ‪ (434‬ﻣﻌﺘﻘﺪ اﺳﺖ ﻛﻪ اﻳﻦ اﻣﺮ‬ ‫ﺑﺴﺘﮕﻲ ﺑﻪ درﺟﻪ ﺳﺨﺘﻲ ﻣﺘﻦ دارد‪.‬‬ ‫دادهﻫﺎي ورودي زﻣﺎﻧﻲ درك ﻣﻲﺷﻮﻧﺪ ﻛﻪ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﻴﺮﻧﺪ‪ .‬ﺑﺮ اﺳﺎس ﻧﻈﺮ اﺳﻤﻴﺖ‪ ،1993) 3‬ﺑﻪ ﻧﻘﻞ از واﺣﺪي‬ ‫‪ ،2012‬ص ‪ (237‬ﺗﻮﺟﻪ ﻣﻲﺗﻮاﻧﺪ از ﻃﺮﻳﻖ ﺗﺄﻛﻴﺪ ﺑﺮ ﻧﻘﺎط ﻫﺪف ﺧﺎﺻﻲ اﻓﺰاﻳﺶ ﻳﺎﺑﺪ‪ .‬او اﻳﻦ وﺿﻌﻴﺖ را »ﺷﺮاﻳﻂ ﺑﻬﺒﻮد‬ ‫داده ورودي« ﻣﻲﻧﺎﻣﺪ‪ .‬اﻳﻦ اﻣﺮ در آﻣﻮزش زﺑﺎن از اﻫﻤﻴﺖ ﺧﺎﺻﻲ ﺑﺮﺧﻮردار اﺳﺖ‪ .‬ﺗﺤﻘﻴﻖ اﻧﺠﺎم ﺷﺪه ﺗﻮﺳﻂ آﺑﺮاﻫﺎم‬

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‫)‪ (2008‬اﺛﺮ ﻣﺜﺒﺖ واژه ﻧﺎﻣﻪﻫﺎي ﻓﺮاﻣﺘﻨﻲ را ﺑﺮ ﻳﺎدﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن ﻧﺸﺎن داد‪ .‬او راﺑﻄﻪ ﻣﻴﺎن واژه ﻧﺎﻣﻪﻫﺎي ﻣﺘﻨﻲ و‬ ‫ﺳﻪ ﻣﺘﻐﻴﺮ ﺳﻄﺢ آﻣﻮزش‪ ،‬ﻧﻮع ﻣﺘﻦ و ﻧﻮع ارزﻳﺎﺑﻲ را ﺑﺮرﺳﻲ ﻛﺮد‪ .‬او ﻣﺘﻮﺟﻪ اﺛﺮ ﻛﻤﺘﺮ واژه ﻧﺎﻣﻪﻫﺎي ﻟﻐﻮي ﺑﺮ درك ﻣﻄﻠﺐ و‬ ‫ﻓﺮاﮔﻴﺮي ﺿﻤﻨﻲ واژﮔﺎن ﺗﻮﺳﻂ ﻣﺒﺘﺪﻳﺎن در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺗﻮاﻧﺎﻳﻲ ﻓﺮاﮔﻴﺮان ﺳﻄﻮح ﻣﺘﻮﺳﻄﻪ و ﭘﻴﺸﺮﻓﺘﻪ ﺷﺪ‪ .‬ﮔﻮدﻓﻠﻮ و‬ ‫ﻻرﻳﻼرد‪ (1994) 5‬روﻳﻜﺮد ﻓﺮاﻣﺘﻦ‪ 6‬را ﻣﻄﺮح ﻣﻲﻛﻨﻨﺪ ﻛﻪ ﺑﺮ اﺳﺎس آن اﻣﻜﺎن اﻳﺠﺎد ﭘﻴﻮﻧﺪ ﻣﻴﺎن واژﮔﺎن‪ ،‬ﻣﺘﻦ و ﮔﻔﺘﻤﺎن‬ ‫وﺟﻮد دارد‪.‬‬ ‫اﺳﺘﻔﺎده از ﻓﺮاﻣﺘﻦ ﻫﻨﮕﺎم ﺧﻮاﻧﺪن ﻣﻲﺗﻮاﻧﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ »ﻧﻈﺮﻳﻪ ﺑﺎر ﺷﻨﺎﺧﺘﻲ‪) «7‬ﺳﻮﻟﺮ‪ (1988 ،8‬ﺑﺎ ﻛﺎﻫﺶ ﻓﺸﺎر ﺷﻨﺎﺧﺘﻲ‬ ‫ﺷﻨﺎﺧﺘﻲ از ﻓﺮاﮔﻴﺮ ﺻﺮف ﺑﺨﺶ زﻳﺎدي از ﻇﺮﻓﻴﺖ ادراﻛﻲ را ﺑﺮاي ﺗﻜﻠﻴﻒ ﻣﻮرد ﻧﻈﺮ ﺑﺪون از ﺑﻴﻦ رﻓﺘﻦ ﺗﻤﺮﻛﺰ ﺑﻪ ﻋﻠﺖ‬ ‫ﺗﻼش اﺿﺎﻓﻪ اﻣﻜﺎنﭘﺬﻳﺮ ﺳﺎزد‪ .‬در اﻳﻦ ﻧﻈﺮﻳﻪ ﻓﺮض ﺑﺮ اﻳﻦ اﺳﺖ ﻛﻪ اﻓﺰاﻳﺶ ﻓﺸﺎر ذﻫﻨﻲ ﺑﺎ ﻛﺎﻫﺶ ﻣﻮﻓﻘﻴﺖ در ﺧﻮاﻧﺪن‬ ‫ﻓﺮاﻣﺘﻦ ﻣﺮﺗﺒﻂ اﺳﺖ‪ .‬وﺟﻮد ﭘﻴﻮﻧﺪ در ﻣﺘﻦ ﻣﻤﻜﻦ اﺳﺖ ﺑﻪ وﻗﻔﻪ و اﺧﺘﻼل در ﻓﺮآﻳﻨﺪ ﺗﺼﻤﻴﻢﮔﻴﺮي ﺑﻲاﻧﺠﺎﻣﺪ ﻛﻪ ﻧﺘﻴﺠﻪ‬ ‫آن ﭘﻴﺸﺮﻓﺖ در ﺗﺠﺮﺑﻪ ﺧﻮاﻧﺪن ﻳﺎ ﭘﻴﭽﻴﺪﮔﻲ ﻓﺮآﻳﻨﺪ درك ﻣﻔﻬﻮم اﺳﺖ )ﺳﻮﻟﺮ‪ .(1988 ،‬ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬ ‫اﻳﻦ ﻧﻈﺮﻳﻪ ﻗﺎﺑﻞ ﺗﺤﻠﻴﻞ اﻧﺪ‪.‬‬

‫‪ ‬‬ ‫‪1. Ridder‬‬ ‫‪2. Lyman-Hager‬‬ ‫‪3. Smith‬‬ ‫‪4. Abraham‬‬ ‫‪5. Goodfellow & Laurillard‬‬ ‫‪6. Hypertext approach‬‬ ‫‪7. Cognitive load theory‬‬ ‫‪8. Sweller‬‬

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‫‪ .3‬روش ﺗﺤﻘﻴﻖ ‪ ‬‬ ‫دادهﻫﺎ ﺑﻪ روش زﻳﺮ در ﺳﻪ ﺑﺨﺶ ﺟﻤﻊآوري ﮔﺮدﻳﺪ‪:‬‬ ‫اﻟﻒ‪ .‬ﻳﻚ ﭘﻴﺶآزﻣﻮن‪ 1‬ﺑﺮاي ﺗﻌﻴﻴﻦ واژﮔﺎن ﺟﺪﻳﺪ ﻣﺘﻦ‪.‬‬ ‫ب‪ .‬ﺑﺮرﺳﻲ و آﻧﺎﻟﻴﺰ ﻣﺘﻦ ﺑﺎ واژﮔﺎن اﻧﺘﺨﺎب ﺷﺪه و ﺗﻮﺿﻴﺤﺎت واژﮔﺎن ﺟﺪﻳﺪ ﺑﻪ ﻋﻨﻮان ﻓﺮاﻣﺘﻦ و ﻣﺘﻦ ﭼﺎﭘﻲ‪ .‬اﻳﻦ ﻣﺮﺣﻠﻪ‪،‬‬ ‫ﻣﺮﺣﻠﻪ ﺗﺴﺖ ﻧﺎﻣﻴﺪه ﺷﺪ‪.‬‬ ‫‪4‬‬

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‫ج‪ .‬ﭘﺲآزﻣﻮن‪ 2‬در ﺳﻪ ﺑﺨﺶ‪ :‬آزﻣﻮن ﻓﺮاﺧﻮاﻧﻲ ﺗﻮﻟﻴﺪي واژﮔﺎن ‪ ،‬آﻣﻮزن ﻓﺮاﺧﻮاﻧﻲ ادراﻛﻲ واژﮔﺎن و آزﻣﻮن ﺑﺮرﺳﻲ‬ ‫ﻣﺎﻧﺪﮔﺎري واژﮔﺎن در ﺣﺎﻓﻈﻪ ﺑﻪ ﺻﻮرت ﻛﻮﺗﺎهﻣﺪت‪.5‬‬ ‫ﭘﺲ از اﻧﺠﺎم آزﻣﻮن‪ ،‬داده ﻫﺎي ﺟﻤﻊآوري ﺷﺪه ﺑﺎ ﻧﺴﺨﻪ ‪ 16‬ﺑﺮﻧﺎﻣﻪ اس ﭘﻲ اس اس‪ 6‬ﻣﻮرد آﻧﺎﻟﻴﺰ ﻗﺮار ﮔﺮﻓﺖ‪.‬‬ ‫‪ 1 .3‬آزﻣﻮدﻧﻲﻫﺎ‬ ‫اﻓﺮاد ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ‪ 24‬ﻧﻔﺮ زﺑﺎنآﻣﻮز زن و ﻣﺮد ﺑﺰرﮔﺴﺎل در رده ﺳﻨﻲ ‪ 20‬ﺗﺎ ‪ 35‬ﺳﺎل ﺑﻮدﻧﺪ ﻛﻪ در اﻧﺠﻤﻦ ﻓﺮﻫﻨﮕﻲ‬ ‫اﻃﺮﻳﺶ در ﺳﻄﺢ آ ﻳﻚ ‪ 7‬زﺑﺎن آﻟﻤﺎﻧﻲ ﻣﻲآﻣﻮﺧﺘﻨﺪ‪ .‬آﻧﻬﺎ ﺑﻪ دو ﮔﺮوه ﺗﻘﺴﻴﻢ ﺷﺪﻧﺪ‪ :‬ﻳﻚ ﮔﺮوه ﺑﻪ ﺑﺮرﺳﻲ ﻓﺮاﻣﺘﻦ و ﮔﺮوه‬ ‫دﻳﮕﺮ ﺑﻪ ﺑﺮرﺳﻲ ﻣﺘﻦ اﻧﺘﺨﺎبﺷﺪه ﭘﺮداﺧﺖ‪ .‬ﮔﺮوه ﺳﻮﻣﻲ از زﺑﺎنآﻣﻮزان ﻫﻢ ﺑﺮاي اﻧﺠﺎم ﭘﻴﺶآزﻣﻮن در اﻳﻦ ﺗﺤﻘﻴﻖ ﺷﺮﻛﺖ‬ ‫ﻛﺮدﻧﺪ‪ .‬ﺗﻌﻴﻴﻦ ﺳﻄﺢ زﺑﺎنآﻣﻮزان ﺗﻮﺳﻂ ﻣﻮﺳﺴﻪ ﻣﻌﺘﺒﺮ ﺷﻨﺎﺧﺘﻪ و ﻣﻮرد ﭘﺬﻳﺮش ﻗﺮار ﮔﺮﻓﺖ‪.‬‬ ‫‪ 2 .3‬ﻣﻮاد و اﺑﺰار اﻧﺠﺎم آزﻣﻮن‬ ‫ﻣﺘﻦ ﻣﻮرد ﺑﺮرﺳﻲ در اﻳﻦ ﭘﮋوﻫﺶ‪ ،‬از ﺑﺨﺶ آﻧﻼﻳﻦ ﻛﺘﺎﺑﻬﺎي درﺳﻲ ‪ Schritte‬ﺑﺮﮔﺰﻳﺪه ﺷﺪ‪ .‬اﻳﻦ ﻣﺘﻦ ﻣﻨﺎﺳﺐ زﺑﺎن‬ ‫آﻣﻮزان در ﻣﻘﻄﻊ آ ‪ 1‬ﻣﻲﺑﺎﺷﺪ‪ .‬ﭘﺲ از اﻧﺘﺨﺎب ﻣﺘﻦ ﭘﻴﺶآزﻣﻮن اﻧﺠﺎم ﮔﺮﻓﺖ‪ .‬ﭘﺲ از آن‪ ،‬واژﮔﺎن ﺟﺪﻳﺪ ﺑﺎ ﻛﻤﻚ ﻟﻐﺖﻧﺎﻣﻪ‬ ‫و ﺑﻪ ﻫﻤﺮاه ﻣﺜﺎل ﺗﻮﺿﻴﺢ داده ﺷﺪه و ﺟﻬﺖ اﻧﺠﺎم آزﻣﻮن آﻣﺎدهﺳﺎزي ﺷﺪ‪.‬‬ ‫ﺗﻌﺎرﻳﻔﻲ ﻫﻤﺮاه ﺑﺎ ﻣﺜﺎل ﺑﻪ ﻋﻨﻮان واژهﻧﺎﻣﻪ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪ ﻛﻪ ﺑﻪ ﻫﻤﺮاه ﻣﺘﻦ ﺗﻮﺳﻂ ﺑﺮﻧﺎﻣﻪ درﻳﻢ وﻳﻮر‪ 8‬ﺑﻪ ﺣﺎﻟﺖ ﻳﻚ‬

‫‪ ‬‬ ‫‪1. Pretest‬‬ ‫‪2. Posttest‬‬ ‫‪3. Active retention‬‬ ‫‪4. Passive retention‬‬ ‫‪5. Passive retentionstest‬‬ ‫‪6. SPSS‬‬ ‫‪7. A1‬‬ ‫‪8. Dream weaver‬‬

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‫داده اچ ﺗﻲ ام ال‪ 1‬در آﻣﺪ‪ .‬ﺑﺎ ﻧﮕﺎه داﺷﺘﻦ ﻣﺎوس روي واژﮔﺎن ﻣﺸﺨﺺﺷﺪه ﺗﻮﺿﻴﺤﺎت آنﻫﺎ ﻗﺎﺑﻞ ﺧﻮاﻧﺪن ﻣﻲﺷﺪ‪ .‬ﻫﻤﻴﻦ‬ ‫ﻣﺘﻦ ﺑﻪ ﺣﺎﻟﺖ ﭼﺎﭘﻲ ﻧﻴﺰ آﻣﺎده ﺷﺪ و واژﮔﺎن ﺟﺪﻳﺪ ﺑﺎ ﻓﻮﻧﺖ ﻣﺘﻔﺎوت از ﻣﺘﻦ و ﺑﺎ ﻋﺪدي روي آنﻫﺎ ﻣﺸﺨﺺ ﮔﺮدﻳﺪﻧﺪ و‬ ‫ﺗﻮﺿﻴﺤﺎت آنﻫﺎ در ﻳﻚ ﺻﻔﺤﻪ ﺟﺪاﮔﺎﻧﻪ در ﻳﻚ ﺟﺪول در اﺧﺘﻴﺎر زﺑﺎنآﻣﻮزان ﻗﺮار ﮔﺮﻓﺖ‪ .‬آزﻣﻮدﻧﻲﻫﺎ ﺑﻪ دو ﮔﺮوه ﺗﻘﺴﻴﻢ‬ ‫ﺷﺪﻧﺪ و ﻣﻮرد آزﻣﻮن ﻗﺮار ﮔﺮﻓﺘﻨﺪ‪ .‬آنﻫﺎ ﻗﺒﻞ و ﻫﻨﮕﺎم آزﻣﻮن ﻫﻴﭻ اﻃﻼﻋﻲ از آزﻣﻮن واژﮔﺎن ﺑﻌﺪ از ﻣﺮﺣﻠﻪ ﺧﻮاﻧﺪن ﻣﺘﻦ‬ ‫ﻧﺪاﺷﺘﻨﺪ‪ .‬ﻣﺘﻦ و ﺗﻮﺿﻴﺢ واژﮔﺎن ﺟﺪﻳﺪ آن ﺑﻪ ﭘﻴﻮﺳﺖ ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﭘﺲآزﻣﻮن در ﺳﻪ ﻣﺮﺣﻠﻪ اﻧﺠﺎم ﺷﺪ‪ .‬ﺑﺨﺶ ﻧﺨﺴﺖ ﺟﻬﺖ ﺳﻨﺠﺶ ﺗﻮاﻧﺎﻳﻲ آزﻣﻮدﻧﻲ در ﻓﺮاﺧﻮان ﻓﻌﺎل و ﺗﻮﻟﻴﺪي واژﮔﺎن‬ ‫ﺟﺪﻳﺪ اﻧﺠﺎم ﺷﺪ‪ .‬ﺑﺮاي اﻳﻦ ﻛﺎر آزﻣﻮدﻧﻲﻫﺎ ﻣﻲﺑﺎﻳﺴﺖ ﻓﺮم ﺻﺤﻴﺢ واژه در زﺑﺎن ﻣﻘﺼﺪ را ﺑﺮاي واژه اراﺋﻪﺷﺪه ﺑﻪ زﺑﺎن ﻣﺒﺪأ‬ ‫در ﺟﺎي ﺧﺎﻟﻲ ﭘﺮ ﻛﻨﻨﺪ‪ .‬در ﺑﺨﺶ دوم ﻛﻪ ﺟﻬﺖ ﺳﻨﺠﺶ ﺗﻮاﻧﺎﻳﻲ آزﻣﻮدﻧﻲ در ﻓﺮاﺧﻮان ﻏﻴﺮ ﻓﻌﺎل واژﮔﺎن ﺟﺪﻳﺪ ﺻﻮرت‬ ‫ﮔﺮﻓﺖ‪ ،‬آزﻣﻮدﻧﻲﻫﺎ ﻣﻲﺑﺎﻳﺴﺖ ﻣﻌﻨﻲ ﺻﺤﻴﺢ واژﮔﺎن را ﺑﻪ زﺑﺎن ﻣﺒﺪأ ﻳﺎ ﺑﻪ زﺑﺎن ﻣﻘﺼﺪ ﺑﺮاي واژﮔﺎن اراﺋﻪ ﺷﺪه ﺑﻪ زﺑﺎن‬ ‫ﻣﻘﺼﺪ در ﺟﺎي ﺧﺎﻟﻲ ﻣﻲﻧﻮﺷﺘﻨﺪ‪ .‬در ﺑﺨﺶ ﺳﻮم ﻣﺎﻧﺪﮔﺎري واژﮔﺎن در ﺣﺎﻓﻈﻪ ﺑﻪ ﺻﻮرت ﻛﻮﺗﺎه ﻣﺪت و ﻳﺎ ﻫﻤﺎن ﻓﺮاﺧﻮان‬ ‫ﺗﺼﺎدﻓﻲ واژﮔﺎن در ﻣﺘﻦ ﻣﻮرد ﺳﻨﺠﺶ ﻗﺮار ﮔﺮﻓﺖ‪ .‬در اﻳﻦ ﺑﺨﺶ آزﻣﻮدﻧﻲﻫﺎ ﻣﻲﺑﺎﻳﺴﺖ ﺧﻼﺻﻪاي از ﻣﺘﻨﻲ ﻛﻪ در ﻣﺮﺣﻠﻪ‬ ‫ﺧﻮاﻧﺪن ﺑﻪ آﻧﻬﺎ داده ﺷﺪهﺑﻮد را ﺧﻮاﻧﺪه و ﺟﺎﻫﺎي ﺧﺎﻟﻲ را ﺑﺎ واژﮔﺎن داده ﺷﺪه ﭘﺮ ﻣﻲﻛﺮدﻧﺪ‪ .‬ﭘﺲ آزﻣﻮن ﺑﺮاي ﻫﺮ دو ﮔﺮوه‬ ‫ﻳﻜﺴﺎن در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪ‪.‬‬ ‫‪ 3 .3‬ﻓﺮآﻳﻨﺪ اﺟﺮاي آزﻣﻮن‬ ‫آزﻣﻮن ﺑﺎ ﻛﻤﻚ ﻓﺮاﻣﺘﻦ و ﺑﻪﺻﻮرت دﻳﺠﻴﺘﺎل ﺑﺎ ﺣﻀﻮر ‪ 11‬آزﻣﻮدﻧﻲ و ﺑﻪ ﺷﺮح ذﻳﻞ ﺑﺮﮔﺰار ﺷﺪ‪ :‬در ﺑﺨﺶ ﻧﺨﺴﺖ ﻓﺮاﻣﺘﻦ‬ ‫ﻣﺬﻛﻮر ﺑﺎ ﺗﻮﺿﻴﺢ واژﮔﺎن ﺟﺪﻳﺪ روي ﻳﻚ ﻣﺎﻧﻴﺘﻮر در اﺧﺘﻴﺎر ﻫﺮ ﮔﺮوه ﻗﺮار ﮔﺮﻓﺖ و ﮔﺮوه در ‪ 15‬دﻗﻴﻘﻪ ﺑﻪ ﺧﻮاﻧﺪن ﻓﺮاﻣﺘﻦ‬ ‫ﭘﺮداﺧﺖ‪ .‬ﭘﺲ از ‪ 5‬دﻗﻴﻘﻪ ﭘﺲآزﻣﻮن ﺑﺎ ﻓﺮﻣﺖ ورد‪ 2‬روي ﻣﺎﻧﻴﺘﻮر در اﺧﺘﻴﺎر ﮔﺮوه ﻗﺮار ﮔﺮﻓﺖ و آنﻫﺎ ﻣﻲﺑﺎﻳﺴﺖ ﻇﺮف ‪30‬‬ ‫دﻗﻴﻘﻪ ﺑﻪ ﭘﺮﺳﺶﻫﺎ ﭘﺎﺳﺦ دﻫﻨﺪ‪ .‬آزﻣﻮدﻧﻲﻫﺎ ﻣﻲﺑﺎﻳﺴﺖ ﭘﺎﺳﺦﻫﺎ را در ﻓﺎﻳﻞ ورد ﺗﺎﻳﭗ ﻛﺮده و در آﺧﺮ آن را ذﺧﻴﺮه ﻛﻨﻨﺪ‪.‬‬ ‫ﮔﺮوه دوم آزﻣﻮدﻧﻲ ﺷﺎﻣﻞ ‪ 13‬ﻧﻔﺮ‪ ،‬در آزﻣﻮن ﻣﺮﺑﻮط ﺑﻪ ﺧﻮاﻧﺪن ﺑﺎ ﻣﺘﻦ ﭼﺎﭘﻲ ﺷﺮﻛﺖ ﻛﺮدﻧﺪ‪ .‬اﻳﻦ ﮔﺮوه ﻣﻲﺑﺎﻳﺴﺖ ﺑﻪ‬ ‫ﺧﻮاﻧﺪن ﻣﺘﻦ ﺑﻪ ﻛﻤﻚ ﺗﻮﺿﻴﺤﺎت واژﮔﺎن ﺟﺪﻳﺪ ﻛﻪ در ﻳﻚ ﺟﺪول ﺗﻨﻈﻴﻢ ﺷﺪهﺑﻮد ﻣﻲﭘﺮداﺧﺘﻨﺪ‪ .‬آزﻣﻮدﻧﻲﻫﺎ ﺑﺮاي ﺧﻮاﻧﺪن‬ ‫ﻣﺘﻦ ‪ 15‬دﻗﻴﻘﻪ زﻣﺎن داﺷﺘﻨﺪ‪ .‬ﭘﺲ از ‪ 5‬دﻗﻴﻘﻪ‪ ،‬ﭘﺲآزﻣﻮن ﺑﻪ ﺣﺎﻟﺖ ﭼﺎپﺷﺪه در اﺧﺘﻴﺎر آنﻫﺎ ﻗﺮار ﮔﺮﻓﺖ و آنﻫﺎ‬ ‫ﻣﻲﺑﺎﻳﺴﺖ ﭘﺎﺳﺦ ﭘﺮﺳﺶﻫﺎ را در ﻣﺪت ‪ 30‬دﻗﻴﻘﻪ ﻣﻲﻧﻮﺷﺘﻨﺪ‪.‬‬

‫‪ ‬‬ ‫‪1. HTML ‬‬ ‫‪2. Word‬‬

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‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ ‪ ‬‬ ‫ﻧﻤﺮهي آزﻣﻮن واژﮔﺎن ﺑﻪ ﺣﺎﻟﺖ درﺻﺪي ﻣﺤﺎﺳﺒﻪ و ﺑﺮاي ﺗﺤﻠﻴﻞ دادهﻫﺎ از ﻧﺴﺨﻪ ‪ 16‬ﺑﺮﻧﺎﻣﻪ ‪ SPSS‬اﺳﺘﻔﺎده ﺷﺪ‪ .‬ﺗﺤﻠﻴﻞ‬ ‫آﻣﺎري اﺳﺘﻨﺒﺎﻃﻲ ﺳﻄﺢ ﻣﻌﻨﻲدار < ‪ ./10‬را ﻧﻤﺎﻳﺶ داد‪ .‬ﻻزم ﺑﻪ ذﻛﺮ اﺳﺖ‪ ،‬ﻛﻪ ﻣﻨﻈﻮر از ﮔﺮوه ‪ 1‬در ﻗﺴﻤﺖﻫﺎي ﺑﻌﺪي‬ ‫ﮔﺮوﻫﻲ اﺳﺖ ﻛﻪ ﻣﺘﻦ و ﺗﻮﺿﻴﺤﺎت واژﮔﺎن ﺑﻪ ﺣﺎﻟﺖ دﻳﺠﻴﺘﺎل و روي ﻧﻤﺎﻳﺸﮕﺮ راﻳﺎﻧﻪ در اﺧﺘﻴﺎر آنﻫﺎ ﻗﺮار ﮔﺮﻓﺖ و ﺑﻪ ﻛﺎر‬ ‫ﺑﺮ ﻓﺮاﻣﺘﻦ دﻳﺠﻴﺘﺎل ﭘﺮداﺧﺘﻨﺪ‪ .‬ﮔﺮوه ‪ 2‬ﮔﺮوﻫﻲ اﺳﺖ ﻛﻪ ﻣﺘﻦ و ﺗﻮﺿﻴﺤﺎت واژﮔﺎن را در ﻳﻚ ﺟﺪول ﺑﻪ ﺻﻮرت ﭼﺎپﺷﺪه‬ ‫درﻳﺎﻓﺖ ﻛﺮدﻧﺪ‪ .‬در ﺟﻬﺖ ﭘﺎﺳﺦ ﺑﻪ ﭘﺮﺳﺶ ﻣﻄﺮحﺷﺪه در اﻳﻦ ﭘﮋوﻫﺶ‪ ،‬اﻃﻼﻋﺎﺗﻲ ﻛﻪ از ﻃﺮﻳﻖ ﭘﺲآزﻣﻮن دوﻣﺮﺣﻠﻪاي از‬ ‫دو ﮔﺮوه ﺑﻪدﺳﺖ آﻣﺪ‪ ،‬از ﻃﺮﻳﻖ آزﻣﻮن "‪ "unpaired student t Test‬ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﺷﺪ و ﺑﻪ ﻋﻨﻮان ﻳﻚ ‪± SD‬‬ ‫ﻣﻴﺎﻧﮕﻴﻦ )اﻧﺤﺮاف از ﻣﻌﻴﺎر( اراﺋﻪ ﺷﺪ‪ .‬ﺗﺤﻠﻴﻞ اﻃﻼﻋﺎت ﺟﻤﻊآوري ﺷﺪه از ﻫﺮ دو ﮔﺮوه ﻧﺘﺎﻳﺞ ذﻳﻞ را ﻧﺸﺎن داد‪.‬‬ ‫ﻫﻤﺎنﻃﻮر ﻛﻪ از ﺷﻜﻞ ‪ 1‬ﺑﺮﻣﻲآﻳﺪ‪ ،‬ﻫﻴﭻﮔﻮﻧﻪ ﺗﻔﺎوت ﻣﻌﻨﻲداري ﻣﻴﺎن دو ﮔﺮوه در ﻣﺮﺣﻠﻪي اول ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه ﻧﻤﻲﺑﺎﺷﺪ‪.‬‬ ‫اﻳﻦ ﻣﻬﻢ ﻧﺸﺎﻧﮕﺮ آن اﺳﺖ‪ ،‬ﻛﻪ ﻛﺎر ﺑﺎ ﻣﺘﻦ ﭼﺎﭘﻲ و ﻳﺎ ﻓﺮاﻣﺘﻦ ﺗﺄﺛﻴﺮ ﭼﻨﺪاﻧﻲ ﺑﺮ ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ زﺑﺎن و در ﻧﺘﻴﺠﻪ‬ ‫ﻓﺮاﺧﻮاﻧﻲ ﺗﻮﻟﻴﺪي واژﮔﺎن ﻧﺪارد‪ .‬اﻳﻦ ﻣﻲﺗﻮاﻧﺪ ﺑﻪ دﻟﻴﻞ ﺗﻮزﻳﻊ ﺑﺎﻻ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﻬﻢ ﻣﻴﺎﻧﮕﻴﻦ ﺑﺎﺷﺪ‪.‬‬ ‫در ﺷﻜﻞ ‪ 2‬ﻧﻴﺰ ﺗﻔﺎوت ﻣﻌﻨﻲداري ﻣﻴﺎن دو ﮔﺮوه در ﻣﺮﺣﻠﻪ دوم ﭘﺲآزﻣﻮن ﻣﺸﻬﻮد ﻧﻴﺴﺖ‪ ،‬ﻛﻪ ﻧﺸﺎن ﻣﻲدﻫﺪ‪ ،‬ﻛﺎر ﺑﺎ ﻣﺘﻦ‬ ‫ﭼﺎﭘﻲ ﻳﺎ ﻓﺮاﻣﺘﻦ ﺗﺎﺛﻴﺮي ﺧﺎﺻﻲ ﺑﺮ روي ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ واژﮔﺎن و در ﻧﺘﻴﺠﻪ ﻓﺮاﺧﻮاﻧﻲ ادراﻛﻲ آﻧﻬﺎ ﻧﺪارد‪ .‬ﺗﻮزﻳﻊ ﺑﺎﻻ در‬ ‫ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﻬﻢ ﻣﻴﺎﻧﮕﻴﻦ ﻣﻲﺗﻮاﻧﺪ دﻟﻴﻠﻲ ﺑﺮ اﻳﻦ ﺑﺎﺷﺪ ﻛﻪ ﻧﺘﻴﺠﻪي ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ در اﻳﻦ ﻣﺮﺣﻠﻪ ﺣﺎﺻﻞ ﻧﺸﺪه اﺳﺖ‪.‬‬

‫‪ ‬ﺳﻮال ‪1‬‬ ‫ﮔﺮوه ‪1‬‬

‫‪ ‬اﻋﺪاد‬

‫ﮔﺮوه ‪2‬‬

‫ﺷﻜﻞ ‪ .1‬اﻳﻦ ﻧﻤﻮدار ﻣﻘﺎﻳﺴﻪي ﻣﻴﺎن ﻧﻤﺮهي زﺑﺎنآﻣﻮزان ﮔﺮوه اول و دوم را در ﻣﺮﺣﻠﻪي اول ﭘﺲآزﻣﻮن ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬

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‫‪ ‬ﺳﻮال ‪2‬‬ ‫ﮔﺮوه ‪1‬‬ ‫‪ ‬اﻋﺪاد‬


‫ﺷﻜﻞ ‪ .2‬اﻳﻦ ﻧﻤﻮدار ﻣﻘﺎﻳﺴﻪي ﻣﻴﺎن ﻧﻤﺮات آزﻣﻮدﻧﻲ ﻫﺎ در ﮔﺮوه اول و دوم را ﺑﻪ ﻫﻨﮕﺎم اﻧﺠﺎم ﻣﺮﺣﻠﻪي دوم ﭘﺲآزﻣﻮن‬ ‫ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬

‫‪ ‬ﺳﻮال ‪3‬‬ ‫‪ ‬اﻋﺪاد‬

‫ﮔﺮوه ‪1‬‬ ‫ﮔﺮوه ‪2‬‬

‫ﺷﻜﻞ ‪ .3‬اﻳﻦ ﻧﻤﻮدار ﻣﻘﺎﻳﺴﻪي ﻧﻤﺮات آزﻣﻮدﻧﻲﻫﺎي ﮔﺮوه اول و دوم را در ﻣﺮﺣﻠﻪي ﺳﻮم ﭘﺲآزﻣﻮن ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬

‫اﮔﺮﭼﻪ در اﻳﻦ ﻧﻤﻮدار ﺗﻔﺎوت ﻛﻮﭼﻜﻲ ﻣﻴﺎن ﻧﻤﺮات آزﻣﻮدﻧﻲﻫﺎي ﮔﺮوه اول و دوم ﻧﻤﺎﻳﺎن اﺳﺖ و اﻳﻦﮔﻮﻧﻪ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ‬ ‫ﻛﻪ ﮔﺮوه اول از ﻃﺮﻳﻖ ﻛﺎر ﺑﺎ ﻓﺮاﻣﺘﻦﻫﺎ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﮔﺮوه دوم ﺑﻪ ﻧﺘﺎﻳﺞ ﺑﻬﺘﺮي رﺳﻴﺪه ﺑﺎﺷﺪ‪ ،‬اﻣﺎ اﻳﻦ ﺗﻔﺎوت آنﻗﺪر‬ ‫ﻣﺸﻬﻮد و ﻣﻌﻨﻲدار ﻧﻴﺴﺖ‪ .‬دﻟﻴﻞ آن ﻣﻲﺗﻮاﻧﺪ ﺑﺎز ﻫﻢ ﺗﻮزﻳﻊ ﺑﺎﻻ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺳﻬﻢ ﻣﻴﺎﻧﮕﻴﻦ ﺑﺎﺷﺪ‪ .‬ﭼﻨﺎنﭼﻪ اﻳﻦ ﮔﺮوه‬ ‫ﻧﻤﻮﻧﻪ ﺷﺎﻣﻞ ﺗﻌﺪاد ﺑﻴﺸﺘﺮي آزﻣﻮدﻧﻲ ﻣﻲﺑﻮد‪ ،‬ﺗﻮزﻳﻊ دادهﻫﺎ ﻣﻲﺗﻮاﻧﺴﺖ ﻛﻢﺗﺮ و ﻧﺘﺎﻳﺞ ﻗﺎﺑﻞ ﻣﻼﺣﻈﻪﺗﺮي ﺣﺎﺻﻞ ﺷﻮد‪.‬‬

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‫ﺳﻮاﻻت‬

‫اﻋﺪاد‬


‫ﺷﻜﻞ ‪ .4‬ﻣﻘﺎﻳﺴﻪي ﻧﻤﺮات آزﻣﻮدﻧﻲﻫﺎي ﮔﺮوه اول و دوم در ﺗﻤﺎم ﻣﺮاﺣﻞ ﭘﺲآزﻣﻮن را در ﻳﻚ ﻧﮕﺎه ﻧﺸﺎن ﻣﻲدﻫﺪ‪.‬‬ ‫ﻫﻤﺎنﻃﻮر ﻛﻪ در اﻳﻦ ﻧﻤﻮدار ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه اﺳﺖ‪ ،‬ﻇﺎﻫﺮاً زﺑﺎنآﻣﻮزان ﻫﺮ دو ﮔﺮوه ﺗﻮاﻧﺴﺘﻪاﻧﺪ ﺑﻪ ﭘﺮﺳﺶ اول ﺑﻬﺘﺮ ﭘﺎﺳﺦ‬ ‫دﻫﻨﺪ‪ .‬در ﻣﻮرد ﭘﺮﺳﺶ ﺳﻮم ﻫﻤﺎنﻃﻮر ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﻫﺮ دو ﮔﺮوه ﺗﻔﺎوت اﻧﺪﻛﻲ داﺷﺘﻪاﻧﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ ﻛﻪ ﮔﺮوه اول‬ ‫ﺑﻬﺘﺮ ﺗﻮاﻧﺴﺘﻪ ﺑﻪ اﻳﻦ ﭘﺮﺳﺶ ﭘﺎﺳﺦ دﻫﺪ و ﻧﺘﺎﻳﺞ ﺑﻬﺘﺮي ﻛﺴﺐ ﻛﺮدهاﺳﺖ‪ .‬اﻣﺎ اﻳﻦ ﺗﻔﺎوت ﭼﻨﺪان ﭼﺸﻢﮔﻴﺮ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻃﻮر‬ ‫ﻛﻠﻲ ﻣﻲﺗﻮان ﮔﻔﺖ ﻛﻪ ﺗﻔﺎوت ﻣﻴﺎن دو ﮔﺮوه در ﺗﻤﺎم ﻣﺮاﺣﻞ ﺑﺴﻴﺎر اﻧﺪك اﺳﺖ و ﺑﺮ اﺳﺎس آن اﺧﺘﻼف ﻣﻌﻨﻲداري در‬ ‫ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ واژﮔﺎن ﺑﺎ ﻣﺘﻦ ﭼﺎﭘﻲ و ﻓﺮاﻣﺘﻦ وﺟﻮد ﻧﺪارد‪.‬‬ ‫‪ .4‬ﻧﺘﻴﺠﻪ‬ ‫ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از اﻳﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﻲدﻫﻨﺪ ﻛﻪ ﻧﮕﻬﺪاري و ﺣﻔﻆ واژﮔﺎن زﺑﺎنﺧﺎرﺟﻲ ﻛﻪ ﺗﻮﺳﻂ ﻓﺮاﻣﺘﻦﻫﺎي دﻳﺠﻴﺘﺎل‬ ‫آﻣﻮﺧﺘﻪ ﺷﺪهاﻧﺪ‪ ،‬ﺗﻔﺎوت ﭼﻨﺪاﻧﻲ ﺑﺎ ﻳﺎدﮔﻴﺮي آﻧﻬﺎ ﺗﻮﺳﻂ ﻣﺘﻦ ﭼﺎﭘﻲ ﺣﺎﺻﻞ ﻧﻤﻲﻛﻨﺪ و ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ واژﮔﺎن آنﻃﻮر‬ ‫ﻛﻪ از ادﺑﻴﺎت ﺑﺮﻣﻲآﻳﺪ ﭼﻨﺪان ﻛﺎرﺑﺮدي ﻧﻴﺴﺖ‪ .‬ﻳﺎدﮔﻴﺮي آﮔﺎﻫﺎﻧﻪ ﻧﻴﺰ ﺑﺎﻳﺪ در ﻛﻨﺎر آن اﻧﺠﺎم ﺷﻮد‪ .‬ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ‬ ‫واژﮔﺎن از ﻃﺮﻳﻖ ﺧﻮاﻧﺪن اﮔﺮﭼﻪ ﻣﻤﻜﻦ‪ ،‬وﻟﻲ ﻣﺤﺪود اﺳﺖ‪ .‬ﻋﻠﻲرﻏﻢ اﻳﻦﻛﻪ ﺗﻮﺿﻴﺤﺎت واژﮔﺎن در ﻓﺮاﻣﺘﻦ ﺗﻮﺟﻪ ﺑﻪ‬ ‫وروديﻫﺎ‪ 1‬را ﺗﻘﻮﻳﺖ ﻣﻲﻛﻨﻨﺪ‪ ،‬اﻣﺎ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ اﻳﻦ ﺗﺄﺛﻴﺮ ﺑﺮ روي ﺗﻌﺪاد ﻣﺤﺪود آزﻣﻮدﻧﻲ‪ ،‬ﺑﺴﻴﺎر ﻛﻢ ﺑﺎﺷﺪ‪.‬‬ ‫ﻧﺘﻴﺠﻪ اﻳﻦ ﺗﺤﻘﻴﻖ ﺛﺎﺑﺖ ﻣﻲﻛﻨﺪ ﻛﻪ ﺗﻮﺿﻴﺤﺎت واژﮔﺎن ﭼﻨﺪان ﺑﺮاي زﺑﺎنآﻣﻮزان ﺳﻄﺢ ﻣﺒﺘﺪي ﻣﻔﻴﺪ ﻧﻴﺴﺘﻨﺪ و اﻳﻦ ﻧﺘﻴﺠﻪ‬ ‫ﺑﺎ ﻧﺘﺎﻳﺞ دﻳﮕﺮ ﺗﺤﻘﻴﻘﺎت در اﻳﻦ زﻣﻴﻨﻪ ﻣﻄﺎﺑﻘﺖ دارد؛ ﺗﺤﻘﻴﻘﺎﺗﻲ ﻛﻪ ﻧﺸﺎن ﻣﻲدﻫﻨﺪ‪ ،‬زﺑﺎنآﻣﻮزان ﺳﻄﻮح ﺑﺎﻻﺗﺮ ﺑﻪ ﻫﻨﮕﺎم‬

‫‪ ‬‬ ‫‪1. Input-noticing‬‬

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‫درك ﻣﻔﻬﻮم ﻣﺘﻮن از زﺑﺎنآﻣﻮزان ﻣﺒﺘﺪي ﺑﻬﺘﺮ ﻋﻤﻞ ﻣﻲﻛﻨﻨﺪ‪ .‬زﺑﺎنآﻣﻮزان ﻣﺒﺘﺪي اﺑﺘﺪا ﺑﺎﻳﺪ آﺳﺘﺎﻧﻪ ﺧﺎﺻﻲ از داﻧﺶ‬ ‫واژﮔﺎن )ﮔﻨﺠﻴﻨﻪ واژﮔﺎن( را ﻛﺴﺐ ﻛﻨﻨﺪ ﺗﺎ ﺑﺘﻮاﻧﻨﺪ واژﮔﺎن در ﺗﻮﺿﻴﺤﺎت را ﺑﻪ ﺧﺎﻃﺮ ﺑﺴﭙﺎرﻧﺪ‪ .‬درﺟﻪ ﺳﺨﺘﻲ ﻣﺘﻦ ﻫﻢ ﺑﺮاي‬ ‫ﻣﻮﻓﻘﻴﺖ در ﻳﺎدﮔﻴﺮي ﺗﺼﺎدﻓﻲ واژﮔﺎن ﺑﺴﻴﺎر ﺣﺎﻳﺰ اﻫﻤﻴﺖ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻇﺎﻫﺮاّ ﻣﺘﻨﻲ ﻛﻪ ﺑﺮاي اﻳﻦ ﺗﺤﻘﻴﻖ اﺳﺘﻔﺎده ﺷﺪ ﺑﺮاي‬ ‫زﺑﺎنآﻣﻮزان ﭼﻨﺪان ﺳﺎده ﻧﺒﻮد و ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ ﻫﻢ آنﻫﺎ ﻧﺘﺎﻳﺞ ﻗﺎﺑﻞﺗﻮﺟﻬﻲ در ﻳﺎدﮔﻴﺮي ﺗﻮﻟﻴﺪي و ادراﻛﻲ واژﮔﺎن‬ ‫ﻣﻮﺟﻮد در ﻣﺘﻦ از ﺧﻮد ﻧﺸﺎن ﻧﺪادﻧﺪ و ﺳﻌﻲ زﺑﺎنآﻣﻮزان در ﺣﺪس ﻣﻌﺎﻧﻲ واژﮔﺎن ﻫﻢ ﻇﺎﻫﺮاّ ﭼﻨﺪان ﻣﻮﻓﻘﻴﺖ آﻣﻴﺰ‬ ‫ﻧﺒﻮدهاﺳﺖ‪ .‬اﻳﻦ ﻧﺘﻴﺠﻪ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻠﻪ از ﺗﺤﻘﻴﻘﺎﺗﻲ ﻛﻪ ﺛﺎﺑﺖ ﻛﺮدهاﻧﺪ ﻓﺮاﺧﻮان ادراﻛﻲ واژﮔﺎن درﻳﺎﻓﺘﻲ از ﻓﺮاﺧﻮان ﺗﻮﻟﻴﺪي‬ ‫آنﻫﺎ ﺑﻬﺘﺮ اﻧﺠﺎم ﻣﻲﺷﻮد را ﺗﺄﻳﻴﺪ ﻣﻲﻛﻨﺪ‪ .‬ﭘﻴﻮﻧﺪ ﻓﺮاﻣﺘﻨﻲ ﻇﺎﻫﺮا از ﻣﻨﻈﺮ ﻓﺮﺿﻴﻪ »ﺑﺎر ﺷﻨﺎﺧﺘﻲ‪ «1‬ﻣﻨﺠﺮ ﺑﻪ اﻓﺰاﻳﺶ ﺑﺎر‬ ‫ذﻫﻨﻲ و دﺷﻮاري ﻓﺮاﻳﻨﺪ درك ﻣﻄﻠﺐ ﺷﺪه و ﺗﻮاﻧﺎﻳﻲ ﺿﺒﻂ واژﮔﺎن ﺟﺪﻳﺪ زﺑﺎن ﺧﺎرﺟﻲ در ﻳﻚ ﻓﺮاﻣﺘﻦ را ﻛﺎﻫﺶ ﻣﻲدﻫﺪ‪.‬‬ ‫اﻳﻦ ﻧﺘﻴﺠﻪ ﻓﺮﺿﻴﺎﺗﻲ ﻛﻪ ﻃﺒﻖ آنﻫﺎ دﺧﻞ و ﺗﺼﺮفﻫﺎي ﮔﻮﻧﺎﮔﻮن روي ﻓﺮاﻳﻨﺪ ﻛﺎر زﺑﺎنآﻣﻮزان ﺿﻌﻴﻒﺗﺮ و زﺑﺎنآﻣﻮزان ﺑﺎ‬ ‫ﻇﺮﻓﻴﺖ ﺣﺎﻓﻈﻪ ﻛﺎرﺑﺮدي ﻣﺤﺪودﺗﺮ ﺗﺄﺛﻴﺮ ﻣﻨﻔﻲ دارد را ﺗﺄﻳﻴﺪ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺑﻴﺶ از ﻫﻤﻪ ﺑﺎﻳﺪ ﺑﻪ ﺗﺤﻘﻴﻖ و ﺑﺮرﺳﻲ در ﻣﻮرد ﺗﺄﺛﻴﺮات ﻃﻮﻻﻧﻲ ﻣﺪت ﺗﻮﺿﻴﺤﺎت ﻓﺮاﻣﺘﻨﻲ ﺑﺮ ﻳﺎدﮔﻴﺮي واژﮔﺎن ﭘﺮداﺧﺖ‪.‬‬ ‫ﺗﺄﺛﻴﺮ ﻋﻮاﻣﻞ دﻳﮕﺮ ﻫﻢﭼﻮن زﻣﺎن‪ ،‬ﺳﻄﺢ ﺗﻮاﻧﺎﻳﻲ زﺑﺎﻧﻲ زﺑﺎنآﻣﻮزان‪ ،‬ﻧﻮع ﻣﺘﻦ‪ ،‬ﻋﻼﻗﻪ و اﻧﮕﻴﺰه زﺑﺎنآﻣﻮز ﺑﺮاي ﺧﻮاﻧﺪن ﻣﺘﻦ‬ ‫ﻣﻮرد ﻧﻈﺮ و ﻧﻮع ﻓﺮاﻣﺘﻦ ﻧﻴﺰ ﺑﺎﻳﺪ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮد‪ .‬ﺗﻔﻜﺮ ﺑﺎ ﺻﺪاي ﺑﻠﻨﺪ‪ 2‬ﺑﻪ ﻫﺪف ﺗﺤﻠﻴﻞ راهﻛﺎرﻫﺎي ﺑﻪ ﻛﺎر رﻓﺘﻪ در‬ ‫ﺧﻮاﻧﺪن ﻧﻴﺰ ﻣﻲﺗﻮاﻧﺪ ﺗﻌﻴﻴﻦ ﻛﻨﻨﺪه ﺑﺎﺷﺪ‪ .‬ﻓﺮاﺗﺤﻠﻴﻞ ﭘﮋوﻫﺶﻫﺎي دﻳﮕﺮ در اﻳﻦ زﻣﻴﻨﻪ ﻧﻴﺰ ﻣﻲﺗﻮاﻧﺪ ﺷﺮوﻋﻲ ﺑﺮاي ﺗﺤﻘﻴﻘﺎت‬ ‫ﺑﻌﺪي ﺑﺎﺷﺪ‪.‬‬ ‫ﺟﺪول ‪ .1‬اﻳﻦ ﺟﺪول دادهﻫﺎي ﻛﻤﻲ را ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ از ﻃﺮﻳﻖ ﺗﺤﻠﻴﻞ آﻣﺎري ﻣﺤﺎﺳﺒﻪ ﺷﺪهاﻧﺪ‪ .‬ﻧﺘﺎﻳﺞ ﻧﺸﺎن ﻣﻲدﻫﻨﺪ ﻛﻪ‬ ‫ﻫﻤﻪي اﻃﻼﻋﺎت ﺗﻮزﻳﻊ ﻧﺮﻣﺎل داﺷﺘﻪاﻧﺪ‪ .‬ﻃﺒﻖ اﻳﻦ ﺟﺪول دادهﻫﺎ ﺑﻪ ﻋﻨﻮان ‪ ± SD‬ﻣﻴﺎﻧﮕﻴﻦ )اﻧﺤﺮاف از ﻣﻌﻴﺎر( اراﺋﻪ ﺷﺪهاﻧﺪ‪ .‬‬ ‫ﺳﻮال ‪2‬‬ ‫ﮔﺮوه ‪2‬‬ ‫ﮔﺮوه ‪1‬‬

‫ﺳﻮال ‪1‬‬ ‫ﮔﺮوه ‪2‬‬ ‫ﮔﺮوه ‪1‬‬

‫ﺳﻮال ‪3‬‬ ‫ﮔﺮوه ‪2‬‬ ‫ﮔﺮوه ‪1‬‬

‫ﻣﻴﺎﻧﮕﻴﻦ‬

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‫اﻧﺤﺮاف از ﻣﻌﻴﺎر‬

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‫ﺟﺎﻣﻌﻪ آﻣﺎري‬ ‫ﺣﺪاﻗﻞ ‪ ‬‬ ‫ﻣﻴﺎﻧﻪ‬ ‫ﺣﺪاﻛﺜﺮ ‪ ‬‬ ‫ﻛﻮﻟﻮﻣﻮﮔﺮاف‪-‬اﺳﻤﻴﺮﻧﻮف ‪ ‬‬ ‫آزﻣﻮن ﻣﻘﺪار ‪ p‬‬ ‫ﺗﻮزﻳﻊ ﻧﺮﻣﺎل‬

‫‪11‬‬ ‫‪2/00‬‬ ‫‪5/00‬‬ ‫‪10/00‬‬ ‫‪0/1280‬‬ ‫‪>0/10‬‬ ‫ﺑﻠﻪ‬

‫‪13‬‬ ‫‪0/00‬‬ ‫‪5/00‬‬ ‫‪12/00‬‬ ‫‪0/1725‬‬ ‫‪>0/10‬‬ ‫ﺑﻠﻪ‬

‫‪11‬‬ ‫‪0/00‬‬ ‫‪2/00‬‬ ‫‪7/00‬‬ ‫‪0/1758‬‬ ‫‪>0/10‬‬ ‫ﺑﻠﻪ‬

‫‪13‬‬ ‫‪0/00‬‬ ‫‪2/00‬‬ ‫‪9/00‬‬ ‫‪0/2422‬‬ ‫‪>0/10‬‬ ‫ﺑﻠﻪ‬

‫‪11‬‬ ‫‪0/00‬‬ ‫‪3/00‬‬ ‫‪10/00‬‬ ‫‪0/2064‬‬ ‫‪>0/10‬‬ ‫ﺑﻠﻪ‬

‫‪13‬‬ ‫‪0/00‬‬ ‫‪1/00‬‬ ‫‪12/00‬‬ ‫‪0/2505‬‬ ‫‪>0/10‬‬ ‫ﺑﻠﻪ‬

‫‪ ‬‬ ‫‪1. Cognitive load theory‬‬ ‫‪2. The think-aloud strategy‬‬

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‫ﻗﺪرداﻧﻲ‬ .‫ ﺻﻮرت ﮔﺮﻓﺖ‬2‫ و اﻧﺠﻤﻦ ﻓﺮﻫﻨﮕﻲ اﻃﺮﻳﺶ در ﺗﻬﺮان‬1‫ﻧﮕﺎرش ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﺑﺎ ﺣﻤﺎﻳﺖ ﭘﮋوﻫﺸﻜﺪه زﺑﺎن ﻣﻠﻞ داﻧﺸﮕﺎه ﺗﻬﺮان‬ ،‫ آﻗﺎي ﻋﻠﻮي‬،‫ رﺋﻴﺲ ﭘﮋوﻫﺸﻜﺪه زﺑﺎن ﻣﻠﻞ داﻧﺸﮕﺎه ﺗﻬﺮان‬،‫ﻧﻮﻳﺴﻨﺪﮔﺎن اﻳﻦ ﻣﻘﺎﻟﻪ ﺑﺪﻳﻨﻮﺳﻴﻠﻪ از ﺟﻨﺎب آﻗﺎي دﻛﺘﺮ ﺣﻘﺎﻧﻲ‬ ‫ ﺧﺎﻧﻢ دﻛﺘﺮ ﭘﺮواﻧﻪ ﺳﻬﺮاﺑﻲ و ﺧﺎﻧﻢ ﻣﻬﻨﺪس ﺣﻘﺎﻧﻲ ﺑﻪ‬،‫رﺋﻴﺲ ﺑﺨﺶ ﻛﻼسﻫﺎي زﺑﺎن اﻧﺠﻤﻦ ﻓﺮﻫﻨﮕﻲ اﻃﺮﻳﺶ در ﺗﻬﺮان‬ .‫ﺧﺎﻃﺮ ﭘﺸﺘﻴﺒﺎﻧﻲ و ﻣﺸﺎورات ارزﺷﻤﻨﺪﺷﺎن ﺻﻤﻴﻤﺎﻧﻪ ﻗﺪرداﻧﻲ ﻣﻲﻧﻤﺎﻳﻨﺪ‬

‫ﻣﻨﺎﺑﻊ‬ Abraham, L. B. (2008). Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis. Retrieved from http://dx.doi.org/10.1080/09588220802090246 [04.03.2015]

Ansel Suter, B. (1995). Hyperlinguistics: Hypertext-lernumgebungen im akademischen kontext: Eine Fallstudie (M.A. Dissertation). University of Zürich, Zürich. Brinker, K. (1992). Linguistische textanalyse - eine einführung in grundbegriffe und methoden. 3., durchgesehene und erweiterte Auflage, Berlin. Glück, H. (2000). Metzler lexikon sprache. 2., überarbeitete und erweiterte Auflage. Stuttgart/Weimar. Goodfellow, R., Laurillard, D. (1994). Modeling learning processes in lexical CALL. CALICO Journal, 11(3), 19-46. Huber, O. (2003). Hyper-text-linguistik. TAH: Ein textlinguistisches analysemodell für hypertexte. Theoretisch und praktisch exemplifiziert am problemfeld der typischen links von hypertexten im WWW. München: Herbert Utz Verlag. Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth, England: Heinemann. Kuhlen, R. (1991). Hypertext: ein nicht-lineares medium zwischen buch und wissensbank. Berlin, Germany: Springer. Lyman-Hager, M. (2000). Bridging the language-literature gap: introducing literature electronically to the undergraduate language student. CALICO Journal, 17(3), 431-452. McGuire, E.G. (1996). Knowledge representation and construction in hypermedia environments. Telematics and Informatics, 13(4), 251-260. Nagy, W., Herman, P., & Anderson, R. (1985). Learning words from context. Reading Research Quarterly, 20 (2), 233-253.

1. ReCeLLT 2. ÖKFT

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Ramarapu, N. (1996). The impact of hypertext versus sequential information presentation on decision making: A conceptual model. Interactional Journal of Information Management, 16(30), 183-193. Ridder, I. D. (2000). Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process. Computer Assisted Language Learning – An International Journal, 13(2), 183-195. Röhr-Sendlmeier, U. M. (Hrsg.) (2012). Inzidentelles Lernen. Lebenslang lernen. Vol. 10. Berlin, Germany: Logos Verlag. Schwanke, R. (2002-2003). Hypertext und hypermedia. Ausarbeitung zur Vorlesung. Grundlagen hypermedialer Lernsysteme“. http://ddi.cs.unipotsdam.de/Lehre/HypermediaLernsystemeWS200203/Papers/Hypertext_und_Hypermedia_Teil1_.pdf [04.06.2015] Sohrabi, P. (2012). Strategisches Lesen lernen für die Rezeption fremdsprachiger Hypertextstrukturen. Tübingen: Narr Verlag. Steinmann, C. (2005). Computerlinguistische Methoden und Anwendungen zur Unterstützung des Fremdsprachenlernens. Untersuchung für Teilbereiche der Fertigkeiten Lesen und Schreiben. Retrieved from http://www.cl.uzh.ch/studies/theses/lic-master-theses/lizcorneliasteinmann.pdf [04.06.2015] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. Tiedge, D. (1997). Rezeption von Text und Hypertext – ein Vergleich. Retrieved from http://www.linse.uni-due.de/linse/esel/pdf/rezeption_hypertexte.pdf [04.16.2015] Vahedi, V. S. (2011). Incidental vocabulary learning supplemented with on-line reading activity in hypertext environment. Retrieved from http://www.journalsbank.com/ejhss_6_4.pdf [04.03.2015] Weidenmann, B. (2001). Lernen mit Medien. In A. Krapp, and B. Weidenmann (Eds..) Pädagogische Psychologie. Ein Lehrbuch (415-465). Weinheim: Beltz PVU. S.

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‫‪ ‬‬ ‫ﺗﺎﺛﻴﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ارﻣﻨﻲ در ﻣﺴﻴﺤﻴﺎن اﻳﺮان ﺑﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ﻓﺎرﺳﻲ ‪ ‬‬ ‫ﭘﻮﻳﺎ ﺷﻬﺮﻳﺎري راد‬

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‫ﮔﺮوه زﺑﺎنﺷﻨﺎﺳﻲ ﻫﻤﮕﺎﻧﻲ‪ ،‬داﻧﺸﮕﺎه ﺗﻬﺮان‬ ‫ﭼﻜﻴﺪه‪ .‬ﻓﺮﻫﻨﮓ ﻣﺮدﻣﺎن ﻳﻚ ﻛﺸﻮر ﺑﺮ ﻳﺎدﮔﻴﺮي و ﻳﺎ ﻓﺮاﮔﻴﺮي ﻳﻚ زﺑﺎن ﺗﻮﺳﻂ ﮔﻮﻳﺸﻮران آن ﺗﺄﺛﻴﺮ ﻣﺴﺘﻘﻴﻢ دارد و‬ ‫ﻳﻜﻲ از ﻧﻤﻮدﻫﺎي ﻫﺮ ﻓﺮﻫﻨﮕﻲ‪ ،‬ادﻳﺎن و آﻳﻴﻦﻫﺎي ﻣﻮﺟﻮد در آن ﺑﻮده و ﺑﺎﻟﻄﺒﻊ ﻫﺮ دﻳﻨﻲ داراي زﺑﺎن ﻣﺨﺼﻮص ﭘﻴﺮوان‬ ‫ﺧﻮد اﺳﺖ‪ .‬از آﻧﺠﺎ ﻛﻪ ﻣﺴﻴﺤﻴﺎن اﻳﺮاﻧﻲ ﻣﺎﺑﻴﻦ ﻫﻢﻛﻴﺸﺎن اﻳﺮاﻧﻲ ﺧﻮد ﺑﻪ زﺑﺎن ارﻣﻨﻲ و ﺑﺎ ﺳﺎﻳﺮ اﻳﺮاﻧﻴﺎن ﻓﺎرﺳﻲزﺑﺎن ﺑﻪ‬ ‫ﻓﺎرﺳﻲ ﺻﺤﺒﺖ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﭘﮋوﻫﺶﮔﺮ ﻓﺮض را ﺑﺮ آن ﻣﻲﮔﻴﺮد ﻛﻪ ﻧﻈﺎم آواﻳﻲ زﺑﺎن ارﻣﻨﻲ ﺑﺮ ﻧﻈﺎم آواﻳﻲ زﺑﺎن ﻓﺎرﺳﻲ و در‬ ‫ﻣﻘﺎﻟﻪي ﺣﺎﺿﺮ‪ ،‬ﻧﻈﺎم واﻛﻪاي زﺑﺎن ارﻣﻨﻲ ﺑﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ﻓﺎرﺳﻲ در واﻛﻪﻫﺎي دﻫﺎﻧﻲ ‪ /e/،/o/‬و ‪ /ɒ/‬ﺑﻪدﻟﻴﻞ ﻋﺪم‬ ‫ﺣﻀﻮر اﻳﻦ واﻛﻪﻫﺎ در زﺑﺎن ارﻣﻨﻲ و اﺣﺘﻤﺎل ﺟﺎﻳﮕﺰﻳﻨﻲ آنﻫﺎ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ‪ /Ɔ/ ،/ɛ/‬و ‪ /ɑ/‬و ﻧﻴﺰ ﻳﻜﺴﺎن ﺑﻮدن ﺳﺎﻳﺮ‬ ‫واﻛﻪﻫﺎي دﻫﺎﻧﻲ ﺑﺎ ﻓﺎرﺳﻲ ﺗﺎﺛﻴﺮ ﻣﻲﮔﺬارد‪ .‬ﺑﺮ اﻳﻦ اﺳﺎس‪ ،‬از ﺗﻌﺪاد ﻣﺴﺎوي ﻣﺮد و زن اﻳﺮاﻧﻲ ﻣﺴﻴﺤﻲ ﺧﻮاﺳﺘﻪ ﺷﺪ‬ ‫واژهﻫﺎﻳﻲ ﻓﺎرﺳﻲ و ﺗﻚﺳﻴﻼﺑﻲ را ﻛﻪ در آنﻫﺎ واﻛﻪ در ﻣﺤﻞ ﺗﻜﻴﻪ ﻗﺮار داﺷﺖ در ﻧﺮم اﻓﺰار ‪ PRAAT‬ﺗﻠﻔﻆ ﻛﻨﻨﺪ‪ .‬ﺳﭙﺲ‬ ‫ﻣﻘﺎدﻳﺮ ﻓُﺮﻣﻨﺖ ﺑﺮاي ﺗﺤﻠﻴﻞ آﻣﺎري وارد ﻧﺮماﻓﺰار ‪ SPSS‬ﺑﻪ ﺻﻮرت ﺗﺤﻠﻴﻞ ﻳﻚ ﺳﻮﻳﻪي ﭘ‪‬ﺮاش )‪(one-way ANOVA‬‬ ‫ﺷﺪ‪ .‬ﻧﺘﺎﻳﺞ ﺑﻪدﺳﺖ آﻣﺪه‪ ،‬ﺑﺎ ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ واﻛﻪﻫﺎي زﺑﺎن ﻓﺎرﺳﻲ ﺑﻲﺟﻦﺧﺎن )‪ (1392‬ﻣﻘﺎﻳﺴﻪ ﺷﺪﻧﺪ و ﻓﺮﺿﻴﻪ ﭘﮋوﻫﺶ‬ ‫ﺗﺎﻳﻴﺪ ﺷﺪ‪ .‬ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﻣﻲﺗﻮاﻧﺪ ﻣﻮرد اﺳﺘﻔﺎده ﻣﺪرﺳﻴﻦ زﺑﺎنﻓﺎرﺳﻲ ﺑﻪ ﻏﻴﺮ ﻓﺎرﺳﻲزﺑﺎﻧﺎن‪ ،‬ﻣﺪرﺳﻴﻦ ﻋﻠﻮمدﻳﻨﻲ و ﻧﻴﺰ‬ ‫واجﺷﻨﺎﺳﺎن و آواﺷﻨﺎﺳﺎن ﻋﻼﻗﻪﻣﻨﺪ در اﻳﻦ ﺣﻮزه زﺑﺎﻧﻲ ﻗﺮار ﮔﻴﺮد‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﻧﻈﺎم واﻛﻪاي زﺑﺎنارﻣﻨﻲ‪ ،‬ﻧﻈﺎم واﻛﻪاي زﺑﺎنﻓﺎرﺳﻲ‪ ،‬واﻛﻪﻫﺎي دﻫﺎﻧﻲ‪ ،‬ﻣﻘﺎدﻳﺮ ﻓُﺮﻣ‪‬ﻨﺖ‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫ﻓﺮﻫﻨﮓ ﻣﺮدﻣﺎن ﻳﻚ ﻛﺸﻮر ﺑﺮ ﻳﺎدﮔﻴﺮي‪ 2‬و ﻳﺎ ﻓﺮاﮔﻴﺮي‪ 3‬ﻳﻚ زﺑﺎن ﺗﻮﺳﻂ ﮔﻮﻳﺸﻮران آن ﺗﺎﺛﻴﺮ ﻣﺴﺘﻘﻴﻢ دارد و ﻳﻜﻲ از‬ ‫ﻧﻤﻮدﻫﺎي ﻫﺮ ﻓﺮﻫﻨﮕﻲ‪ ،‬ادﻳﺎن و آﻳﻴﻦﻫﺎي ﻣﻮﺟﻮد در آن اﺳﺖ‪ .‬در اﻳﺮان‪ ،‬ﻋﻼوه ﺑﺮ ﻣﺴﻠﻤﺎﻧﺎن ﻛﻪ از ﻧﻈﺮ ﺟﻤﻌﻴﺖ در رﺗﺒﻪ‬ ‫ﻧﺨﺴﺖ ﻗﺮار دارﻧﺪ‪ ،‬ﻣﺴﻴﺤﻴﺎن‪ ،‬ﻛﻠﻴﻤﻴﺎن و زرﺗﺸﺘﻴﺎن ﻧﻴﺰ اﻗﻠﻴﺖﻫﺎي دﻳﻨﻲ ﺷﻨﺎﺧﺘﻪ ﻣﻲﺷﻮﻧﺪ ﻛﻪ در ﺣﺪود ﻗﺎﻧﻮن در اﻧﺠﺎم‬

‫‪ ‬‬ ‫‪ -1‬راﻳﺎﻧﺎﻣﻪ‪ [email protected] :‬‬ ‫‪2. Learning‬‬ ‫‪3. Acquisition ‬‬

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‫ﻣﺮاﺳﻢ دﻳﻨﻲ ﺧﻮد آزادﻧﺪ و در اﺣﻮال ﺷﺨﺼﻴﻪ و ﺗﻌﻠﻴﻤﺎت دﻳﻨﻲ ﺑﺮ ﻃﺒﻖ آﺋﻴﻦ ﺧﻮد ﻋﻤﻞ ﻣﻲﻛﻨﻨﺪ )ﻗﺎﻧﻮن اﺳﺎﺳﻲ‪،‬‬ ‫اﺻﻞ ‪.(13‬‬ ‫از آنﺟﺎ ﻛﻪ ﻫﺮ دﻳﻨﻲ داراي زﺑﺎن ﻣﺨﺼﻮص ﭘﻴﺮوان ﺧﻮد اﺳﺖ و ﻧﻈﺮ ﺑﻪ اﻳﻦﻛﻪ ﻣﺴﻴﺤﻴﺎن اﻳﺮاﻧﻲ ﻣﺎﺑﻴﻦ ﻫﻢﻛﻴﺸﺎن اﻳﺮاﻧﻲ‬ ‫ﺧﻮد ﺑﻪ زﺑﺎن ارﻣﻨﻲ و ﺑﺎ ﺳﺎﻳﺮ اﻳﺮاﻧﻴﺎن ﻓﺎرﺳﻲزﺑﺎن ﺑﻪ ﻓﺎرﺳﻲ ﺻﺤﺒﺖ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﻧﮕﺎرﻧﺪه ﻓﺮض را ﺑﺮ آن ﻣﻲﮔﻴﺮد ﻛﻪ ﻧﻈﺎم‬ ‫آواﻳﻲ زﺑﺎن ارﻣﻨﻲ ﺑﺮ ﻧﻈﺎم آواﻳﻲ زﺑﺎن ﻓﺎرﺳﻲ و در ﻣﻘﺎﻟﻪي ﺣﺎﺿﺮ‪ ،‬ﻧﻈﺎم واﻛﻪاي زﺑﺎن ارﻣﻨﻲ ﺑﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ﻓﺎرﺳﻲ‬ ‫در واﻛﻪﻫﺎي دﻫﺎﻧﻲ ‪ /ɒ/ ،/o/ ، /e/‬ﺑﻪ دﻟﻴﻞ ﻋﺪمﺣﻀﻮر اﻳﻦ واﻛﻪﻫﺎ در زﺑﺎن ارﻣﻨﻲ )دوﻣﺘﺮاﮔﻮت‪ ،2009 ،1‬ص ‪ (13‬و‬ ‫اﺣﺘﻤﺎل ﺟﺎﻳﮕﺰﻳﻨﻲ آنﻫﺎ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ‪ /ɑ/ ،/Ɔ/ ،/ε/‬و ﻧﻴﺰ ﻳﻜﺴﺎن ﺑﻮدن ﺳﺎﻳﺮ واﻛﻪﻫﺎي دﻫﺎﻧﻲ ﺑﺎ ﻓﺎرﺳﻲ ﺗﺎﺛﻴﺮ ﻣﻲﮔﺬارد‪.‬‬ ‫در اﻳﻦ ﺗﺤﻘﻴﻖ ﻛﻪ ﺑﻪ روش آزﻣﺎﻳﺸﮕﺎﻫﻲ اﻧﺠﺎم ﺷﺪه‪ ،‬ﺟﻬﺖ ﺑﺮرﺳﻲ ﻓﺮﺿﻴﻪ‪ ،‬ﭘﮋوﻫﺸﮕﺮ ﻧﺨﺴﺖ از ﮔﻮﻳﺸﻮران زﺑﺎن ارﻣﻨﻲ‬ ‫ﻣﻲﺧﻮاﻫﺪ واژهﻫﺎﻳﻲ ﺗﻚﺳﻴﻼﺑﻲ ﻓﺎرﺳﻲ را ﻛﻪ در آن واﻛﻪ در ﻣﺤﻞ ﺗﻜﻴﻪ ﻗﺮار دارد در ﻣﺤﻴﻂ ﭘﺮت‪ 2‬ﺗﻠﻔﻆ ﻛﻨﻨﺪ‪ .‬ﺳﭙﺲ‬ ‫ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ‪ 3‬ﺑﻪدﺳﺖآﻣﺪه ﺟﻬﺖ ﺗﺤﻠﻴﻞ آﻣﺎري وارد ﻧﺮم اﻓﺰار اس ﭘﻲ اس اس‪ 4‬ﺷﺪه ﺗﺎ ﺑﺎ آراء ﺑﻲﺟﻦﺧﺎن )‪(1392‬‬ ‫ﭘﻴﺮاﻣﻮن واﻛﻪﻫﺎي زﺑﺎن ﻓﺎرﺳﻲ ﻣﻘﺎﻳﺴﻪ ﮔﺮدﻧﺪ‪.‬‬ ‫از آنﺟﺎ ﻛﻪ ﺗﺎ ﻛﻨﻮن ﭘﮋوﻫﺸﻲ ﭘﻴﺮاﻣﻮن ﺗﺎﺛﻴﺮ دﻳﻦ ﺑﺮ زﺑﺎن اﻧﺠﺎم ﻧﮕﺮﻓﺘﻪ و داﻧﺴﺘﻦ اﻳﻦ ﺗﺎﺛﻴﺮ ﻧﻘﺶ ﺑﺴﺰاﻳﻲ در ﻣﻄﺎﻟﻌﺎت‬ ‫آﺗﻲ زﺑﺎنﺷﻨﺎﺧﺘﻲ دارد‪ ،‬ﻧﮕﺎرﻧﺪه ﺑﺮ ﺧﻮد ﻻزم ﻣﻲداﻧﺪ ﺑﺪﻳﻦ ﻣﻬﻢ دﺳﺖ ﻳﺎزد‪ .‬ﻫﺪف از اﻧﺠﺎم اﻳﻦ ﭘﮋوﻫﺶ‪ ،‬آﺷﻨﺎﺳﺎزي‬ ‫واجﺷﻨﺎﺳﺎن و آواﺷﻨﺎﺳﺎن‪ ،‬ﻣﺪرﺳﻴﻦ ﻋﻠﻮم دﻳﻨﻲ‪ ،‬ﻣﺪرﺳﻴﻦ زﺑﺎن ﻓﺎرﺳﻲ ﺑﻪ ﻏﻴﺮﻓﺎرﺳﻲزﺑﺎﻧﺎن و ﺳﺎﻳﺮ ﻋﻼﻗﻪﻣﻨﺪان ﺑﻪ ﻣﺴﺎﺋﻞ‬ ‫زﺑﺎنﺷﻨﺎﺳﻲ ﺑﺎ ﺗﺎﺛﻴﺮات دﻳﻦ ﺑﺮ زﺑﺎن در ﺻﻮرت ﺗﺎﻳﻴﺪ ﻓﺮﺿﻴﻪي ﺗﺤﻘﻴﻖ اﺳﺖ‪.‬‬ ‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﺗﺤﻘﻴﻖ‬ ‫واﻛﻪﻫﺎ )ﻣﺼﻮتﻫﺎ( ﺻﺪاﻫﺎﻳﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﺑﺎ ﻋﺒﻮر ﺑﺪون ﻣﺎﻧﻊ ﻫﻮاي ﺗﻨﻔﺴﻲ‪ ،‬ﻣﺤﻞ و ارﺗﻔﺎع ﺧﺎص ﺣﺠﻢ زﺑﺎن‪ ،‬ﺷﻜﻞ ﻟﺐﻫﺎ و‬ ‫اﻳﺠﺎد واك ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮﻧﺪ )ﻣﺸﻜﻮهاﻟﺪﻳﻨﻲ‪ .(1374 ،‬اﻛﺜﺮ زﺑﺎنﺷﻨﺎﺳﺎن )ﺛﻤﺮه‪ ،1378 ،‬ص ‪102‬؛ ﻳﺎر ﻣﺤﻤﺪي‪،1995 ،‬‬ ‫ص ‪56‬؛ ﺳﭙﻨﺘﺎ‪ ،1366 ،‬ص ‪134‬؛ ﺣﻖ ﺷﻨﺎس‪ ،1370 ،‬ﺻﺺ ‪ (304-285‬ﻣﺘﻔﻖاﻟﻘﻮل ﻧﺸﺎن دادهاﻧﺪ ﻛﻪ واﻛﻪﻫﺎي زﺑﺎن‬ ‫ﻓﺎرﺳﻲ ﺷﺶ ﺗﺎ و ﻋﺒﺎرﺗﻨﺪ از‪:‬‬ ‫‪ ./ɒ/ ، /o/ ،/u/ ،/a/ ،/e/ ،/i/‬ﺑﻲﺟﻦﺧﺎن )‪ ،1362‬ص ‪ (156‬ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ را ﻛﻪ ﻋﺒﺎرﺗﻨﺪ از ﮔﺮوﻫﻲ از ﻫﺎرﻣﻮﻧﻴﻚﻫﺎ‬ ‫ﻛﻪ در ﺗﻄﺎﺑﻖ ﺑﺎ ﻓﺮﻛﺎﻧﺲ ﻃﻨﻴﻦ ﻫﻮا در ﻣﺠﺮاي ﮔﻔﺘﺎر ﻗﺮار دارﻧﺪ )ﻟﺪه ﻓﻮﮔﺪ‪ ،2006 ،‬ص ‪ ،(318‬در زﺑﺎن ﻓﺎرﺳﻲ ﺑﺮاي اﻳﻦ‬

‫‪ ‬‬ ‫‪1. Dum-Tragut‬‬ ‫‪2. PRAAT‬‬ ‫‪3. Formant‬‬ ‫‪4. SPSS‬‬

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‫‪ 6‬واﻛﻪ ﺑﺮرﺳﻲ ﻛﺮده اﺳﺖ‪.‬‬

‫ﺟﺪول‪ .1‬ﻣﻴﺎﻧﮕﻴﻦ ‪ F1‬و ‪ F2‬ﺑﺮاي واﻛﻪﻫﺎي زﻧﺎن و ﻣﺮدان )ﻣﺴﻠﻤﺎن( در ﻣﻘﻴﺎس ﻫﺮﺗﺰ ﺑﺮ اﺳﺎس آراء ﺑﻲﺟﻦﺧﺎن‬ ‫)‪(1392‬‬ ‫ﻧﺎم واﻛﻪ ‪ ‬‬ ‫‪I‬‬

‫‪e‬‬

‫‪A‬‬

‫‪U‬‬

‫‪O‬‬

‫‪ɒ‬‬

‫ﺟﻨﺴﻴﺖ ‪ ‬‬

‫ﻓﺮﻣﻨﺖ ‪ (F1 ) 1‬‬

‫ﻓﺮﻣﻨﺖ ‪2‬‬

‫ﻣﺮد ‪ ‬‬

‫‪364‬‬

‫‪2231‬‬

‫زن ‪ ‬‬

‫‪417‬‬

‫‪2498‬‬

‫ﻣﺮد ‪ ‬‬

‫‪514‬‬

‫‪2050‬‬

‫زن ‪ ‬‬

‫‪550‬‬

‫‪2153‬‬

‫ﻣﺮد ‪ ‬‬

‫‪748‬‬

‫‪1517‬‬

‫زن ‪ ‬‬

‫‪857‬‬

‫‪1650‬‬

‫ﻣﺮد ‪ ‬‬

‫‪412‬‬

‫‪880‬‬

‫زن ‪ ‬‬

‫‪443‬‬

‫‪985‬‬

‫ﻣﺮد ‪ ‬‬

‫‪487‬‬

‫‪920‬‬

‫زن ‪ ‬‬

‫‪487‬‬

‫‪920‬‬

‫ﻣﺮد ‪ ‬‬

‫‪743‬‬

‫‪1171‬‬

‫زن ‪ ‬‬

‫‪866‬‬

‫‪1291‬‬

‫)‪ (F2‬‬

‫ﻛﺘﻔﻮرد ) ‪ ،1988‬ص ‪ (161‬ﻧﻴﺰ ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ ‪ 16‬واﻛﻪ را در ﻣﻘﻴﺎس ﻫﺮﺗﺰ ﺑﻪ دﺳﺖ آورده ﻛﻪ اﻳﻦ ﻣﻘﺎدﻳﺮ را در واﻛﻪﻫﺎي‬ ‫ﻣﻮﺟﻮد در زﺑﺎن ﻓﺎرﺳﻲ در ﺟﺪول ‪ 2‬ﻣﻲآورﻳﻢ‪.‬‬ ‫دوﻣﺘﺮاﮔﻮت ) ‪ ،2009‬ص ‪ (13‬ﻧﺸﺎن داده ﻛﻪ ﺳﻪ واﻛﻪ آﺧﺮ اﻳﻦ ﺟﺪول ﻳﻌﻨﻲ واﻛﻪﻫﺎي ‪ /Ɔ/ ،/ε/‬و ‪ /ɑ/‬ﻣﺘﻌﻠﻖ ﺑﻪ زﺑﺎن‬ ‫ارﻣﻨﻲ ﻫﺴﺘﻨﺪ‪ .‬ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ از ﺟﺪاول ﻓﻮق ﭘﻴﺪاﺳﺖ‪ ،‬ﺗﻔﺎوت ﻧﺴﺒﺘﺎ زﻳﺎدي ﻣﻴﺎن ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ ‪ (F1) 1‬و ﻓﺮﻣﻨﺖ ‪2‬‬ ‫)‪ (F2‬در واﻛﻪﻫﺎي ﺗﻮﻟﻴﺪ ﺷﺪه ﺗﻮﺳﻂ ﻣﺴﻴﺤﻴﺎن و ﻣﺴﻠﻤﺎﻧﺎن وﺟﻮد دارد‪.‬‬

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‫‪ ‬‬


‫ﺟﺪول‪ .2‬ﻣﻴﺎﻧﮕﻴﻦ ‪ F1‬و ‪ F2‬ﺑﺮاي واﻛﻪ ﻫﺎي ﻣﺮدان و زﻧﺎن )ﻣﺴﻴﺤﻲ( در ﻣﻘﻴﺎس ﻫﺮﺗﺰ ﺑﺮ اﺳﺎس آراء ﻛﺘﻔﻮرد )‪(1988‬‬ ‫ﻧﺎم واﻛﻪ‬

‫ﻓﺮﻣﻨﺖ ‪( F1) 1‬‬

‫ﻓﺮﻣﻨﺖ ‪(F2) 2‬‬

‫‪I‬‬

‫‪240‬‬

‫‪2400‬‬

‫‪E‬‬

‫‪390‬‬

‫‪2300‬‬

‫‪A‬‬

‫‪850‬‬

‫‪1610‬‬

‫‪U‬‬

‫‪250‬‬

‫‪595‬‬

‫‪O‬‬

‫‪360‬‬

‫‪640‬‬

‫‪ɒ‬‬

‫‪700‬‬

‫‪760‬‬

‫‪Ε‬‬

‫‪610‬‬

‫‪1900‬‬

‫‪Ɔ‬‬

‫‪500‬‬

‫‪700‬‬

‫‪ɑ‬‬

‫‪750‬‬

‫‪940‬‬

‫‪ .3‬روش ﺗﺤﻘﻴﻖ‬ ‫در اﻳﻦ ﭘﮋوﻫﺶ ﻛﻪ ﺑﻪ روش آزﻣﺎﻳﺸﮕﺎﻫﻲ ﺻﻮرت ﮔﺮﻓﺘﻪ‪ ،‬ﻧﺨﺴﺖ از ‪ 5‬ﺷﺮﻛﺖﻛﻨﻨﺪه ﻣﺮد و ‪ 5‬ﺷﺮﻛﺖﻛﻨﻨﺪه زن ارﻣﻨﻲ‬ ‫ﮔﺮﻳﮕﻮري ﻛﻪ ﻫﻤﮕﻲ در ﺳﻮم دﺑﻴﺮﺳﺘﺎن ﺗﺤﺼﻴﻞ ﻣﻲﻛﺮدﻧﺪ و ﺑﺎزه ﺳﻨﻲ ‪ 17‬ﺗﺎ ‪ 18‬ﺳﺎل داﺷﺘﻨﺪ‪ ،‬ﺧﻮاﺳﺘﻪ ﺷﺪ ﺗﺎ واژهﻫﺎي‬ ‫ﺳ‪‬ﺮ )‪ ،(/sar/‬ﺳ‪‬ﺮ )‪ ،(/ser/‬ﺳ‪‬ﺮ )‪ ،(/sor/‬ﺳﻴﺮ )‪ ،(/sir/‬ﺳﺎر )‪ ،(/sɒr/‬و ﺳﻮر )‪ (/sur/‬را ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪ‪ ،‬ﺑﻪ ﻃﻮريﻛﻪ واﻛﻪ ﺑﻪ‬ ‫ﻃﻮر ﻃﺒﻴﻌﻲ در ﻣﺤﻞ ﺗﻜﻴﻪ ﻗﺮار ﻣﻲﮔﻴﺮد‪ .‬ﺑﻪاﻳﻦﺗﺮﺗﻴﺐ ﺗﻌﺪاد ‪ 6*10= 60‬واژهﻫﺎ ﺗﻮﺳﻂ ﻣﻴﻜﺮوﻓﻮن ‪ Nokia 6120‬ﺿﺒﻂ‬ ‫ﺷﺪﻧﺪ‪ .‬ﻓﺮﻛﺎﻧﺲ ﻧﻤﻮﻧﻪﺑﺮداري ﺿﺒﻂ ‪ 48‬ﻛﻴﻠﻮﻫﺮﺗﺰ و دﻗﺖ ﻧﻤﻮﻧﻪﻫﺎ ‪ 16‬ﺑﻴﺖ اﻧﺘﺨﺎب ﺷﺪ‪ .‬در ﻣﺮﺣﻠﻪ ﺑﻌﺪ‪ ،‬ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ‬ ‫‪ (F1)1‬و ﻓﺮﻣﻨﺖ ‪ (F2) 2‬ﺑﺮاي ﻫﺮ واﻛﻪ و ﺑﺮاي ﺗﻤﺎﻣﻲ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن در ﻣﺤﻴﻂ ﭘِﺮَت ﺑﻪ دﺳﺖ آﻣﺪه و ﻣﻴﺎﻧﮕﻴﻦ آنﻫﺎ‬ ‫در ﺣﺎﻟﺖ ﺛﺒﺎت ﻓﺮﻣﻨﺖ در ﻃﻴﻒ ﻧﮕﺎﺷﺖ ﻣﺤﺎﺳﺒﻪ ﮔﺸﺖ‪ .‬در ﺷﻜﻞﻫﺎي ذﻳﻞ‪ ،‬ﻧﻤﻮﻧﻪﻫﺎﻳﻲ از ﻃﻴﻒ ﻧﮕﺎﺷﺖ واﻛﻪﻫﺎي ﺗﻮﻟﻴﺪ‬ ‫ﺷﺪه ﺗﻮﺳﻂ ﮔﻮﻳﺸﻮر زن و ﻣﺮد ﻣﺴﻴﺤﻲ را از ﻧﻈﺮ ﻣﻲﮔﺬراﻧﻴﺪ‪ .‬ﺧﻂ ﺳﻔﻴﺪ در ﻣﻴﺎن ﻃﻴﻒ ﻧﮕﺎﺷﺖ‪ ،‬ﻣﻴﺰان ﻧﻮاﺧﺖ را ﻧﺸﺎن‬ ‫ﻣﻲدﻫﺪ‪.‬‬

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‫ﺷﻜﻞ‪ .1‬ﻃﻴﻒ ﻧﮕﺎﺷﺖ واﻛﻪ ‪ /a/‬ﺗﻮﻟﻴﺪ ﺷﺪه ﺗﻮﺳﻂ زن ﻣﺴﻴﺤﻲ‬

‫ﺷﻜﻞ ‪ .2‬ﻃﻴﻒ ﻧﮕﺎﺷﺖ واﻛﻪ ‪ /a/‬ﺗﻮﻟﻴﺪ ﺷﺪه ﺗﻮﺳﻂ ﻣﺮد ﻣﺴﻴﺤﻲ‬

‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ‬ ‫دادهﻫﺎي ﺑﻪدﺳﺖآﻣﺪه از ﻣﺤﺎﺳﺒﻪ ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮاي ﺗﺤﻠﻴﻞ آﻣﺎري‪ ،‬وارد ﻧﺮم اﻓﺰار ‪SPSS‬‬

‫و از آﻧﺠﺎ ﻛﻪ دادهﻫﺎ ﺑﻪ ﺻﻮرت ﻋﺪدي ﺑﻮدﻧﺪ‪ ،‬ﺑﻪﺻﻮرت ﺗﺤﻠﻴﻞ ﻳﻚ ﺳﻮﻳﻪي ﭘ‪‬ﺮاش )‪ (one-way ANOVA‬ﺑﺮرﺳﻲ ﺷﺪﻧﺪ‬ ‫)ﻫﺎول‪ ،2002 ،‬ﺻﺺ ‪ .(325-324‬ﻧﺘﺎﻳﺞ ﺑﻪدﺳﺖ آﻣﺪه ﻧﺸﺎن داد ﺷﺮﻛﺖﻛﻨﻨﺪﮔﺎن در ﺗﻮﻟﻴﺪ واﻛﻪﻫﺎي‪ /u/ ،/i/‬و ‪/a/‬‬

‫ﻣﺸﻜﻠﻲ ﻧﺪاﺷﺘﻪ اﻣﺎ ﺑﻪ ﻋﻠﺖ ﻋﺪم ﺣﻀﻮر واﻛﻪﻫﺎي دﻫﺎﻧﻲ ‪ /o/ ،/e/‬و ‪ /ɒ/‬در زﺑﺎن ارﻣﻨﻲ‪ ،‬ﺟﻬﺖ ﺗﻮﻟﻴﺪ واژهﻫﺎي ﺧﻮاﺳﺘﻪ‬

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‫‪ ‬‬


‫ﺷﺪه‪ ،‬ﺑﻪ ﺗﺮﺗﻴﺐ واﻛﻪﻫﺎي ‪ /Ɔ/ ،/ɛ/‬و ‪ /ɑ/‬را ﺗﻮﻟﻴﺪ ﻣﻲﻛﺮدﻧﺪ ﻛﻪ ﻧﺰدﻳﻚﺗﺮﻳﻦ ﺷﺒﺎﻫﺖ را ﺑﺎ واﻛﻪﻫﺎي دﻫﺎﻧﻲ ﻓﺎرﺳﻲ‬ ‫داﺷﺘﻨﺪ )ر‪.‬ﻛــ ﺟﺪول ‪ .(3‬در واﻛﻪﻫﺎي ‪ /ε/‬و ‪ ، /Ɔ/‬ارﺗﻔﺎع زﺑﺎن ﻧﺴﺒﺖ ﺑﻪ ‪ /e/‬و ‪ /o/‬ﭘﺎﻳﻴﻦﺗﺮ و در ‪ /ɑ /‬ﺷﻜﻞ ﻟﺐﻫﺎ‬ ‫ﮔﺴﺘﺮدهﺗﺮ از واﻛﻪ ‪ /ɒ/‬اﺳﺖ )ن‪.‬ﻛــ ﺷﻜﻞ‪.(1‬‬

‫ﺷﻜﻞ‪ .3‬ذوزﻧﻘﻪ واﻛﻪﻫﺎ ﺑﺮ اﺳﺎس ﺟﺪول ‪) .IPA‬واﻛﻪﻫﺎي ﺳﻤﺖ راﺳﺖ و ﭼﭗ داﻳﺮهﻫﺎي ﺳﻴﺎه ﺑﻪ ﺗﺮﺗﻴﺐ ﮔﺮد و ﮔﺴﺘﺮده‬ ‫ﻫﺴﺘﻨﺪ‪(.‬‬

‫ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺑﺎ ﻧﮕﺎه ﺑﻪ ﺟﺪاول ‪ 1‬ﺗﺎ ‪ ،3‬ﺗﻔﺎوت وﺷﺒﺎﻫﺖﻫﺎي ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ واﻛﻪﻫﺎي ﻣﻮﺟﻮد در زﺑﺎن ﻓﺎرﺳﻲ ﻛﻪ ﺗﻮﺳﻂ‬ ‫ﮔﻮﻳﺸﻮران اﻳﺮاﻧﻲ ﻣﺴﻴﺤﻲ ﺗﻮﻟﻴﺪ ﺷﺪه اﺳﺖ ﺑﺎ آﻧﭽﻪ ﻛﻪ ﮔﻮﻳﺸﻮران ﻣﺴﻠﻤﺎن ﺗﻮﻟﻴﺪ ﻛﺮدهاﻧﺪ‪ ،‬ﺑﻪ ﺷﺮح ذﻳﻞ اﺳﺖ‪:‬‬ ‫‪.1‬‬

‫ﻣﻘﺎدﻳﺮ ‪ F1‬و ‪ F2‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران ﻣﺴﻴﺤﻲ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮاي واﻛﻪ ‪ ، /i/‬ﺑﺴﻴﺎر ﻧﺰدﻳﻚ ﺑﻪ ﻣﻘﺎدﻳﺮ‬ ‫‪ F1‬و ‪ F2‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران ﻣﺴﻠﻤﺎن اﺳﺖ‪.‬‬

‫‪.2‬‬

‫ﻣﻴﺎﻧﮕﻴﻦ ‪ F1‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران ﻣﺴﻴﺤﻲ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮاي واﻛﻪ ‪ /e/‬ﺑﻴﺶ از ‪ 100‬ﻫﺮﺗﺰ ﻧﺴﺒﺖ ﺑﻪ‬ ‫ﻣﻴﺎﻧﮕﻴﻦ ‪ F1‬ﺗﻮﻟﻴﺪي ﻫﻤﻴﻦ واﻛﻪ ﺗﻮﺳﻂ ﮔﻮﻳﺸﻮران ﻣﺴﻠﻤﺎن‪ ،‬و ﻣﻴﺎﻧﮕﻴﻦ ‪ F2‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران‬ ‫ﻣﺴﻴﺤﻲ ﻛﻢﺗﺮ از ‪ 200‬ﻫﺮﺗﺰ ﻧﺴﺒﺖ ﺑﻪ ﻣﻴﺎﻧﮕﻴﻦ ‪ F2‬ﺗﻮﻟﻴﺪي اﻳﻦ واﻛﻪ ﺗﻮﺳﻂ ﮔﻮﻳﺸﻮران ﻣﺴﻠﻤﺎن‬ ‫اﺳﺖ‪.‬‬

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‫ﺟﺪول‪ .3‬ﻣﻴﺎﻧﮕﻴﻦ ‪ F1‬و ‪ F2‬ﺑﻪ دﺳﺖ آﻣﺪه در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮاي واﻛﻪﻫﺎي زﻧﺎن و ﻣﺮدان )ﻣﺴﻴﺤﻲ( در ﻣﻘﻴﺎس ﻫﺮﺗﺰ‬ ‫ﻧﺎم واﻛﻪ ‪ ‬‬

‫ﺟﻨﺴﻴﺖ ‪ ‬‬

‫ﻓﺮﻣﻨﺖ ‪ (F1 ) 1‬‬

‫ﻓﺮﻣﻨﺖ ‪ (F2) 2‬‬

‫‪i‬‬

‫ﻣﺮد ‪ ‬‬

‫‪ 360‬‬

‫‪ 2230‬‬

‫زن ‪ ‬‬

‫‪ 420‬‬

‫‪ 2470‬‬

‫ﻣﺮد ‪ ‬‬

‫‪ 600‬‬

‫‪ 1875‬‬

‫زن ‪ ‬‬

‫‪ 620‬‬

‫‪ 1850‬‬

‫ﻣﺮد ‪ ‬‬

‫‪ 755‬‬

‫‪ 1522‬‬

‫زن ‪ ‬‬

‫‪ 850‬‬

‫‪ 1650‬‬

‫ﻣﺮد ‪ ‬‬

‫‪ 410‬‬

‫‪ 875‬‬

‫زن ‪ ‬‬

‫‪ 440‬‬

‫‪ 740‬‬

‫ﻣﺮد ‪ ‬‬

‫‪ 500‬‬

‫‪ 920‬‬

‫زن ‪ ‬‬

‫‪ 518‬‬

‫‪ 900‬‬

‫ﻣﺮد ‪ ‬‬

‫‪ 750‬‬

‫‪ 1170‬‬

‫زن ‪ ‬‬

‫‪ 755‬‬

‫‪ 1100‬‬

‫‪e‬‬ ‫‪a‬‬ ‫‪u‬‬ ‫‪o‬‬ ‫‪ɒ‬‬

‫‪.3‬‬

‫ﻣﻘﺎدﻳﺮ ‪ F1‬و ‪ F2‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران ﻣﺮد ﻣﺴﻴﺤﻲ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮاي واﻛﻪﻫﺎي ‪ /a/‬و ‪ ، /u/‬ﺑﺴﻴﺎر‬ ‫ﻧﺰدﻳﻚ ﺑﻪ ﻣﻘﺎدﻳﺮ ‪ F1‬و ‪ F2‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران ﻣﺴﻠﻤﺎن اﺳﺖ؛ ﻣﻘﺎدﻳﺮ ‪ F1‬و ‪ F2‬ﺑﺮاي واﻛﻪ ‪ /a/‬و ‪F1‬‬

‫ﺑﺮاي واﻛﻪ ‪ /u/‬در ﮔﻮﻳﺸﻮران زن ﻣﺴﻴﺤﻲ ﻫﻤﺎﻧﻨﺪ ﻣﻴﺎﻧﮕﻴﻦ ﺗﻮﻟﻴﺪي ﻣﺴﻠﻤﺎﻧﺎن ﺑﻮده وﻟﻲ در ‪ F2‬ﺑﻪ‬ ‫دﺳﺖ آﻣﺪه از واﻛﻪ ‪ /u/‬درﮔﻮﻳﺸﻮران زن ﻣﺴﻴﺤﻲ ﺗﻔﺎوت ﺷﺎﻳﺎﻧﻲ ﻣﻼﺣﻈﻪ ﻣﻲﺷﻮد ﻛﻪ ﺧﻮد ﺟﺎي ﺑﺤﺚ‬ ‫دارد‪.‬‬ ‫‪.4‬‬

‫ﻣﻘﺎدﻳﺮ ‪ F1‬ﺗﻮﻟﻴﺪي ﮔﻮﻳﺸﻮران ﻣﺮد و زن ﻣﺴﻴﺤﻲ ﺑﺮاي واﻛﻪ ‪ /o/‬ﺑﺴﻴﺎر ﻧﺰدﻳﻚ ﺑﻪ واﻛﻪ ‪ /Ɔ/‬آراء‬ ‫ﻛﺘﻔﻮرد )‪ (1988‬ﺑﻮده وﻟﻴﻜﻦ ‪ F2‬ﺑﻪ دﺳﺖ آﻣﺪه ﻫﻴﭻﮔﻮﻧﻪ ﺷﺒﺎﻫﺘﻲ ﺑﺎ آراء ﺑﻲﺟﻦﺧﺎن )‪ (1392‬و‬ ‫ﻛﺘﻔﻮرد )‪ (1988‬ﻧﺪارد ﻛﻪ اﻳﻦ ﻣﻮرد ﻧﻴﺰ ﺟﺎي ﺗﺎﻣﻞ و ﺑﺤﺚ دارد‪.‬‬

‫‪.5‬‬

‫ﺑﺮاي واﻛﻪ ‪ /ɒ/‬ﻣﻘﺎدﻳﺮ ‪ F1‬ﻫﻤﺎﻧﻨﺪ ﻣﻘﺎدﻳﺮ ‪ F1‬در واﻛﻪ ‪ /ɑ/‬ﺑﻮده؛ وﻟﻲ ﻣﻘﺎدﻳﺮ ‪ F2‬آن ﻛﺎﻣﻼ ﻣﺘﻔﺎوت‬ ‫اﺳﺖ ﺑﺎ آراء ﻛﺘﻔﻮرد )‪.(1988‬‬

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‫‪ .5‬ﻧﺘﻴﺠﻪ‬ ‫اﻳﻦ ﭘﮋوﻫﺶ ﻛﻪ ﺑﺮاي ﻧﺨﺴﺘﻴﻦ ﺑﺎر در ﺗﺎرﻳﺦ زﺑﺎنﺷﻨﺎﺳﻲ ﺻﻮرت ﭘﺬﻳﺮﻓﺘﻪ‪ ،‬ﺑﻪ ﺑﺮرﺳﻲ ﺗﺎﺛﻴﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ارﻣﻨﻲ در‬ ‫ﻣﺴﻴﺤﻴﺎن اﻳﺮان ﺑﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ﻓﺎرﺳﻲ ﭘﺮداﺧﺘﻪاﺳﺖ‪ .‬ﻧﺨﺴﺖ‪ ،‬ﻓﺮﺿﻴﻪ ﭘﮋوﻫﺸﮕﺮ ﺑﺮ آن ﺑﻮد ﻛﻪ ﻧﻈﺎم واﻛﻪاي زﺑﺎن‬ ‫ارﻣﻨﻲ ﺑﺮ ﻧﻈﺎم واﻛﻪاي زﺑﺎن ﻓﺎرﺳﻲ در واﻛﻪﻫﺎي دﻫﺎﻧﻲ ‪ /o/ ،/e/‬و ‪ /ɒ/‬ﺑﻪ دﻟﻴﻞ ﻋﺪم ﺣﻀﻮر اﻳﻦ واﻛﻪﻫﺎ در زﺑﺎن ارﻣﻨﻲ و‬ ‫اﺣﺘﻤﺎل ﺟﺎﻳﮕﺰﻳﻨﻲ آنﻫﺎ ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﺎ ‪ /Ɔ/ ،/ɛ/‬و ‪ /ɑ/‬و ﻧﻴﺰ ﻳﻜﺴﺎن ﺑﻮدن ﺳﺎﻳﺮ واﻛﻪﻫﺎي دﻫﺎﻧﻲ ﺑﺎ ﻓﺎرﺳﻲ ﺗﺎﺛﻴﺮ ﻣﻲﮔﺬارد‪.‬‬ ‫ﺑﺪﻳﻦ ﻣﻨﻈﻮر از ﮔﻮﻳﺸﻮران زﺑﺎن ارﻣﻨﻲ درﺧﻮاﺳﺖ ﺷﺪ ﺗﺎ واژهﻫﺎﻳﻲ ﻓﺎرﺳﻲ و ﺗﻚﺳﻴﻼﺑﻲ را در ﻣﺤﻴﻂ ﭘِﺮَت ﺗﻠﻔﻆ ﻛﻨﻨﺪ‪.‬‬ ‫ﺳﭙﺲ ﻣﻘﺎدﻳﺮ ﻓﺮﻣﻨﺖ ﺑﻪدﺳﺖآﻣﺪه ﺟﻬﺖ ﺗﺤﻠﻴﻞ آﻣﺎري وارد ﻧﺮم اﻓﺰار ‪ SPSS‬ﺷﺪ‪ .‬ﻧﺘﺎﻳﺞ ﺑﻪدﺳﺖ آﻣﺪه ﺑﺎ آراء ﺑﻲﺟﻦﺧﺎن‬ ‫)‪ (1392‬ﺑﺮرﺳﻲ ﺷﺪه و ﻓﺮﺿﻴﻪ ﺗﺤﻘﻴﻖ ﺗﺎﻳﻴﺪ ﮔﺸﺖ‪.‬‬ ‫ﻧﺘﺎﻳﺞ ﺑﻪدﺳﺖآﻣﺪه ﻣﻲﺗﻮاﻧﺪ ﻣﻮرد اﺳﺘﻔﺎده واجﺷﻨﺎﺳﺎن و آواﺷﻨﺎﺳﺎن‪ ،‬ﻣﺪرﺳﻴﻦ زﺑﺎن ﻓﺎرﺳﻲ ﺑﻪ ﻏﻴﺮﻓﺎرﺳﻲزﺑﺎﻧﺎن و ﺳﺎﻳﺮ‬ ‫ﻋﻼﻗﻪﻣﻨﺪان ﺑﻪ ﻣﺴﺎﺋﻞ زﺑﺎنﺷﻨﺎﺳﻲ و ﻧﻴﺰ ﻣﺪرﺳﻴﻦ ﻋﻠﻮم دﻳﻨﻲ ﻗﺮار ﮔﻴﺮد‪ .‬ﻫﻢﭼﻨﻴﻦ ﺳﺎﻳﺮ ﭘﮋوﻫﺸﮕﺮان ﻣﻲﺗﻮاﻧﻨﺪ ﻓﺮﺿﻴﻪ‬ ‫ﻣﻄﺮح ﺷﺪه را در ﺣﻮزهﻫﺎي ﮔﻮﻧﺎﮔﻮن زﺑﺎنﺷﻨﺎﺧﺘﻲ زﺑﺎنﻫﺎي ﻣﺨﺼﻮص ﺳﺎﻳﺮ ادﻳﺎن در ﺑﻮﺗﻪ آزﻣﺎﻳﺶ ﻗﺮار دﻫﻨﺪ‪.‬‬ ‫ﭘﮋوﻫﺸﮕﺮ ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ اﺣﺘﻤﺎل ﻣﻲدﻫﺪ ﺑﺎ ﺑﺮرﺳﻲ ﺑﻴﺸﺘﺮ و ﺑﺴﻂدادن اﻳﻦﮔﻮﻧﻪ ﻣﺴﺎﺋﻞ‪ ،‬ﻣﺒﺎﺣﺚ ﺟﺪﻳﺪي در ﻋﻠﻢ‬ ‫زﺑﺎنﺷﻨﺎﺳﻲ ﺑﻪ وﺟﻮد ﺧﻮاﻫﺪ آﻣﺪ‪.‬‬

‫ﻗﺪرداﻧﻲ‬ ‫ﭘﮋوﻫﺸﮕﺮ ﺑﺮ ﺧﻮد واﺟﺐ ﻣﻲداﻧﺪ ﺑﺪﻳﻦ وﺳﻴﻠﻪ از اﻣﻮر ﻓﺮﻫﻨﮕﻲ وزارت ﻣﺤﺘﺮم ﻓﺮﻫﻨﮓ و ارﺷﺎد‪ ،‬ﻣﺴﺌﻮﻟﻴﻦ ﻣﺤﺘﺮم اﻧﺠﻤﻦ‬ ‫ﺧﻠﻴﻔﻪﮔﺮي اراﻣﻨﻪ ﺗﻬﺮان‪ ،‬ﺑﻪﺧﺼﻮص ﺟﻨﺎب آﻗﺎي ﻛﺸﻴﺶ ﮔﺮﻳﮕﻮرﻳﺲ ﻧﺮﺳﻴﺴﻴﺎن‪ ،‬ﺟﻬﺖ ﺻﺪور ﻣﺠﻮزﻫﺎي ﻻزم ﺑﺮاي اﻧﺠﺎم‬ ‫اﻳﻦ ﭘﮋوﻫﺶ و ﻧﻴﺰ ﻣﺴﺌﻮﻟﻴﻦ و داﻧﺶآﻣﻮزان ﮔﺮاﻧﻘﺪر ﻣﺪارس آﺑﺮاﻫﺎم ﺳﻮﻗﻮﻣﻮﻧﻴﺎن و ﻣﺎري ﻣﺎﻧﻮﻛﻴﺎن ﺑﺮاي ﻫﻤﻜﺎري‬ ‫ﺻﻤﻴﻤﺎﻧﻪﺷﺎن‪ ،‬ﺳﭙﺎسﮔﺰاري ﻛﻨﺪ‪.‬‬

‫ﻣﻨﺎﺑﻊ‬ ‫ﺑﻲ ﺟﻦ ﺧﺎن‪ ،‬م‪ .(1392) .‬ﻧﻈﺎم آواﻳﻲ زﺑﺎن ﻓﺎرﺳﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﻤﺖ‪.‬‬ ‫ﺛﻤﺮه‪ ،‬ي‪ .(1378) .‬آواﺷﻨﺎﺳﻲ زﺑﺎن ﻓﺎرﺳﻲ‪ ،‬آواﻫﺎ و ﺳﺎﺧﺖ آواﻳﻲ ﻫﺠﺎ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﺮﻛﺰ ﻧﺸﺮ داﻧﺸﮕﺎﻫﻲ‪.‬‬

‫ﺣﻖ ﺷﻨﺎس‪ ،‬ع‪ .‬م‪ .(1370) .‬دﺳﺘﮕﺎﻫﻬﺎي ﭼﻨﺪﮔﺎﻧﻪ ﻣﺼﻮت در زﺑﺎن ﻓﺎرﺳﻲ‪ .‬در م‪ .‬ع‪ .‬ﺣﻖﺷﻨﺎس )وﻳﺮاﺳـﺘﺎر(‪ ،‬ﻣﺠﻤﻮﻋـﻪ ﻣﻘـﺎﻻت‬ ‫ادﺑﻲ‪-‬زﺑﺎﻧﺸﻨﺎﺧﺘﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﻴﻠﻮﻓﺮ‪.‬‬

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2nd Conference on


.134-127 ،(1،2)4 ،‫ ﻣﺠﻠﻪ زﺑﺎﻧﺸﻨﺎﺳﻲ‬.‫ ﺗﺠﺰﻳﻪ و ﺑﺎزﺳﺎزي ﮔﻔﺘﺎر‬.(1366) .‫ س‬،‫ﺳﭙﻨﺘﺎ‬ .‫ دﻓﺘﺮ اﻧﺘﺸﺎرات اﺳﻼﻣﻲ‬:‫ اﻳﺮان‬،‫ ﻗﻢ‬.‫ ﻗﺎﻧﻮن اﺳﺎﺳﻲ ﺟﻤﻬﻮري اﺳﻼﻣﻲ اﻳﺮان‬.(1362) .‫ﻗﺎﻧﻮن اﺳﺎﺳﻲ ﺟﻤﻬﻮري اﺳﻼﻣﻲ اﻳﺮان‬ .‫ رﻫﻨﻤﺎ‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.(‫ ﻣﺘﺮﺟﻢ‬،‫ ﺑﻬﺮاﻣﻲ‬،‫ )ع‬.‫ دوره درﺳﻲ آواﺷﻨﺎﺳﻲ‬.(2006) .‫ پ‬،‫ﻟﺪه ﻓﻮﮔﺪ‬ .‫ داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ‬:‫ اﻳﺮان‬،‫ ﻣﺸﻬﺪ‬.‫ ﺳﺎﺧﺖ آواﻳﻲ زﺑﺎن‬.(1374) .‫ م‬،‫ﻣﺸﻜﻮه اﻟﺪﻳﻨﻲ‬ Catford, J. C. (1988). A practical introduction to phonetics. London, England: Oxford University. Dum-Tragut, J. (2009). Armenian: Modern Eastern Armenian. Amsterdam, Netherland: John Benjamins. Howell, D. (2012). Statistical methods for psychology. Cengage Learning. Yarmohammadi, L. (1995). A contrastive phonological analysis of English and Persian. Shiraz, Iran: Shiraz University.

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‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻋﺮب‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬ ‫‪ ‬‬

‫ﭼﻜﻴﺪه‪ .‬ﻣﺘﻮن دﻳﻨﻲ را ﻣﻲﺗﻮان ﺑﻪ دو دﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻛﺮد‪ .‬ﻣﺘﻮن ﻣﻘﺪس وﺣﻴﺎﻧﻲ و ﻣﺘﻮن ﻣﻘﺪس ﻏﻴﺮ وﺣﻴﺎﻧﻲ‪ .‬اﻳﻦ ﻣﺘﻮن‬ ‫از آن ﺣﻴﺚ ﻛﻪ ﺑﻴﺎﻧﮕﺮ راﺑﻄﻪ ﺧﺪا و ﺑﻨﺪه ﻫﺴﺘﻨﺪ و ﺣﻜﺎﻳﺖﮔﺮ ﺗﺠﺮﺑﻪ دﻳﻨﻲ ﻣﻲﺑﺎﺷﻨﺪ‪ ،‬ﻣﻘﺪساﻧﺪ و ﺗﻨﻬﺎ ﺗﻔﺎوت اﻳﻦ دو‬ ‫دﺳﺘﻪ از ﻣﺘﻮن در ﺧﺎﺳﺘﮕﺎه آنﻫﺎ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻣﺘﻮن وﺣﻴﺎﻧﻲ ﺧﺎﺳﺘﮕﺎه وﺣﻴﺎﻧﻲ دارﻧﺪ وﻟﻲ ﻣﺘﻮن ﻣﻘﺪس ﻏﻴﺮوﺣﻴﺎﻧﻲ ﺧﺎﺳﺘﮕﺎه‬ ‫ﺑﺸﺮي‪ .‬آنﭼﻪ در اﻳﻦ ﺟﺴﺘﺎر ﻣﺪﻧﻈﺮ اﺳﺖ ﻣﺘﻮن ﻣﻘﺪس وﺣﻴﺎﻧﻲ اﺳﺖ ﻛﻪ در روﻧﺪ ارﺗﺒﺎط ﺑﺎ ﺑﻨﺪﮔﺎن ﺑﻪ ﺻﻮرت ﻣﺘﻦ در‬ ‫آﻣﺪهاﻧﺪ‪ .‬وﺣﻲ ﻛﻪ از رﺧﺪادﻫﺎي ﺷﮕﻔﺖ و ﭘﻴﭽﻴﺪه و ﺗﺠﺮﺑﻪ وﻳﮋه ﭘﻴﺎﻣﺒﺮان اﺳﺖ‪ ،‬ﺻﻮرت زﺑﺎﻧﻲ ﻣﻲﭘﻮﺷﺪ و در اﻳﻦ رﻫﮕﺬر‬ ‫ﺧﻮد ﺑﻪ ﻣﺴﺎﻟﻪ ﺗﺎزهاي ﺑﺪل ﻣﻲﺷﻮد و آن اﻳﻦ اﺳﺖ ﻛﻪ آن ﺗﺠﺮﺑﻪي وﻳﮋه و ﻋﻤﺪﺗﺎ ﻏﻴﺮ زﺑﺎﻧﻲ‪ ،‬ﺻﻮرت زﺑﺎﻧﻲ ﺑﻪ ﺧﻮد‬ ‫ﻣﻲﮔﻴﺮد و ﭘﺮﺳﺶ ﻓﺮﺑﻬﻲ را ﭘﻴﺶروي ﻣﺎ ﻣﻲﮔﺸﺎﻳﺪ ﻛﻪ اﻳﻦ زﺑﺎن ﭼﮕﻮﻧﻪ زﺑﺎﻧﻲ اﺳﺖ؟ ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ در ﭘﻲ ﭘﺎﺳﺦ ﺑﻪ اﻳﻦ‬ ‫ﭘﺮﺳﺶ اﺳﺖ و ﻳﺎﻓﺘﻪ آن ﭼﻨﻴﻦ اﺳﺖ‪ :‬زﺑﺎن ﻗﺮآن ﻫﺮﭼﻨﺪ ﺳﺎز و ﻛﺎر زﺑﺎن ﺑﺸﺮي ﺑﻪ ﺧﻮد ﮔﺮﻓﺘﻪ اﺳﺖ اﻣﺎ زﺑﺎﻧﻲ از ﺟﻨﺲ‬ ‫ﺷﻮر و ﺷﻴﺪاﻳﻲ و ﺣﻴﺮت اﻳﻤﺎﻧﻲ اﺳﺖ و ﺑﺮاي درك آن ﺑﺎﻳﺪ ﺑﺎ آن ﻫﻢدﻟﻲ ورزﻳﺪ ﻧﻪ ﺳﻠﻮك ﺧﺮدﻣﻨﺪاﻧﻪ‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﻗﺮآن‪ ،‬زﺑﺎن‪ ،‬زﺑﺎن دﻳﻦ‪ ،‬ﻣﺘﻮن ﻣﻘﺪس‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫ﻣﺘﻮن ﻣﻘﺪ‪‬س ﺑﻪ ﻣﺠﻤﻮﻋﻪاي از ﮔﺰارهﻫﺎﻳﻲ اﻃﻼق ﻣﻲﺷﻮد ﻛﻪ از ﺗﺠﺮﺑﻪي دﻳﻨﻲ ﺣﻜﺎﻳﺖ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ اﻳﻦ ﻣﻌﻨﺎ ﻛﻪ وﻗﺘﻲ‬ ‫ﺗﺠﺮﺑﻪي دﻳﻨﻲ ﺑﻪ ﺳﺎﺣﺖ ﻋﺒﺎرت در ﻣﻲآﻳﻨﺪ و ﻣﻜﺘﻮب ﻣﻲﮔﺮدﻧﺪ‪ ،‬ﻣﺘﻦ ﻣﻘﺪس را ﭘﺪﻳﺪ ﻣﻲآورﻧﺪ‪» .‬وﺣﻲ« ﻛﻪ ﺷﺎﻟﻮده‬ ‫ﺑﻨﻴﺎدﻳﻦ ﻣﺘﻮن ﻣﻘﺪ‪‬س وﺣﻴﺎﻧﻲ را ﺗﺸﻜﻴﻞ ﻣﻲدﻫﺪ‪ ،‬دو ﺻﻮرت دارد‪:‬‬ ‫‪ .1‬ﺻﻮرت زﺑﺎﻧﻲ ﻛﻪ ﻫﻤﺎن ﺗﺠﺮﺑﻪي وﻳﮋهي ﭘﻴﺎﻣﺒﺮ ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﺑﻪ آن وﺣﻲ زﺑﺎﻧﻲ ﻣﻲﮔﻮﻳﻴﻢ‪.‬‬ ‫‪ .2‬ﺻﻮرت ﻣﻜﺘﻮب؛ زﻣﺎﻧﻲ اﺳﺖ ﻛﻪ اﻳﻦ ﺗﺠﺮﺑﻪي وﻳﮋهي وﺣﻴﺎﻧﻲ ﺑﻪ ﻋﺒﺎرت در ﻣﻲآﻳﺪ‪.‬‬

‫‪ ‬‬ ‫‪ -1‬راﻳﺎﻧﺎﻣﻪ‪ [email protected] :‬‬

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‫ﺻﻮرت زﺑﺎﻧﻲ وﺣﻲ ﻛﻪ ﺑﺨﺸﻲ از ﺗﺠﺮﺑﻪ وﺣﻴﺎﻧﻲ ﻳﻚ ﭘﻴﺎﻣﺒﺮ اﺳﺖ ﻣﻲﺗﻮاﻧﺪ دو ﺣﺎﻟﺖ داﺷﺘﻪ ﺑﺎﺷﺪ؛ ﻧﺨﺴﺖ اﻳﻦ ﻛﻪ ﺷﺨﺺ‬ ‫ﻧﺒﻲ ﭘﺲ از از ﺳﺮﮔﺬاردن ﺗﺠﺮﺑﻪي وﺣﻴﺎﻧﻲ‪ ،‬ﮔﺰارﺷﻲ از آن ﺑﻪ دﺳﺖ ﻣﻲدﻫﺪ و ﻳﺎ اﻳﻦ ﻛﻪ درﺿﻤﻦ آن ﺗﺠﺮﺑﻪ‪ ،‬ﺻﻮرت‬ ‫زﺑﺎﻧﻲ آن را ﻧﻴﺰ ﮔﺰارش ﻣﻲﻛﻨﺪ‪ .‬در ﻫﺮ دو ﺣﺎﻟﺖ ﻣﻲﺗﻮاﻧﺪ دو وﻳﮋﮔﻲ در آن ﻳﺎﻓﺖ‪:‬‬ ‫‪ .1‬ﻣﺤﺪودﻳﺖﻫﺎي ﻗﺎﺑﻠﻲ ﻛﻪ ﻧﺎﺷﻲ از ﻣﺤﺪودﻳﺖﻫﺎي ﻟﺴﺎن ﻗﻮم اﺳﺖ‪.‬‬ ‫‪ .2‬ﻣﺤﺪودﻳﺖﻫﺎي ﻓﺎﻋﻠﻲ ﻛﻪ ﻧﺎﺷﻲ از ﺷﺨﺺ ﺗﻐﻴﻴﺮﻛﻨﻨﺪه در ﻣﻘﺎم ﺗﻌﺒﻴﺮ ﻣﻲﺑﺎﺷﺪ‪.‬‬ ‫ﻗﺮآن‪ ،‬وﺣﻲ ﻧﺒﻮي اﺳﺖ ﻛﻪ ﺻﻮرت زﺑﺎﻧﻲ ﻳﺎﻓﺘﻪ اﺳﺖ و اﻛﻨﻮن اﻳﻦ ﭘﺮﺳﺶ ﻣﻄﺮح اﺳﺖ ﻛﻪ زﺑﺎن ﻗﺮآن ﻛﻪ ﺳﺎﺣﺖ زﺑﺎﻧﻲ آن‬ ‫وﺣﻲ اﺳﺖ‪ ،‬ﭼﻪ زﺑﺎﻧﻲ اﺳﺖ؟ وﻳﮋﮔﻲ اﻳﻦ زﺑﺎن ﭼﻴﺴﺖ؟ در ﻣﻴﺎن دﻳﺪﮔﺎهﻫﺎي ﻣﺨﺘﻠﻒ درﺑﺎب زﺑﺎن دﻳﻦ‪ ،‬زﺑﺎن ﻗﺮآن در‬ ‫ﻛﺪام دﻳﺪﮔﺎه ﺟﺎي ﻣﻲﮔﻴﺮد؟ زﺑﺎن ﻋﺮﻓﻲ‪ ،‬زﺑﺎن ﻓﻠﺴﻔﻲ‪ ،‬ﻋﺮﻓﺎﻧﻲ‪ ،‬ﻋﻠﻤﻲ‪ ،‬ﺷﺎﻋﺮاﻧﻪ؟ زﺑﺎن ﻗﺮآن ﻧﺎﻇﺮ ﺑﺮ ﻛﺪام وﻳﮋﮔﻲﻫﺎ اﺳﺖ‪:‬‬ ‫ﺷﻨﺎﺧﺘﺎري ﻳﺎ اﻧﮕﻴﺰﺷﻲ؟‬ ‫وﻗﺘﻲ ﺳﺨﻦ از زﺑﺎن ﻗﺮآن ﻣﻲ رود‪ ،‬ﻃﺒﻴﻌﻲ اﺳﺖ ﻛﻪ اﻳﻦ ﻣﺴﺎﻟﻪ ﺗﺤﺖ ﻋﻨﻮان ﻓﺮﺑﻪﺗﺮي ﺑﺎ ﻧﺎم زﺑﺎن دﻳﻦ ﻣﻄﺮح ﺷﻮد‪ .‬ادﻳﺎن‬ ‫ﻫﺮﭼﻨﺪ ﺑﺎب ﻣﻔﺎﻫﻤﻪ و ارﺗﺒﺎط ﺑﺎ ﻣﺮدم را ﻫﻤﻴﻦ واژﮔﺎن و ﻫﻤﻴﻦ زﺑﺎن ﻳﻌﻨﻲ زﺑﺎن ﻗﻮم اﻧﺘﺨﺎب ﻛﺮدهاﻧﺪ و از ﺳﺎزوﻛﺎرﻫﺎي‬ ‫آن ﺑﻬﺮه ﻣﻲﮔﻴﺮﻧﺪ اﻣﺎ زﺑﺎن آنﻫﺎ زﺑﺎن وﻳﮋه اﺳﺖ‪ .‬وﻳﮋهﺑﻮدن زﺑﺎندﻳﻦ ﺑﻪ آن ﻣﻌﻨﺎ ﻧﻴﺴﺖ ﻛﻪ از ﭘﺬﻳﺮش ﻗﻮاﻋﺪ و‬ ‫ﺳﺎزوﻛﺎرﻫﺎي زﺑﺎن ﺳﺮﺑﺎز ﻣﻲزﻧﻨﺪ ﺑﻠﻜﻪ ﺑﻪ اﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻛﻪ در وراي اﻳﻦ وازﮔﺎن و ﺳﺎﺧﺖﻫﺎي زﺑﺎﻧﻲ‪ ،‬زﺑﺎﻧﻲ از ﺟﻨﺲ ﺷﻮر‬ ‫و ﻫﻴﺠﺎن و ﻋﺎﻃﻔﻪ و در ﻋﻴﻦ ﺣﺎل ﻣﻌﺮﻓﺖﺑﺨﺸﻲ وﺟﻮد دارد‪ .‬زﺑﺎﻧﻲ ﻛﻪ ﻗﺪﻳﺲ ﺳﻨﺖ آﮔﻮﺳﺘﻴﻦ ﭘﺲ از آن ﺗﺤﻮل وﺟﻮدي‬ ‫در زﻧﺪﮔﻲاش ﺑﻪ ﺧﻮﺑﻲ آن را درﻳﺎﻓﺘﻪ ﺑﻮد‪ .‬زﺑﺎﻧﻲ ﻛﻪ ﺷﻮرآﻓﺮﻳﻦ اﺳﺖ وﻟﻲ در ﻋﻴﻦ ﺣﺎل زﺑﺎن ﻋﺎدي اﺳﺖ‪ .‬ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﺑﺮآن ﺷﺪم ﺗﺎ ﺑﻪ ﺗﺤﻘﻴﻖ در ﻛﺘﺎب ﻣﻘﺪس ﺑﭙﺮدازم و درﻳﺎﺑﻢ ﻛﻪ ﭼﮕﻮﻧﻪ ﻛﺘﺎﺑﻲ اﺳﺖ‪ .‬ﭼﻴﺰي را ﻳﺎﻓﺘﻢ ﻛﻪ ﻫﻢ‬ ‫ﻓﺮاﺳﻮي ﻓﻬﻢ اﻫﻞ ﺗﻜﺒﺮ و ﻫﻢ ﭘﻨﻬﺎن از ﭼﺸﻢ ﻛﻮدﻛﺎن ﺑﻮد‪ .‬ﺑﺎﻓﺘﻲ ﻓﺮوﺗﻦ و اﻓﺘﺎده داﺷﺖ؛ اﻣﺎ ﺗﺎ ﻋﺮش ﺗﻌﺎﻟﻲ‬ ‫ﻣﻲﺟﺴﺖ‪ .‬در ﺣﺠﺎب اﺳﺮار ﭘﻮﺷﻴﺪه ﺷﺪه ﺑﻮد و ﻣﻦ ﻛﺴﻲ ﻧﺒﻮدم ﻛﻪ ﻗﺎدر ﺑﺎﺷﻢ ﺑﻪ آن راه ﺟﻮﻳﻢ ﻳﺎ ﺳﺮم را ﺑﻪ‬ ‫زﻳﺮ اﻓﻜﻨﻢ و ﺑﻪ ﻫﺮ ﺟﺎ ﻛﻪ ﻣﺮا ﻣﻲﺑﺮد رﻫﺴﭙﺎر ﺷﻮم‪) .‬آﮔﻮﺳﺘﻴﻦ‪ ،1380،‬ص ‪(196‬‬ ‫اﻳﻦ اﻋﺘﺮاف از زﺑﺎن آﮔﻮﺳﺘﻴﻦ ﻛﻪ از رﻫﮕﺬر ﺗﻼﺷﻲ ﺳﺨﺖ و ﻣﺠﺎﻫﺪت ﻓﻜﺮي و روﺣﺎﻧﻲ ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ رﺳﻴﺪهاﺳﺖ ﻗﺎﺑﻞ‬ ‫ﺗﺎﻣﻞ اﺳﺖ‪ .‬اﻣﺎ در ﺟﻬﺎن اﺳﻼم اﻋﺘﺮاف دﻳﮕﺮي از ﺳﻮي ﻳﻜﻲ از دﺷﻤﻨﺎن ﻛﻴﻨﻪﺗﻮز ﭘﻴﺎﻣﺒﺮ اﺳﻼم )ص( و ﻣﺘﻦ ﻣﻘﺪس ‪-‬‬ ‫وﻟﻴﺪ ﺑﻦ ﻣﻐﻴﺮه‪ -‬در ﺑﺎب زﺑﺎن ﻗﺮآن وﺟﻮد دارد ﻛﻪ ﺑﺎز ﺣﻜﺎﻳﺖ از ﺑﻴﺎنﻧﺎﭘﺬﻳﺮي زﺑﺎن دﻳﻦ ﻳﺎ زﺑﺎن ﻣﺘﻮنﻣﻘﺪس اﺳﺖ‪ .‬وﻟﻴﺪ‬ ‫در ﺗﻮﺻﻴﻒ ﺻﺎﺣﺐ ﻣﺘﻦ و ﺑﻪ ﺗﺒﻊ در ﺗﻮﺻﻴﻒ ﻣﺘﻦ ﻣﻲﮔﻮﻳﺪ‪:‬‬ ‫ﺳﺨﻦ او ﺣﻼوﺗﻲ دارد و ﺑﻪﺳﺎن ﻧﺨﻠﻲ ﭘﺮﺑﺮگ و ﺑﺎر اﺳﺖ‪ .‬او ﻧﻪ ﻛﺎﻫﻦ اﺳﺖ و ﻧﻪ ﻣﺠﻨﻮن ﻛﻪ ﻣﺎ ﻫﻢ ﺳﺨﻦ‬ ‫ﻛﺎﻫﻨﺎن را ﺷﻨﻴﺪهاﻳﻢ و ﻫﻢ از ﺷﻌﺮ آﮔﺎه ﻫﺴﺘﻴﻢ‪ .‬ﺗﻨﻬﺎ ﭼﻴﺰي ﻛﻪ در ﺑﺎرهي او ﻣﻲﺗﻮان ﮔﻔﺖ اﻳﻦ اﺳﺖ ﻛﻪ او‬

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‫ﺟﺎدوﮔﺮ اﺳﺖ و ﺳﺨﻨﻲ ﺟﺎدو آوردهاﺳﺖ ﻣﻴﺎن ﻣﺮد و ﺑﺮادر و ﻫﻤﺴﺮ و ﻗﺒﻴﻠﻪاش ﺟﺪاﻳﻲ ﻣﻲاﻓﻜﻨﺪ‪) .‬اﺑﻦ ﻫﺸﺎم‪،‬‬ ‫ﺑﻲ ﺗﺎ ‪ ،‬ج‪ ،2‬ص ‪(270‬‬ ‫‪ .2‬زﺑﺎن دﻳﻦ‬ ‫زﺑﺎن دﻳﻦ ﭼﮕﻮﻧﻪ زﺑﺎﻧﻲ اﺳﺖ؟ آﻳﺎ ﻫﻤﺎن ﺳﺎزوﻛﺎرﻫﺎي زﺑﺎن ﺑﺸﺮي ﺑﺮآن ﺣﺎﻛﻢ اﺳﺖ؟ وﻗﺘﻲ ﺧﺪاوﻧﺪ ﺑﺎ ﺑﻨﺪﮔﺎﻧﺶ ﺳﺨﻦ‬ ‫ﻣﻲﮔﻮﻳﺪ‪ ،‬در واﻗﻊ ﺑﻪ ﻳﻜﻲ از زﺑﺎنﻫﺎي ﻣﻌﻤﻮل ﺳﺨﻦ ﻣﻲﮔﻮﻳﺪ‪ .‬ﺑﻪ ﻋﺒﺎرت دﻳﮕﺮ‪ ،‬آنﭼﻪ ﺧﺪاوﻧﺪ ﻣﻲﮔﻮﻳﺪ »ﺣﻘﻴﻘﺖ« اﺳﺖ‪.‬‬ ‫»ﺣﻘﻴﻘﺖ« ﺑﻪ ﭼﻪ زﺑﺎﻧﻲ اﺳﺖ؟ ﭘﺮﺳﺸﻲ ﻛﻪ ﮔﺮﻳﺒﺎنﮔﻴﺮ ﺗﻤﺎم ﻛﺴﺎﻧﻲ ﺑﻮد ﻛﻪ دﻏﺪﻏﻪ درك ﺣﻘﻴﻘﺖ وﺣﻲ زﺑﺎﻧﻲ را داﺷﺘﻨﺪ‪.‬‬ ‫ﭼﻨﺎنﻛﻪ آﮔﻮﺳﺘﻴﻦ ﻧﻴﺰ در ﺳﻠﻮك ﻓﻜﺮي و روﺣﻲاش ﺑﺎ آن ﻣﻮاﺟﻪ ﺑﻮد‪ ،‬ﻣﻲﮔﻔﺖ‪» :‬درﻋﻤﻖ وﺟﻮدم‪ ،‬در ﺻﻤﻴﻤﻲﺗﺮﻳﻦ‬ ‫اﻓﻜﺎرم‪ ،‬ﺣﻘﻴﻘﺖ‪ ،‬ﻛﻪ ﻧﻪ ﻋﺒﺮي‪ ،‬ﻧﻪ ﻳﻮﻧﺎﻧﻲ‪ ،‬ﻧﻪ ﻻﺗﻴﻦ‪ ،‬و ﻧﻪ ﻫﻴﭻ زﺑﺎن ﺑﻴﮕﺎﻧﻪاي اﺳﺖ‪ ،‬ﺑﺎ ﻣﻦ ﺳﺨﻦ ﻣﻲﮔﻔﺖ‪ ،‬اﮔﺮﭼﻪ آن‬ ‫ﺳﺨﻦ در ﻗﺎﻟﺐ ﻫﺠﺎﻫﺎي ﺷﻜﻞ ﮔﺮﻓﺘﻪ از ﺳﻮي زﺑﺎن و ﻟﺐﻫﺎ ﻧﻤﻲﺑﻮد‪» .‬ﺣﻘﻴﻘﺖ« ﻧﺠﻮاﻛﻨﺎن ﻣﻲﮔﻔﺖ‪» :‬او ﺣﻖ ﻣﻲﮔﻮﻳﺪ«‬ ‫)اﮔﻮﺳﺘﻴﻦ‪ ،1380 ،‬ص ‪.(362‬‬ ‫ﺑﺤﺚ از زﺑﺎن دﻳﻦ و ﻧﺴﺒﺖ آن ﺑﺎ واﻗﻌﻴﺖ و ﭼﮕﻮﻧﮕﻲ آزﻣﻮنﭘﺬﻳﺮي ﻣﺪﻋﻴﺎت دﻳﻨﻲ‪ ،‬ﻣﺴﺎﻳﻞ ﺗﺎزهاي در ﻓﻠﺴﻔﻪ دﻳﻦ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﻣﻌﺮﻓﺖﺷﻨﺎﺳﻲ و زﺑﺎنﺷﻨﺎﺳﻲ‪ ،‬ﭘﺮﺳﺶﻫﺎي ﻣﻬﻤﻲ را در ﺑﺮاﺑﺮ دﻳﻦ ﻧﻬﺎدهاﻧﺪ‪ .‬از ﺟﻤﻠﻪ اﻳﻦ ﻛﻪ زﺑﺎن دﻳﻦ ﭼﮕﻮﻧﻪ زﺑﺎﻧﻲ‬ ‫اﺳﺖ؟ آﻳﺎ زﺑﺎن ﺷﻌﺮ اﺳﺖ؟ ﻳﺎ زﺑﺎن اﺳﻄﻮره؟ زﺑﺎن ﺧﺒﺮ اﺳﺖ؟ ﻳﺎ اﻧﺸﺎ؟ زﺑﺎن ﻋﺮﻓﻲ اﺳﺖ ﻳﺎ زﺑﺎن ﻓﻨﻲ؟‬ ‫از ﻃﺮﻓﻲ در ﺣﻮزهي دﻳﻦ ﺑﺎ ﻣﺘﻮﻧﻲ ﻣﻮاﺟﻪ ﻣﻲﺷﻮﻳﻢ ﻛﻪ ﺑﻪ آنﻫﺎ ﻣﺘﻮن ﻣﻘﺪس ﻣﻲﮔﻮﻳﻴﻢ و ﺣﻜﺎﻳﺖﮔﺮ ﺗﺠﺮﺑﻪ دﻳﻨﻲاﻧﺪ‪.‬‬ ‫ﻳﻌﻨﻲ ارﺗﺒﺎط ﻛﻼﻣﻲ ﺧﺪاوﻧﺪ ﺑﺎ ﺑﺸﺮ‪ .‬وﻗﺘﻲ ﺳﺨﻦ از ﻣﺘﻦ ﺑﻪ ﻣﻴﺎن ﻣﻲآﻳﺪ‪ ،‬ﺑﻪ ﺗﺒﻊ ﺑﺤﺚ زﺑﺎن‪ ،‬ﺗﻔﺴﻴﺮ و ﺗﺎوﻳﻞ در داﻧﺶ‬ ‫ﻫﺮﻣﻨﻮﺗﻴﻚ ﻫﻢ ﻣﻄﺮح ﻣﻲﺷﻮد و اﻳﻦ ﭘﺮﺳﺶﻫﺎ را در ﻣﻴﺎن ﻣﻲﻧﻬﺪ ﻛﻪ آﻳﺎ ﺑﺎﻳﺪ ﺑﻪ دو دﺳﺘﻪ ﻣﺘﻦ اﻋﺘﻘﺎد داﺷﺘﻪ ﺑﺎﺷﻴﻢ؟‬ ‫‪ .1‬ﻳﻜﻲ ﻣﺘﻮن آﺳﻤﺎﻧﻲ ﻛﻪ ﻣﻲﻛﻮﺷﻴﻢ ﺗﺎ ﻣﻌﻨﺎي ﺑﺎﻃﻨﻲ آﻧﻬﺎ را ﻛﺸﻒ ﻛﻨﻴﻢ؟‬ ‫‪ .2‬دﻳﮕﺮ ﻣﺘﻮﻧﻲ زﻣﻴﻨﻲ ﻛﻪ اﻣﻜﺎن دارد ﺑﺮاي آﻧﻬﺎ ﻣﻌﺎﻧﻲ ﺗﺎزهاي ﺑﺴﺎزﻳﻢ؟ )اﺣﻤﺪي‪ ،1377 ،‬ص ‪(11‬‬ ‫درادﻳﺎن ﺗﻮﺣﻴﺪي ﻛﻪ ﻣﺮﻛﺰﻳﺖ و ﻛﺎﻧﻮن آن ﺑﺮ ﻧﻮﻋﻲ ﺗﺠﺮﺑﻪ وﺣﻴﺎﻧﻲ اﺳﺘﻮار اﺳﺖ‪ ،‬ﺧﺪاوﻧﺪ ﻳﺎ ﺑﻪ ﻧﺤﻮ ﻣﺴﺘﻘﻴﻢ و ﻳﺎ ﻏﻴﺮ‬ ‫ﻣﺴﺘﻘﻴﻢ ﺑﺎ اﻧﺴﺎﻧﻲ ﺧﺎص راﺑﻄﻪ زﺑﺎﻧﻲ ﺑﺮﻗﺮار ﻣﻲﻛﻨﺪ‪ .‬آنﮔﺎه ﻛﻪ ﺧﺪاوﻧﺪ ﺑﺎ آدﻣﻲ ﺑﺎب ﺳﺨﻦ را ﻣﻲﮔﺸﺎﻳﺪ‪ ،‬وﺣﻲ زﺑﺎﻧﻲ‬ ‫ﺷﻜﻞ ﻣﻲﮔﻴﺮد و اﻣﺎ اﮔﺮ آدﻣﻲ راﺑﻄﻪ ﮔﻔﺖوﮔﻮ را ﺑﺎ ﺧﺪاوﻧﺪ آﻏﺎز ﻧﻤﺎﻳﺪ‪ ،‬دﻋﺎ ﺷﻜﻞ ﻣﻲﮔﻴﺮد‪ .‬در ﻗﺮآن ﻛﺮﻳﻢ ﺑﻪ ﺳﻪ ﺷﻴﻮه از‬ ‫راﺑﻄﻪي زﺑﺎﻧﻲ ﺑﺎ اﻧﺴﺎن اﺷﺎره رﻓﺘﻪاﺳﺖ‪:‬‬ ‫‪ .1‬وﺣﻲ ﻛﻪ راﺑﻄﻪي ﺑﻲ واﺳﻄﻪي زﺑﺎﻧﻲ اﺳﺖ‪.‬‬ ‫‪ .2‬ﺳﺨﻦ ﮔﻔﺘﻦ ﺑﻪ واﺳﻄﻪي ﻳﻚ ﻓﺮﺳﺘﺎده )ﻳﻌﻨﻲ ﺟﺒﺮﻳﻴﻞ(‪.‬‬ ‫‪ .3‬ﺳﺨﻦ ﮔﻔﺘﻦ از وراي ﺣﺠﺎب‪.‬‬

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‫ﺑﻪ اﻳﻦ ﺳﻪ ﺷﻴﻮه در آﻳﻪ زﻳﺮ اﺷﺎره رﻓﺘﻪ اﺳﺖ‪» :‬و ﻣﺎ ﻛﺎن ﻟﺒﺸﺮ ان ﻳﻜﻠﻤﻪ اﷲ اﻻ وﺣﻴﺎ او ﻣﻦ ورا ﺣﺠﺎب او ﻳﺮﺳﻞ رﺳﻮﻻ‬ ‫ﻓﻴﻮﺣﻲ ﺑﺎذﻧﻪ‪) «.‬ﺷﻮري‪ ،‬آﻳﻪ ‪» :(51‬ﻫﻴﭻ ﺑﺸﺮي را ﻧﺮﺳﺪ ﻛﻪ ﺧﺪاوﻧﺪ ﺑﺎ او ﺳﺨﻦ ﺑﮕﻮﻳﺪ ﺟﺰ )از راه( وﺣﻲ ﻳﺎ از ﻓﺮاﺳﻮي‬ ‫ﺣﺠﺎﺑﻲ ﻳﺎ ﻓﺮﺳﺘﺎدهاي ﺑﻔﺮﺳﺘﺪ و ﺑﻪ اذن او وﺣﻲ ﻧﻤﺎﻳﺪ‪«.‬‬ ‫از ﻧﻈﺮ ﻣﻔﺴﺮان ﻣﺴﻠﻤﺎن‪ ،‬اوﻻ اﻳﻦ ﮔﻔﺖوﮔﻮ ﺑﻪ ﺻﻮرت ﺣﻘﻴﻘﻲ ﺗﺤﻘﻖ ﻳﺎﻓﺘﻪ اﺳﺖ و ﺛﺎﻧﻴﺎ ﻣﺮاد از وﺣﻲ در اﻳﻦ آﻳﻪ‪ ،‬راﺑﻄﻪي‬ ‫زﺑﺎﻧﻲ ﻣﺴﺘﻘﻴﻢ و ﺑﻲواﺳﻄﻪي ﺧﺪاوﻧﺪ ﺑﺎ ﺷﺨﺺ ﭘﻴﺎﻣﺒﺮ اﺳﺖ‪ .‬ﮔﻔﺘﻪاﻧﺪ‪» :‬ﺗﻜﻠﻢ و ﺳﺨﻦ ﮔﻔﺘﻦ ﺧﺪا ﺑﺎ اﻧﺴﺎن ﺑﺪﻳﻦ ﻣﻌﻨﺎﺳﺖ‬ ‫ﻛﻪ آن ﭼﻪ را ﺧﺪا ﺑﻪ ﭘﻴﺎﻣﺒﺮان اﺧﺘﺼﺎص داده و ﺳﺎﻳﺮ ﻣﺮدم از درك آن ﻋﺎﺟﺰﻧﺪ –ﻫﻢﭼﻮن وﺣﻲ‪ ،‬ﺳﺨﻦ ﮔﻔﺘﻦ ﺑﺎ ﺧﺪا‪،‬‬ ‫روح‪ ،‬ﻣﻼﺋﻜﻪ و ‪ -....‬ﻫﻤﮕﻲ از اﻣﻮر ﺣﻘﻴﻘﻲ و واﻗﻌﻲ ﻫﺴﺘﻨﺪ و ﭘﻴﺎﻣﺒﺮان وﻗﺘﻲ از اﻳﻦ اﻣﻮر ﺳﺨﻦ ﮔﻔﺘﻪاﻧﺪ‪ ،‬ﺑﺮ ﺳﺒﻴﻞ ﻣﺠﺎز‬ ‫ﻧﺒﻮده اﺳﺖ« )ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،‬ﺑﻲ ﺗﺎ‪ ،‬ج‪ ،3‬ص ‪.(164‬‬ ‫‪ .3‬ﮔﺬري ﺑﺮ آراﻳﻲ در ﺑﺎب زﺑﺎن دﻳﻦ‬ ‫از ﻣﺒﺎﺣﺚ ﻣﻬﻢ ﻓﻠﺴﻔﻪ دﻳﻦ‪ ،‬ﻣﺴﺎﻟﻪ ﻣﻌﻨﺎداري زﺑﺎن دﻳﻦ و ﮔﺰارهﻫﺎي دﻳﻨﻲ اﺳﺖ‪ .‬در ﻣﻴﺎن ﻓﻴﻠﺴﻮﻓﺎن دﻳﻦ‪ ،‬ﻫﻢ از‬ ‫ﻣﻌﻨﺎداري ﮔﺰارهﻫﺎي دﻳﻨﻲ ﺳﺨﻦ رﻓﺘﻪاﺳﺖ و ﻫﻢ از ﺑﻲﻣﻌﻨﺎﻳﻲ آن‪ .‬ﭘﻮزﻳﺘﻮﻳﺴﺖﻫﺎ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ ﻗﻀﺎﻳﺎي دﻳﻨﻲ ﺑﻲﻣﻌﻨﺎ‬ ‫ﻫﺴﺘﻨﺪ و ﻓﻴﻠﺴﻮﻓﺎن ﺣﻠﻘﻪ وﻳﻦ‪ ،‬زﺑﺎن دﻳﻦ را ﻧﻪ ﺻﺎدق و ﻧﻪ ﻛﺎذب ﺑﻠﻜﻪ از ﻣﻨﻈﺮ ﻣﻌﺮﻓﺖﺑﺨﺸﻲ‪ ،‬ﻓﺎﻗﺪ ﻣﻌﻨﺎ ﻣﻲداﻧﻨﺪ )ﺑﺎرﺑﻮر‪،‬‬ ‫‪ ،1362‬ص ‪ .(278‬ﻋﺪهاي ﻫﻢ زﺑﺎن دﻳﻦ را ﻫﻢﭼﻮن زﺑﺎن ﻋﺎﺷﻘﺎﻧﻪ ﻣﻲداﻧﻨﺪ؛ »ﭘﺎل ﻫﺎﻟﻤﺮ« ﺑﺮ اﻳﻦ ﺑﺎور اﺳﺖ ﻛﻪ‬ ‫»ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ زﺑﺎن ﻋﺎﺷﻖ اﺣﺘﻴﺎج ﺑﻪ ﺑﻴﻨﺶ ﻋﻠﻤﻲ ﻧﺪارد و ﻫﻴﭻ ﺷﺎﻫﺪ و ﮔﻮاﻫﻲدﻫﻨﺪهاي ﺟﺰ ﻫﻤﺎن ﺷﻮر ﺑﻼﻓﺼﻞ وﺟﻮد‬ ‫ﻧﺪارد‪ ،‬زﺑﺎن اﻳﻤﺎن ﻫﻢ راه ﺧﻮد را ﻣﻲﻳﺎﺑﺪ و ﻣﻌﻨﺎ و ﻛﺎرﺑﺮد ﺧﻮد را دارد« )ﺑﺎرﺑﻮر‪ ،1362 ،‬ص ‪.(285‬‬ ‫در ﻣﻘﺎﺑﻞ ﻛﺴﺎﻧﻲ ﺑﺮآﻧﻨﺪ ﻛﻪ ﺧﺪاﻧﺸﻨﺎﺳﻲ )اﻟﺤﺎد( ﺑﻪ ﻫﻤﺎن اﻧﺪازه ﺑﻲﻣﻌﻨﺎﺳﺖ ﻛﻪ »ﺧﺪاﺷﻨﺎﺳﻲ )اﻳﻤﺎن( و زﺑﺎن دﻳﻦ را‬ ‫ﺻﺮﻓﺎ ﺑﻴﺎن ذوق و ﺳﻠﻴﻘﻪ ﺷﺨﺼﻲ و اﺣﺴﺎﺳﺎت ذﻫﻨﻲ ﻣﺜﻞ ﺧﻨﺪﻳﺪن ﻣﻲداﻧﻨﺪ ﻛﻪ ﻧﻘﺶ ﺑﻴﺎﻧﻲ دارﻧﺪ ﻧﻪ ارﺟﺎﻋﻲ و ﻓﺎﻗﺪ‬ ‫ﻣﺎﺑﻪازاي ﺧﺎرﺟﻲ اﺳﺖ و ﻛﺴﻲ ﭼﻮن وﻳﺘﮕﻨﺸﺘﺎﻳﻦ آن را ﺑﺎزي زﺑﺎﻧﻲ ﻣﻲداﻧﻨﺪ« )ﻫﻴﻚ ‪ ،1372،‬ص ‪.(191‬‬ ‫آﻛﻮﻳﻴﻨﺎس ﻧﻈﺮﻳﻪي ﺗﻤﺜﻴﻞ را ﻣﻄﺮح ﻛﺮد و ﻣﻌﺘﻘﺪ ﺑﻮد ﻟﻔﻈﻲ ﻣﺎﻧﻨﺪ »ﻋﺎدل« وﻗﺘﻲ ﻫﻢ ﺑﺮ ﻣﺨﻠﻮق و ﻫﻢ ﺑﺮ ﺧﺎﻟﻖ اﻃﻼق‬ ‫ﻣﻲﺷﻮد‪ ،‬ﻣﺸﺘﺮك ﻣﻌﻨﻮي ﻧﻴﺴﺖ )ﻣﻌﻨﺎي آن در ﻫﺮ دو ﻣﻮرد دﻗﻴﻘﺎ ﻳﻜﺴﺎن ﻧﻴﺴﺖ(‪ ،‬اﻣﺎ ﻣﺸﺘﺮك ﻟﻔﻈﻲ ﻫﻢ ﻧﻴﺴﺖ )ﭼﻨﻴﻦ‬ ‫ﻧﻴﺴﺖ ﻛﻪ دو ﻣﻌﻨﺎي ﻛﺎﻣﻼ ﻣﺘﻔﺎوت داﺷﺘﻪ ﺑﺎﺷﻨﺪ(‪ .‬ﻣﺜﻞ وﻗﺘﻲﻛﻪ واژهي »داغ« را ﻫﻢ ﺑﺮاي ﺗﻮﺻﻴﻒ ﻏﺬا ﺑﻪﻛﺎر ﻣﻲﺑﺮﻳﻢ و‬ ‫ﻫﻢ ﺑﺮاي ﺗﻮﺻﻴﻒ ﻣﺴﺎﺑﻘﻪ اﺗﻮﻣﺒﻴﻞراﻧﻲ )ﭘﺘﺮﺳﻮن‪ ،1377 ،‬ص ‪.(176‬‬ ‫»ﺗﻴﻠﻴﺦ« ﻧﻈﺮﻳﻪي ﻧﻤﺎدﻳﻦ ﺑﻮدن زﺑﺎن دﻳﻦ را ﻣﻄﺮح ﻧﻤﻮد‪ .‬از ﻧﻈﺮ او ﺗﻨﻬﺎ ﻳﻚ ﮔﺰاهي ﺣﻘﻴﻘﻲ و ﻏﻴﺮﻧﻤﺎدﻳﻦ وﺟﻮد دارد ﻛﻪ‬ ‫ﻣﻲﺗﻮان درﺑﺎرهي واﻗﻌﻴﺖ ﻧﻤﺎﻳﻲ ﺑﻪ زﺑﺎن آورد ﻛﻪ وي آن را »ﺧﺪا« ﻣﻲﻧﺎﻣﺪ‪ .‬ﺗﻤﺎم ﮔﺰارهﻫﺎي ﻛﻼﻣﻲ ﻣﺜﻞ ﺧﺪاوﻧﺪ ﺳﺮﻣﺪي‪،‬‬ ‫ﺣﻖ‪ ،‬ﺧﻴﺮ ﻣﺤﺾ‪ ،‬ﺧﺎﻟﻖ و دوﺳﺘﺪار ﻫﻤﻪي ﻣﻮﺟﻮدات‪ ،‬ﻧﻤﺎدﻳﻦ ﻫﺴﺘﻨﺪ )ﻫﻴﻚ‪ ،1372 ،‬ص ‪.(176‬‬

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‫»راﻧﺪل« زﺑﺎن دﻳﻦ را ﻏﻴﺮﺷﻨﺎﺧﺘﺎري ﻣﻲداﻧﺪ‪ .‬ﻣﻲﮔﻮﻳﺪ اﻳﻦ ﻧﻤﺎدﻫﺎي ﻏﻴﺮﺷﻨﺎﺧﺘﺎري‪ ،‬ﻧﻤﺎد ﻧﻮﻋﻲ ﺷﻲ ﺧﺎرﺟﻲ ﻧﻴﺴﺘﻨﺪ ﻛﻪ‬ ‫ﺳﻮاي ﻓﻌﻞ و ﺗﺎﺛﻴﺮ و ﻋﻤﻠﻜﺮد آنﻫﺎ ﺑﺘﻮان ﺑﻪ آنﻫﺎ اﺷﺎره ﻛﺮد؛ ﺑﻠﻜﻪ ﻧﻤﺎد آن ﭼﻴﺰي ﻫﺴﺘﻨﺪ ﻛﻪ ﺧﻮد اﻳﻦ ﻧﻤﺎدﻫﺎ اﻧﺠﺎم‬ ‫ﻣﻲدﻫﻨﺪ‪ .‬ﻳﻌﻨﻲ ﻧﻘﺶ و ﻋﻤﻠﻜﺮد ﺧﺎص آنﻫﺎ )ﻫﻴﻚ‪ ،1372 ،‬ص‪ .(183‬ﻣﺮاد راﻧﺪل اﻳﻦ اﺳﺖ ﻛﻪ وﻗﺘﻲ ﻣﻲﮔﻮﻳﻴﻢ ﭼﻴﺰي از‬ ‫واﻗﻌﻴﺖ ﺑﺮﺧﻮردار اﺳﺖ‪ -‬ﻳﺎ ﻣﻨﻜﺮ واﻗﻌﻴﺖ داﺷﺘﻦ آن ﻣﻲﺷﻮﻳﻢ‪ -‬زﺑﺎن ﺷﻨﺎﺧﺘﺎراﻧﻪ ﺑﻪﻛﺎر ﻣﻲﺑﺮﻳﻢ‪ .‬ﻣﺜﻼ وﻗﺘﻲ ﻣﻲﮔﻮﻳﻴﻢ‬ ‫»اﻣﺴﺎل ﺗﺎﺑﺴﺘﺎن ﮔﺮم اﺳﺖ« و »دو ﺑﻪ ﻋﻼوه دو ﻣﺴﺎوي ﭼﻬﺎر اﺳﺖ«‪ ،‬ﮔﺰارهﻫﺎي ﺷﻨﺎﺧﺘﺎري ﻫﺴﺘﻨﺪ )ﻫﻴﻚ‪ ،1372 ،‬ص‬ ‫‪.(182‬‬ ‫در ﻣﻘﺎﺑﻞ وﻳﻠﻴﺎم آﻟﺴﻮن ﻧﻈﺮﻳﻪ ﻫﺎي ﻏﻴﺮ ﺷﻨﺎﺧﺘﺎري در ﺑﺎب زﺑﺎن دﻳﻦ را ﭼﻬﺎر ﻗﺴﻢ ﻣﻲداﻧﺪ‪:‬‬ ‫‪ .1‬ﻧﻈﺮﻳﻪ اﺑﺮاز اﺣﺴﺎﺳﺎت‪ :‬ﻃﺒﻖ اﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬ﮔﺰارهﻫﺎي ﻛﻼﻣﻲ ﻧﻮﻋﻲ اﺑﺮاز اﺣﺴﺎس ﺧﺎص ﺷﺨﺺ ﻣﺘﺪﻳﻦ اﺳﺖ ﻛﻪ ﻏﻴﺮ از‬ ‫اﺣﺴﺎس ﺷﺨﺼﻲ‪ ،‬ﺑﺮ واﻗﻌﻴﺘﻲ ﻋﻴﻨﻲ و ﻧﻔﺲاﻻﻣﺮي دﻻﻟﺖ ﻧﻤﻲﻛﻨﺪ‪ .‬ﻣﺜﻼ ﮔﺰارهي »ﺧﺪا ﺑﺮ ﻛﺎر اﻧﺴﺎن ﻧﺎﻇﺮ اﺳﺖ« ﺗﻌﺒﻴﺮي‬ ‫از اﺣﺴﺎس ﺻﻠﺢ‪ ،‬اﻣﻨﻴﺖ و در ﺧﺎﻧﻪ ﺑﻮدن اﻧﺴﺎن در ﺟﻬﺎن اﺳﺖ‪.‬‬ ‫‪ .2‬ﻧﻈﺮﻳﻪ ﻧﻤﺎدﻳﻦ‪ :‬ﻃﺒﻖ اﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬وﻗﺘﻲ ﮔﻔﺘﻪ ﻣﻲﺷﻮد »ﺧﺪاوﻧﺪ ﺷﺒﺎن ﻣﻦ اﺳﺖ« ﻣﺴﻠﻤﺎ ﻣﻌﻨﺎي ﺣﻘﻴﻘﻲ و ﻇﺎﻫﺮي آن‬ ‫ﻣﺮاد ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﻣﺮاد از اﻳﻦﮔﻮﻧﻪ ﺗﻌﺎﺑﻴﺮ‪ ،‬ﻋﻨﺎﻳﺖ و ﭘﻨﺎهدادن و ﺣﻔﻆ ﻫﻤﺮاه ﺑﺎ ﻣﺼﻠﺤﺖاﻧﺪﻳﺸﻲ اﺳﺖ‪.‬‬ ‫‪ .3‬ﻧﻈﺮﻳﻪ ﺗﻔﺴﻴﺮﻫﺎي آﻳﻴﻨﻲ‪ :‬ﻃﺒﻖ اﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬ﻣﺎ ﻧﺒﺎﻳﺪ ﮔﺰارهﻫﺎي ﻛﻼﻣﻲ را ﺑﺎ ﻋﺎﻟﻢ واﻗﻊ و ﺟﻬﺎن ﺧﺎرج ﺑﺴﻨﺠﻴﻢ و در ﭘﻲ‬ ‫ﺗﻌﻴﻴﻦ ﺻﺪق و ﻛﺬب آنﻫﺎ ﺑﺮآﻳﻴﻢ‪ ،‬ﺑﻠﻜﻪ اﻳﻦﻫﺎ ﻧﻘﺶ ﻣﺘﻔﺎوت دﻳﮕﺮي داﺷﺘﻪ و از ﺑﺴﺘﺮ ﺧﺎص ﺑﺮﺧﺎﺳﺘﻪاﻧﺪ‪ .‬ﻃﺒﻖ اﻳﻦ‬ ‫ﺗﻔﺴﻴﺮ‪ ،‬ﭘﺮﺳﺘﺶ و آﻳﻴﻦﻫﺎي آن ﺧﻮد داراي ارزش ذاﺗﻲ ﻣﻲﺷﻮﻧﺪ‪.‬‬ ‫‪ .4‬ﻧﻈﺮﻳﻪ اﺳﻄﻮرهاي‪ :‬در ﻧﻈﺮﻳﻪ اﺳﻄﻮرهاي‪ ،‬ﺳﺨﻦ دﻳﻨﻲ ﮔﻮﻧﻪاي ﻣﻨﺤﺼﺮ ﺑﻪ ﻓﺮد از زﺑﺎن ﻧﻤﺎدﻳﻦ اﺳﺖ ﻛﻪ آن را اﺳﻄﻮرهاي‬ ‫ﻣﻲﻧﺎﻣﻨﺪ )ﻋﻠﻲ زﻣﺎﻧﻲ ‪ ،1374 ،‬ﺻﺺ ‪.(39-36‬‬ ‫اﻣﺎ در ﺣﻘﻴﻘﺖ زﺑﺎن دﻳﻦ ﭼﻪﮔﻮﻧﻪ زﺑﺎﻧﻲ اﺳﺖ؟ در ﭘﺎﺳﺦ ﺑﻪ اﻳﻦ ﭘﺮﺳﺶ ﺑﺎﻳﺪ ﮔﻔﺖ از زﺑﺎن دﻳﻦ دو ﺗﺼﻮر ﻣﻲﺗﻮان داﺷﺖ‪:‬‬ ‫‪ .1‬زﺑﺎن واﻗﻌﻲ؛ ‪ .2‬زﺑﺎن ﻇﺎﻫﺮي‪.‬‬ ‫ﻣﺮاد از زﺑﺎن واﻗﻌﻲ‪ ،‬ﻫﻤﺎن زﺑﺎن ﺑﻪ ﻣﻌﻨﺎي ﻗﻮه ﻧﻄﻖ ﻳﺎ زﺑﺎن ﮔﻔﺘﺎر ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ آن زﺑﺎﻧﻲ اﺳﺖ ﻛﻪ در ﭘﺲ اﻳﻦ واژﮔﺎن‬ ‫وﺟﻮد دارد )ﺳﻴﺪي‪ ،1390 ،‬ص ‪ .(165‬اﻳﻦ زﺑﺎن ﻣﻲﺗﻮاﻧﺪ داراي وﻳﮋﮔﻲﻫﺎي زﻳﺮ ﺑﺎﺷﺪ‪:‬‬ ‫‪ .1‬زﺑﺎن دﻳﻦ‪ ،‬زﺑﺎن اﻳﻤﺎن اﺳﺖ و زﺑﺎن اﻳﻤﺎن‪ ،‬ﺣﻜﺎﻳﺖ ﺣﺎل ﻛﺴﻲ اﺳﺖ ﻛﻪ ﺑﺎ ﻧﻮﻋﻲ ﺑﺼﻴﺮت ﺑﺎﻃﻨﻲ و از ﺳﺮ ﺑﺎور و اﻋﺘﻘﺎد‬ ‫ﻗﻠﺒﻲ‪ ،‬اﻣﻮري ﻗﺪﺳﻲ‪ ،‬ﻣﻴﻨﻮي‪ ،‬ﻣﺎوراﻳﻲ و ﻣﻌﻨﻮي در اﻳﻦ ﺳﺮاﭘﺮده اﺣﺴﺎس ﻛﺮده اﺳﺖ‪.‬‬

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‫‪ .2‬زﺑﺎن اﻳﻤﺎن‪ ،‬زﺑﺎن ﻋﺎﻣﻞ دلﺑﺴﺘﻪ‪ ،‬زﺑﺎن اﺣﺴﺎس ﻣﻌﻨﻮي و ﻋﺸﻖ و ﭘﺮﺳﺘﺶ و ﺳﺘﺎﻳﺶ و زﺑﺎن ﻛﺮﻧﺶ و ﻧﻴﺎﻳﺶ و ﻓﺮوﺗﻨﻲ‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﺟﻠﻮهﻫﺎي ﻗﺪﺳﻲ و اﻟﻬﻲ در اﻳﻦ ﻋﺎﻟﻢ اﺳﺖ‪.‬‬ ‫‪ .3‬زﺑﺎن اﻳﻤﺎن‪ ،‬ﻧﻪ زﺑﺎن اﺳﺘﺪﻻل و ﺑﺮﻫﺎن ﻣﻨﻄﻘﻲ اﺳﺖ و ﻧﻪ زﺑﺎن آزﻣﻮن و ﺗﺤﻘﻴﻖ ﻋﻠﻤﻲ و ﺗﺠﺮﺑﻲ‪.‬‬ ‫‪ .4‬زﺑﺎن اﻳﻤﺎن‪ ،‬زﺑﺎن ﺗﻌﻬﺪ و ﺗﻘﺪﻳﺲ و اﻧﮕﻴﺰش و ﻋﺎﻃﻔﻪ و زﺑﺎن ﺧﺎﻃﺮهﻫﺎ و ﺧﻄﻮرات ﻟﻄﻴﻒ ﻗﻠﺒﻲ اﺳﺖ‪) .‬ﻓﺮاﺳﺖﺧﻮاه‪،‬‬ ‫‪ ،1376‬ص ‪(15‬‬ ‫اﻣﺎ ﻣﺮاد از زﺑﺎن ﻇﺎﻫﺮي‪ ،‬ﻋﻴﻦ واژﮔﺎن و اﻟﻔﺎﻇﻲ اﺳﺖ ﻛﻪ ﺑﺮ زﺑﺎن ﻣﻲآورﻳﻢ‪» .‬ﻫﺮﻳﻚ از واژﮔﺎن ﻣﺎ ﻧﻤﺎﻳﺎﻧﮕﺮ ﻣﻨﻈﺮ و زاوﻳﻪي‬ ‫ﺧﺎﺻﻲ اﺳﺖ ﻛﻪ ﻣﺎ از آن ﺑﻪ ﺟﻬﺎن ﻣﻲﻧﮕﺮﻳﻢ و آن ﭼﻪ را ﻛﻪ ﻣﺎ ﻳﻚ »ﻣﻔﻬﻮم« ﻣﻲﻧﺎﻣﻴﻢ ﭼﻴﺰي ﻧﻴﺴﺖ ﺟﺰ ﺗﺒﻠﻮر اﻳﻦ ﻣﻨﻈﺮ‬ ‫و زاوﻳﻪي ذﻫﻨﻲ« )اﻳﺰوﺗﺴﻮ‪ ، 1379 ،‬ص ‪.(19‬‬ ‫در ﻗﺮآن ﻛﺮﻳﻢ ﺑﻪ ﺟﺎي اﻳﻦ ﺗﻌﺎﺑﻴﺮ از ﻋﺒﺎرت »ﻟﺴﺎن ﻗﻮم« اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ‪» .‬و ﻣﺎ ارﺳﻠﻨﺎ ﻣﻦ رﺳﻮل اﻻ ﺑﻠﺴﺎن ﻗﻮﻣﻪ‬ ‫)اﺑﺮاﻫﻴﻢ‪ ،‬آﻳﻪ‪) .(43‬ﻣﺎ ﻫﻴﺞ ﭘﻴﺎﻣﺒﺮي ﺟﺰ ﺑﻪ زﺑﺎن ﻗﻮﻣﺶ ﻧﻔﺮﺳﺘﺎدﻳﻢ(«‪ .‬اﻣﺎ ﻣﺮاد از »ﻟﺴﺎن ﻗﻮم« ﭼﻴﺴﺖ؟ از ﻧﻈﺮ‬ ‫ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،‬ﻣﺮاد ﻫﻤﺎن ﻛﺴﺎﻧﻲ ﻫﺴﺘﻨﺪ ﻛﻪ ﭘﻴﺎﻣﺒﺮان در ﻣﻴﺎن آنﻫﺎ زﻧﺪﮔﻲ ﻣﻲﻛﺮدﻧﺪ و ﺑﺎ آنﻫﺎ ﻣﺨﺎﻟﻄﺖ داﺷﺘﻪ اﻧﺪ؛ ﭼﻮن‬ ‫ﺧﺪاوﻧﺪ ﺑﻨﺎي رﺳﺎﻟﺖ را ﺑﺮ ﻣﻌﺠﺰه و اﻣﻮر ﺧﺎرقاﻟﻌﺎده ﻗﺮار ﻧﺪاده اﺳﺖ‪ ،‬ﺑﻠﻜﻪ آنﻫﺎ را ﺑﻪ زﺑﺎن ﻋﺎدي ﻛﻪ ﺑﺎ ﻗﻮمﺷﺎن ﻣﻜﺎﻟﻤﻪ‬ ‫ﻣﻲﻛﺮدﻧﺪ‪ ،‬ﻣﺒﻌﻮث ﻛﺮدهاﺳﺖ )ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،‬ج‪ ،11‬ص‪ .(80‬در اﻳﻦ دﻳﺪﮔﺎه وﺣﻲ ﮔﻮﻧﻪاي ﭘﻴﺎم اﺳﺖ ﻛﻪ از ﺟﺎﻧﺐ ﺧﺪاوﻧﺪ ﺑﻪ‬ ‫ﺳﻮي اﻧﺴﺎن ﻓﺮﺳﺘﺎده ﻣﻲﺷﻮد و ﭼﻮن ﭘﻴﺎم اﺳﺖ‪ ،‬ﻣﺜﻞ ﻫﺮ ﭘﻴﺎم دﻳﮕﺮ داراي اﺟﺰاي زﻳﺮ اﺳﺖ‪:‬‬ ‫‪.1‬‬

‫ﻓﺮﺳﺘﻨﺪهي ﭘﻴﺎم )در اﻳﻦﺟﺎ ﺧﺪاوﻧﺪ اﺳﺖ(‬

‫‪.2‬‬

‫ﮔﻴﺮﻧﺪهي ﭘﻴﺎم )ﭘﻴﺎﻣﺒﺮان و در ﭘﻲ آن اﻣﺖ آنﻫﺎ(‬

‫‪.3‬‬

‫ﻣﺮاد ﻓﺮﺳﺘﻨﺪه )ﻣﻌﻨﺎﻳﻲ ﻛﻪ ﺑﺮاي ﻣﺘﻦ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ(‬

‫‪.4‬‬

‫ﻛﺎﻧﺎل ارﺗﺒﺎﻃﻲ )در اﻳﻦﺟﺎ زﺑﺎن ﻋﺮﺑﻲ اﺳﺖ(‬

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‫زﻣﻴﻨﻪ و ﺑﺎﻓﺖ ﺗﺒﺎدل ﭘﻴﺎم )ﻫﻤﺎن زﺑﺎن ﻗﻮم و ﻳﺎ ﻓﺮﻫﻨﮓ ﺣﺎﻛﻢ ﺑﺮ روزﮔﺎر ﻧﺰول اﺳﺖ(‬

‫ﺣﺎل ﺑﻪ ﭘﺮﺳﺶ اﺻﻠﻲ اﻳﻦ ﺟﺴﺘﺎر ﻣﻲﭘﺮدازﻳﻢ ﻛﻪ زﺑﺎن ﻗﺮآن ﭼﻪﮔﻮﻧﻪ زﺑﺎﻧﻲ اﺳﺖ؟ زﺑﺎﻧﻲ ﺳﻤﺒﻠﻴﻚ و ﻧﻤﺎدﻳﻦ‪ ،‬آﻳﻴﻨﻲ‪،‬‬ ‫اﺳﻄﻮره اي و ‪...‬؟ در ﻗﺮآن ﻛﺮﻳﻢ ﻣﻤﻜﻦ اﺳﺖ اﻗﺴﺎم و ﮔﻮﻧﻪﻫﺎي اﻳﻦ زﺑﺎنﻫﺎ ﺑﺎﺷﺪ وﻟﻲ آنﭼﻪ از ﻋﺒﺎرت »ﻟﺴﺎن ﻗﻮم«‬ ‫اﺳﺘﻨﺒﺎط ﻣﻲﺷﻮد اﻳﻦ اﺳﺖ ﻛﻪ زﺑﺎن ﻗﺮآن‪ ،‬زﺑﺎن ﻋﺮﻓﻲ اﺳﺖ‪ .‬ﻳﻌﻨﻲ ﺗﻦدادن ﺑﻪ ﺳﺎزوﻛﺎرﻫﺎي ﺑﻴﺎﻧﻲ آن از ﻗﺒﻴﻞ ﺗﺸﺒﻴﻪ‪،‬‬ ‫اﺳﺘﻌﺎره‪ ،‬ﻣﺠﺎز و ﻛﻨﺎﻳﻪ‪ .‬در ﺿﻤﻦ‪ ،‬زﺑﺎن ﻋﺮﻓﻲ ﺑﺮاي اﻳﻦ ﻛﻪ ﻣﺎﻧﺪﮔﺎر ﺷﻮد‪ ،‬ﺑﺎﻳﺪ ﺳﻤﺒﻠﻴﻚ و ﻧﻤﺎدﻳﻦ ﺑﺎﺷﺪ‪ .‬از اﻳﻦ رو »راز‬ ‫ﻣﺎﻧﺪﮔﺎري ﻗﺮآن ﻫﻢ ﺳﻤﺒﻠﻴﻚ ﺑﻮدن و ﻧﻤﺎدﻳﻦ ﺑﻮدن آن اﺳﺖ« )ﻓﺮاﺳﺖﺧﻮاه‪ ،1376 ،‬ص ‪.(264‬‬ ‫زﺑﺎن ﻗﺮآن‪ ،‬زﺑﺎن ﻗﻮم اﺳﺖ؛ ﻳﻌﻨﻲ زﺑﺎن ﻋﺮﻓﻲ اﺳﺖ‪ .‬ﺑﻪﻋﺒﺎرت دﻳﮕﺮ‪ ،‬ﻣﻴﺎن زﺑﺎن ﻗﺮآن و ﻣﺤﻴﻂ و ﻣﻌﻴﺸﺖ ﻋﺮب ﺗﻨﺎﺳﺐ‬ ‫اﻳﺠﺎد ﺷﺪهاﺳﺖ‪ .‬زﺑﺎن ﻗﺮآن‪ ،‬زﺑﺎن ﺟﻬﺎنﺑﻴﻨﻲ ﻗﻮم اﺳﺖ‪ .‬ﭼﻮن »ﻫﺮ واژﮔﺎن و ﺳﻴﺴﺘﻢ ﻣﻌﻨﺎﻳﻲ‪ ،‬ﻧﻤﺎﻳﺎﻧﻨﺪه و درﺑﺮدارﻧﺪهي‬

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‫ﺟﻬﺎنﺑﻴﻨﻲ ﺧﺎص اﺳﺖ ﻛﻪ ﻣﺎدهي ﺧﺎم ﺗﺠﺮﺑﻪ را ﺑﻪﺻﻮرت ﺟﻬﺎن ﺑﺎ ﻣﻌﻨﺎ و »ﺗﻌﺒﻴﺮ ﻳﺎﻓﺘﻪاي« ﺗﻐﻴﻴﺮ ﻣﻲدﻫﺪ‪ .‬واژﮔﺎن ﺑﻪ اﻳﻦ‬ ‫ﻣﻌﻨﺎ ﻳﻚ ﺳﺎﺧﺘﻤﺎن ﺗﻚﻻﻳﻪ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﺗﻌﺪادي واژﮔﺎنﻫﺎي ﻓﺮﻋﻲ را ﻛﻪ در ﻋﺮض ﻳﻜﺪﻳﮕﺮ ﻗﺮارﮔﺮﻓﺘﻪاﻧﺪ و ﻣﺮزﻫﺎي‬ ‫ﻣﺘﺪاﺧﻞ ﺑﺎ ﻳﻜﺪﻳﮕﺮ دارﻧﺪ‪ ،‬ﺷﺎﻣﻞ ﻣﻲﺷﻮد« )اﻳﺰوﺗﺴﻮ‪ ،1379 ،‬ص ‪.(24‬‬ ‫ﻣﺮاد از ﻋﺮﻓﻲ ﺑﻮدن زﺑﺎن ﻗﺮآن اﻳﻦ ﻧﻴﺴﺖ ﻛﻪ ﻣﻌﺎﻧﻲ ﻗﺮآن ﻫﻢﭼﻨﺎن در ﺳﻄﺢ زﺑﺎن و واژﮔﺎن ﻋﺮﺑﻲ ﻣﻌﻤﻮل ﻣﺎﻧﺪه اﺳﺖ‪،‬‬ ‫ﺑﻠﻜﻪ ﻗﺮآن ﻛﺮﻳﻢ ﺑﻪ آنﻫﺎ ﺗﺤﻮل ﻣﻌﻨﺎﻳﻲ ﺑﺨﺸﻴﺪهاﺳﺖ‪ .‬ﺑﻪﻋﺒﺎرتدﻳﮕﺮ‪ ،‬ﻗﺮآن ﻣﻌﻨﺎي ﺗﺎزهاي ﺑﻪ آنﻫﺎ داده اﺳﺖ‪ .‬ﻋﺮﻓﻲ ﺑﻮدن‬ ‫زﺑﺎن ﻗﺮآن را ﺑﻪ ﻣﻌﺎﻧﻲ زﻳﺮ ﻣﻲﺗﻮان ﺑﻴﺎن ﻛﺮد‪:‬‬ ‫‪ .1‬ﺑﻪﻛﺎرﮔﻴﺮي واژﮔﺎﻧﻲ از زﺑﺎن ﻋﺎدي ﻋﺮب‪.‬‬ ‫‪ .2‬ﺳﺎزﮔﺎر ﺑﻮدن ﺑﺎ ﻗﻮاﻋﺪ زﺑﺎن ﻋﺮﺑﻲ‪.‬‬ ‫‪ .3‬اﻧﻄﺒﺎق ﺑﺎ ﺟﻬﺎنﺑﻴﻨﻲ ﻋﺮب‪.‬‬ ‫‪ .4‬ﺳﺎزﮔﺎر ﺑﺎ ﻓﺮﻫﻨﮓ ﻋﺮب‪.‬‬ ‫‪ .4‬ﻧﺘﻴﺠﻪ‬ ‫آنﭼﻪ ﮔﺬﺷﺖ ﺗﺒﻴﻴﻦ اﻳﻦ ﻧﻜﺘﻪ ﺑﻮد ﻛﻪ زﺑﺎن ﻗﺮآن‪ ،‬زﺑﺎن ﻋﺮﻓﻲ اﺳﺖ‪ .‬ﻳﻌﻨﻲ ﺳﺎزوﻛﺎرﻫﺎي زﺑﺎن ﻣﺮدم ﻳﻌﻨﻲ زﺑﺎن ﻋﺮﺑﻲ را ﺑﻪ‬ ‫ﻛﺎر ﺑﺴﺖ و از اﻳﻦ واﺳﻄﻪ و اﺑﺰار ارﺗﺒﺎﻃﻲ در ﻧﻬﺎﻳﺖ زﻳﺒﺎﻳﻲ و ﺷﻜﻮه و در ﺣﺪ اﻋﺠﺎز ﺑﻬﺮه ﺑﺮدهاﺳﺖ‪ .‬اﻣﺎ ﭘﺮﺳﺸﻲ ﻛﻪ‬ ‫ﻫﻢﭼﻨﺎن در دل و ﺟﺎن ﺧﻠﺠﺎن دارد اﻳﻦ اﺳﺖ ﻛﻪ آﻳﺎ واﻗﻌﺎ از ﻧﮕﺎه ﻳﻚ ﻣﺴﻠﻤﺎن‪ ،‬ﻗﺮآن ﻳﻚ ﻣﺘﻦ اﺳﺖ؟ آﻳﺎ ﻣﻮاﺟﻬﻪي ﻳﻚ‬ ‫دﻳﻦدار ﺑﺎ آن در ﺣﺪ ﻳﻚ ﻣﺘﻦ ﺧﻮاﻫﺪ ﺑﻮد؟ ﺑﻪﻫﻤﻴﻦروي ﺑﺎﻳﺪ ﻣﻴﺎن »ﻣﺘﻦ ﻣﻘﺪس« و »ﻛﻼم اﻟﻬﻲ« ﺗﻤﺎﻳﺰ اﻓﻜﻨﺪ‪» .‬ﺗﻔﺎوت‬ ‫ﻣﻴﺎن »ﻣﺘﻦ ﻣﻘﺪس« و »ﻣﺘﻦ« ﺗﻨﻬﺎ در ﻣﺤﺘﻮا و ﺳﺎﺧﺘﺎر ﻣﻌﻨﺎﻳﻲ آن ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﺧﺼﻮﺻﺎ در ﻧﻮع واﻛﻨﺶ اﻧﺴﺎن ﻧﺴﺒﺖ ﺑﻪ‬ ‫آن ﭘﺪﻳﺪه زﺑﺎﻧﻲ ﻧﻴﺰ ﻫﺴﺖ‪) «.‬ﻧﺮاﻗﻲ‪ ،1390 ،‬ص ‪ .(151‬ﻣﺘﻮن ﻣﻘﺪس از ﺟﻤﻠﻪ ﻗﺮآن را ﻫﻢ ﻣﻲﺗﻮان ﺻﺮﻓﺎ ﺑﻪ ﻣﺜﺎﺑﻪ ﻳﻚ‬ ‫ﻣﺘﻦ ﻧﮕﺮﻳﺴﺖ و ﻫﻢﭼﻮن دﻳﮕﺮ ﭘﺪﻳﺪهﻫﺎي زﺑﺎﻧﻲ ﺑﻪ ﺑﺮرﺳﻲ و ﺗﺤﻘﻴﻖ در آن ﭘﺮداﺧﺖ‪ .‬اﻣﺎ ﺑﺮاي آن ﻛﺲ ﻛﻪ در ﻓﻀﺎي‬ ‫اﻳﻤﺎﻧﻲ و در ﻫﻮاي ﺷﻮر و ﻧﺸﺎط ﺑﻨﺪﮔﻲ ﺑﻪ آن ﻣﻲﻧﮕﺮد از ﻳﻚ ﻣﺘﻦ ﻓﺮاﺗﺮ ﻣﻲرود‪ .‬ﺗﻔﺎوت ﻣﺘﻦ ﻣﻘﺪس ﺑﺎ ﻳﻚ ﻣﺘﻦ ادﺑﻲ آن‬ ‫اﺳﺖ ﻛﻪ ﻣﺎ ﺑﺎ ﻣﺘﻮن دﻳﮕﺮ ﺑﺮﺧﻮرد ﻓﺎﻋﻼﻧﻪ دارﻳﻢ و ﻧﺴﺒﺖ ﺑﻪ ﻣﺘﻦ ﻣﻘﺪس ﺑﺮﺧﻮرد ﻣﻨﻔﻌﻼﻧﻪ‪ .‬ﻣﺎ در ﺑﺮرﺳﻲ ﻣﺘﻦ ادﺑﻲ‪،‬‬ ‫روﻳﻜﺮد وﺟﻮدي دارﻳﻢ و ﺧﻮد را ﺑﻪ آن ﻣﻲﺳﭙﺎرﻳﻢ وﻟﻲ در ﺑﺮرﺳﻲ ﻳﻚ ﺷﺎﻫﻜﺎر ادﺑﻲ‪ ،‬ﻛﺸﻒ ﻻﻳﻪﻫﺎي ﻣﻌﻨﺎﻳﻲ ﻧﻪ از ﺑﺎب‬ ‫ﻫﻤﺪﻟﻲ ﺑﻪ آن ﻣﻲﭘﺮدازﻳﻢ‪.‬‬ ‫ﻧﺘﻴﺠﻪ اﻳﻦ ﻛﻪ وﻗﺘﻲ ﺳﺨﻦ از زﺑﺎن ﻗﺮآن ﻣﻲﮔﻮﻳﻴﻢ‪ ،‬ﺗﻨﻬﺎ زﺑﺎن ﺑﻪﻣﻌﻨﺎي ﻣﻌﻤﻮل و ﻣﺮﺳﻮم آن ﻣﺪﻧﻈﺮ ﻧﻴﺴﺖ‪ ،‬ﭼﻮن از ﻳﻚ‬ ‫ﺣﻴﺚ ﻗﺮآن ﻫﻢ ﭼﻮن دﻳﮕﺮ ﻣﺘﻮن‪ ،‬ﻣﺘﻦ اﺳﺖ و از ﺳﺎزوﻛﺎرﻫﺎي زﺑﺎن ﻋﺮﺑﻲ ﺑﻬﺮه ﺑﺮدهاﺳﺖ‪ .‬آنﭼﻪ در وراي اﻳﻦ ﻣﺘﻦ وﺟﻮد‬ ‫دارد‪ ،‬ﺣﺎﺻﻞ ﺗﺠﺮﺑﻪاي اﺳﺖ ﻛﻪ ﺑﺮاي درك ﻣﻌﻨﺎي اﻳﻦ ﻣﺘﻦ‪ ،‬ﺑﺎﻳﺪ ﺑﺎ آن ﺗﺠﺮﺑﻪ آﺷﻨﺎﻳﻲ ﭘﻴﺪا ﻛﺮد و آن ﺗﺠﺮﺑﻪ را زﻳﺴﺖ‪.‬‬

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‫زﻳﺴﺖ ﺟﻬﺎن ﻣﺘﻦ ﻗﺮآن ﺑﺴﻴﺎر ﻣﺘﻔﺎوت اﺳﺖ ﺑﺎ زﻳﺴﺖ ﺟﻬﺎن دﻳﮕﺮ ﻣﺘﻮن‪ .‬ﺑﺮاي درك و درﻳﺎﻓﺖ ﭘﻴﺎم اﻳﻦ ﻣﺘﻦ ﺑﺎﻳﺪ آداﺑﻲ‬ ‫را ﺑﻪ ﻛﺎر ﺑﺴﺖ‪ .‬از ﺟﻤﻠﻪي اﻳﻦ آداب اﻳﻦ ﻛﻪ ﺗﻨﻬﺎ ﭘﺎكدﻻن و ﺷﺴﺘﻪﺿﻤﻴﺮان ﻣﻲﺗﻮاﻧﻨﺪ ﺑﻪ درﻳﺎﻓﺖ ﭘﻴﺎم آن ﻧﺎﻳﻞ ﺷﻮﻧﺪ‪.‬‬ ‫ﭼﻨﺎنﻛﻪ ﺧﺪاوﻧﺪ ﻓﺮﻣﻮده اﺳﺖ »ﻻﻳﻤﺴﻪ اﻻ اﻟﻤﻄﻬﺮون« )واﻗﻌﻪ‪ ،‬آﻳﻪ ‪ .(79‬راز اﻳﻦ ﻣﻄﻠﺐ آن اﺳﺖ ﻛﻪ ﻣﺘﻮن ﻣﻘﺪس اﺳﺎﺳﺎ‬ ‫در ﭘﻲ ﺗﺎﺛﻴﺮﮔﺬارياﻧﺪ و در اﻳﻦﮔﻮﻧﻪ ﻣﺘﻮن ﺑﻪراﺣﺘﻲ ﻣﻲﺗﻮان ﻣﻴﺎن »ﭘﻴﺎم« و »ﻣﺤﺘﻮا«ي آنﻫﺎ ﺗﻤﺎﻳﺰ را درﻳﺎﻓﺖ‪ .‬ﻣﺤﺘﻮا‬ ‫درﻳﻚ ﻣﺘﻦ ﻫﻤﺎن ﻣﻌﻨﺎﻳﻲ اﺳﺖ ﻛﻪ واژﮔﺎن و ﻋﺒﺎرات ﺑﺎ ﺧﻮد ﺣﻤﻞ ﻣﻲﻛﻨﻨﺪ وﻟﻲ »ﭘﻴﺎم« ﻧﺎﻇﺮ ﺑﺮ ﺗﺎﺛﻴﺮ آن ﻣﺤﺘﻮاﺳﺖ ﺑﺮ‬ ‫ﻣﺨﺎﻃﺐ‪ .‬اﻳﻦﻛﻪ در ﻗﺮآن آﻣﺪه اﺳﺖ »ﻟﻮ اﻧﺰﻟﻨﺎه ﻋﻠﻲ ﺟﺒﻞ ﻟﺮاﻳﺘﻪ ﺧﺎﺷﻌﺎ ﻣﺘﺼﺪﻋﺎ ﻣﻦ ﺧﺸﻴﻪ اﷲ« )ﺣﺸﺮ‪ ،‬آﻳﻪ ‪) (21‬اﮔﺮ ﻣﺎ‬ ‫اﻳﻦ ﻗﺮآن را ﺑﺮﻛﻮه ﻧﺎزل ﻣﻲﻛﺮدﻳﻢ‪ ،‬از ﺧﺸﻴﺖ ﺧﺪاوﻧﺪ ﻣﺘﻼﺷﻲ ﻣﻲﺷﺪ(‪ ،‬ﺑﻴﺎﻧﮕﺮ ﻫﻤﻴﻦ ﻣﻄﻠﺐ اﺳﺖ‪ .‬ﭘﺲ زﺑﺎن ﻗﺮآن ﻫﻢ‬ ‫زﺑﺎن ﻋﺮﻓﻲ اﺳﺖ ﻛﻪ از ﻗﻮاﻋﺪ و واژﮔﺎن و ﺗﻌﺎﺑﻴﺮ ﻋﺮب ﺑﻬﺮه ﺑﺮدهاﺳﺖ و ﻫﻢ درﻋﻴﻦ ﺣﺎل زﺑﺎن وﻳﮋه ﻛﻪ درك و درﻳﺎﻓﺖ ﺗﻨﻬﺎ‬ ‫ﺑﻪ ﺗﺤﻠﻴﻞ ﺳﺎزهﻫﺎي زﺑﺎﻧﻲ و ادﺑﻲ آن ﻣﻴﺴﺮ ﻧﻴﺴﺖ‪.‬‬ ‫ﻣﻨﺎﺑﻊ‬ ‫آﮔﻮﺳﺘﻴﻦ‪ .(1380) .‬اﻋﺘﺮاﻓﺎت‪) .‬س‪ .‬ﻣﻴﺜﻤﻲ‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﻬﺮوردي‪.‬‬ ‫اﺑﻦ ﻫﺸﺎم‪) .‬ﺑﻲ ﺗﺎ(‪ .‬اﻟﺴﻴﺮه اﻟﻨﺒﻮﻳﻪ‪ ،‬ﺗﺤﻘﻴﻖ ﻣﺼﻄﻔﻲ اﻟﺴﻘﺎ واﺑﺮاﻫﻴﻢ اﻻﺑﻴﺎري وﻋﺒﺪ اﻟﺤﻔﻴﻆ ﺷﻠﺒﻲ‪ .‬داراﻟﺨﻠﻮد‪ ،‬ﻟﺒﻨﺎن‪ :‬ﺑﻴﺮوت‪.‬‬ ‫اﺣﻤﺪي‪ ،‬ب‪ .(1377) .‬آﻓﺮﻳﻨﺶ و آزادي‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﺮﻛﺰ‪.‬‬ ‫ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،‬م‪ .‬ح‪) .‬ﺑﻲ ﺗﺎ(‪ .‬اﻟﻤﻴﺰان ﻓﻲ ﺗﻔﺴﻴﺮ اﻟﻘﺮآن‪ .‬ﻗﻢ‪ ،‬اﻳﺮان‪ :‬ﺟﺎﻣﻌﻪ ﻣﺪرﺳﻴﻦ‪.‬‬ ‫ﺑﺎرﺑﻮر‪ ،‬ا‪ .(1362) .‬ﻋﻠﻢ ودﻳﻦ‪) .‬ب‪ .‬ﺧﺮﻣﺸﺎﻫﻲ‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﺮﻛﺰ ﻧﺸﺮ داﻧﺸﮕﺎﻫﻲ‪.‬‬ ‫ﻫﻴﻚ‪ ،‬ج‪ .(1372) .‬ﻓﻠﺴﻔﻪ دﻳﻦ‪ ،‬ﻋﻘﻞ و اﻋﺘﻘﺎدات دﻳﻨﻲ‪) .‬ب‪ .‬راد‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻟﻬﺪي‪.‬‬ ‫زﻣﺎﻧﻲ‪ ،‬ع‪ .‬و ﻋﺒﺎس‪ ،‬ا‪ .(1390) .‬زﺑﺎن دﻳﻦ‪ .‬ﻗﻢ‪ ،‬اﻳﺮان‪ :‬دﻓﺘﺮ ﺗﺒﻠﻴﻐﺎت اﺳﻼﻣﻲ‪.‬‬ ‫ﺳﻴﺪي‪ ،‬ح‪ .(1390) .‬زﻳﺒﺎﻳﻲ ﺷﻨﺎﺳﻲ آﻳﺎت ﻗﺮآن‪ .‬ﻗﻢ‪ ،‬اﻳﺮان‪ :‬ﭘﮋوﻫﺸﮕﺎه ﻋﻠﻮم و ﻓﺮﻫﻨﮓ اﺳﻼﻣﻲ‪.‬‬ ‫ﭘﺘﺮﺳﻮن‪ ،‬م‪ .‬و دﻳﮕﺮان‪ .(1393) .‬ﻋﻘﻞ و اﻋﺘﻘﺎدات دﻳﻨﻲ‪) .‬ا‪ .‬ﻧﺮاﻗﻲ و ا‪ .‬ﺳﻠﻄﺎﻧﻲ‪ ،‬ﻣﺘﺮﺟﻤﺎن(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻃﺮح ﻧﻮ‪.‬‬ ‫ﻓﺮاﺳﺘﺨﻮاه‪ ،‬م‪ .(1376) .‬زﺑﺎن ﻗﺮآن‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻋﻠﻤﻲ ﻓﺮﻫﻨﮕﻲ‪.‬‬ ‫اﻳﺰوﺗﺴﻮ‪ ،‬ت‪ .(1378) .‬ﺳﺎﺧﺘﻤﺎن ﻣﻌﻨﺎﻳﻲ ﻣﻔﺎﻫﻴﻢ دﻳﻨﻲ‪-‬اﺧﻼﻗﻲ در ﻗﺮآن‪) .‬ف‪ .‬ﺑﺪرهاي‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻓﺮزان‪.‬‬ ‫ﻧﺮاﻗﻲ‪ ،‬آ‪ .(1390) .‬ﺣﺪﻳﺚ ﺣﺎﺿﺮ و ﻏﺎﻳﺐ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﮕﺎه ﻣﻌﺎﺻﺮ‪.‬‬

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‫روﻳﻜﺮدي ﻣﻌﻨﺎﺷﻨﺎﺳﺎﻧﻪ ﺑﻪ ﺗﺮﺟﻤﻪ اﺻﻄﻼﺣﺎت ﻋﻠﻤﻲ و ﺗﺄﺛﻴﺮ آن ﺑﺮ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت‪ :‬‬ ‫ﻣﻄﺎﻟﻌﻪ ﻣﻮردي ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ ‪ ‬‬ ‫‪ ‬‬ ‫ﺷﻌﻠﻪ ارﺳﻄﻮﭘﻮر‬

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‫ﮔﺮوه ارزﻳﺎﺑﻲ و ﺗﻮﺳﻌﻪ ﻣﻨﺎﺑﻊ‪ ،‬ﻣﺮﻛﺰ ﻣﻨﻄﻘﻪاي اﻃﻼعرﺳﺎﻧﻲ ﻋﻠﻮم و ﻓﻨﺎوري‬ ‫ﻓﺎﻃﻤﻪ اﺣﻤﺪيﻧﺴﺐ‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ‪ ،‬داﻧﺸﮕﺎه ﺷﻬﻴﺪ ﭼﻤﺮان اﻫﻮاز‬

‫ﭼﻜﻴﺪه‪ .‬زﺑﺎن ﻓﺎرﺳﻲ در راﺑﻄﻪ ﺑﺎ اﻛﺜﺮ ﺣﻮزهﻫﺎي داﻧﺶ ﻧﻘﺶ ﻣﺼﺮفﻛﻨﻨﺪه را داﺷﺘﻪ و ﻟﺬا ﺑﺴﻴﺎري از واژﮔﺎن ﺗﺨﺼﺼﻲ‬ ‫رﺷﺘﻪﻫﺎي ﻣﺨﺘﻠﻒ از ﻃﺮﻳﻖ ﺗﺮﺟﻤﻪ‪ ،‬ﻏﺎﻟﺒﺎً ﺑﻪ ﺻﻮرت اﻧﻔﺮادي و ﺑﺪون ﺗﻮﺟﻪ ﺑﻪ رواﺑﻂ ﻣﻔﻬﻮﻣﻲ ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن و‬ ‫ﻣﺘﺮﺟﻤﺎن وارد اﻳﻦ زﺑﺎن ﺷﺪهاﻧﺪ‪ ،‬و ﻟﺬا ﺗﻌﺪد و آﺷﻔﺘﮕﻲ ﻣﻌﻨﺎﻳﻲ ﻧﻴﺰ در ﺳﻄﺢ اﺻﻄﻼﺣﺎت ﻋﻠﻤﻲ ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه اﺳﺖ‪.‬‬ ‫ﭼﺎﻟﺶﻫﺎي ﻣﻌﻨﺎﻳﻲ اﺻﻄﻼحﮔﺰﻳﻨﻲ را ﺑﻪ ﺻﻮرت ﺧﻼﺻﻪ ﻣﻲﺗﻮان در ﻗﺎﻟﺐ ﻫﻢﻣﻌﻨﺎﻳﻲ ﻓﺮاوان‪ ،‬ﭼﻨﺪﻣﻌﻨﺎﻳﻲ‪ ،‬ﺗﺪاﺧﻞ ﻣﻌﻨﺎﻳﻲ‬ ‫و‪ ...‬ﻣﺸﺎﻫﺪه ﻧﻤﻮد‪ .‬ﺑﺪﻳﻬﻲ اﺳﺖ ﺑﺮوز ﭼﻨﻴﻦ ﭼﺎﻟﺶﻫﺎﻳﻲ ﻧﻪ ﺗﻨﻬﺎ ﺑﻪ ﺧﻮدي ﺧﻮد ﻣﻨﺠﺮ ﺑﻪ ﺑﺮوز ﻣﺸﻜﻼﺗﻲ در اﻧﺘﻘﺎل ﻣﻔﺎﻫﻴﻢ‬ ‫اراﺋﻪ ﺷﺪه در ﻣﺘﻮن ﺗﺨﺼﺼﻲ ﺗﻮﺳﻂ ﻣﺨﺎﻃﺒﺎن اﻳﻦ دﺳﺖ از ﻧﻮﺷﺘﺎرﻫﺎ ﻣﻲﺷﻮد‪ ،‬ﺑﻠﻜﻪ در ﻋﻤﻞ ﺗﺄﺛﻴﺮ ﺟﺪي ﺑﺮ ﻓﺮاﻳﻨﺪﻫﺎي‬ ‫ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﻧﻴﺰ دارد‪ .‬ﻃﺮاﺣﺎن ﻧﻈﺎمﻫﺎي ﻛﻨﻮﻧﻲ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﺗﻼش ﻣﻲﻛﻨﻨﺪ ﻧﻈﺎمﻫﺎﻳﻲ را ﺗﻮﺳﻌﻪ دﻫﻨﺪ‬ ‫ﻛﻪ ﺿﻤﻦ رﻓﻊ ﺣﺪاﻛﺜﺮي اﺑﻬﺎمﻫﺎي واژﮔﺎﻧﻲ و ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺑﻬﺘﺮﻳﻦ و ﻣﺮﺗﺒﻂﺗﺮﻳﻦ ﻧﺘﺎﻳﺞ را ﺑﻪ ﻛﺎرﺑﺮان اراﺋﻪ ﻧﻤﺎﻳﺪ‪ .‬در ﺣﺎل‬ ‫ﺣﺎﺿﺮ ﭼﺎﻟﺶﻫﺎي ﺣﺎﺻﻞ از اﻳﻦ دﺳﺖ اﺑﻬﺎمﻫﺎي ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﻴﻢ در دو ﺣﻮزه اﺻﻠﻲ ﺑﺎزﻳﺎﺑﻲ ﻣﻮﺿﻮﻋﻲ‬ ‫اﻃﻼﻋﺎت و ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦ زﺑﺎﻧﻲ ﺗﺄﺛﻴﺮ ﮔﺬارﻧﺪ‪ .‬در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺗﻼش ﺑﺮ آن اﺳﺖ ﺗﺎ ﺗﺄﺛﻴﺮ ﻫﺮﻳﻚ از اﻳﻦ ﭼﺎﻟﺶﻫﺎي‬ ‫ﻣﻌﻨﺎﻳﻲ ﺑﺮ اﻳﻦ دو ﺣﻮزه ﺗﺒﻴﻴﻦ ﺷﺪه و از دو ﻣﻨﻈﺮ ﻓﻨﺎوري اﻃﻼﻋﺎت و ﻣﺒﺎﺣﺚ ﻣﻌﻨﺎﻳﻲ راﻫﻜﺎرﻫﺎﻳﻲ را اراﺋﻪ ﻧﻤﺎﻳﺪ‪.‬‬ ‫ﻫﻢﭼﻨﻴﻦ در ﺑﺨﺶ دوم اﻳﻦ ﻧﻮﺷﺘﺎر‪ ،‬ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ‪ ،‬ﮔﺰارﺷﻲ از ﻳﻚ ﻣﻄﺎﻟﻌﻪ ﻣﻮردي در ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و‬ ‫داﻧﺶﺷﻨﺎﺳﻲ اراﺋﻪ ﻣﻲﺷﻮد ﻛﻪ ﺿﻤﻦ ﺑﺮرﺳﻲ ‪ 1510‬واژه‪ ،‬ﻣﺸﻜﻼت ﻣﻌﻨﺎﻳﻲ ﻣﻮﺟﻮد در ﻣﻴﺎن اﺻﻄﻼﺣﺎت ﺗﺮﺟﻤﻪ ﺷﺪه اﻳﻦ‬ ‫ﺣﻮزه‪ ،‬از زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﻪ ﻓﺎرﺳﻲ را ﮔﺰارش ﻣﻲﻛﻨﺪ‪ .‬ﺑﺪﻳﻬﻲ اﺳﺖ اﻳﻦ ﻣﻄﺎﻟﻌﻪ در ﭘﻴﻮﻧﺪ ﺑﺎ آﻧﭽﻪ در ﺑﺨﺶ اول ﻧﻮﺷﺘﺎر‬ ‫ﺣﺎﺿﺮ اراﺋﻪ ﺷﺪ‪ ،‬ﺷﻤﺎﻳﻲ از ﺣﻘﺎﻳﻖ ﻣﻮﺟﻮد در ﺧﺼﻮص ﻣﺸﻜﻼت ﻣﻌﺎدلﮔﺰﻳﻨﻲ در ﺣﻮزهﻫﺎي ﺗﺨﺼﺼﻲ و ﺗﺄﺛﻴﺮات ﻧﺎﻣﻄﻠﻮب‬ ‫آن ﺑﺮ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت را اراﺋﻪ ﻣﻲدﻫﺪ‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت‪ ،‬ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﺑﻴﻦ زﺑﺎﻧﻲ‪ ،‬رواﺑﻂ ﻣﻌﻨﺎﻳﻲ‪ ،‬واژهﮔﺰﻳﻨﻲ‪ ،‬ﻣﻌﻨﺎﺷﻨﺎﺳﻲ ‪ ‬‬


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‫‪ .1‬ﻣﻘﺪﻣﻪ ‪ ‬‬ ‫واژه ﻣﻬﻢﺗﺮﻳﻦ واﺣﺪ زﺑﺎﻧﻲ ﺑﺮاي اﻧﺘﻘﺎل ﻣﻔﺎﻫﻴﻢ اﺳﺖ و ﺑﺪون آن اﻣﻜﺎن ﺻﺤﺒﺖﻛﺮدن در ﻣﻮرد اﺷﻴﺎء‪ ،‬ﭘﺪﻳﺪهﻫﺎ و ﻣﻔﺎﻫﻴﻢ‬ ‫ﺟﻬﺎن ذﻫﻨﻲ و ﻋﻴﻨﻲ وﺟﻮد ﻧﺪارد‪ .‬ﻣﻚﻛﻮﺋﻦ )ﻧﻘﻞ از ﻧﻌﻤﺖزاده‪ (1382 ،‬واژه را اﺑﺰار اﺳﺎﺳﻲ ﺗﻔﻜﺮ ﻣﻲداﻧﺪ‪ .‬اﻧﺴﺎن ﺑﺮاي‬ ‫اﻧﺪﻳﺸﻴﺪن ﺑﻪ ﺟﻬﺎن و ﻣﺴﺎﺋﻞ ﭘﻴﺮاﻣﻮن آن اﺑﺘﺪا ﺑﺎﻳﺪ ﺟﻬﺎن را ﻃﺒﻘﻪﺑﻨﺪي ﻧﻤﺎﻳﺪ‪ .‬اﻳﻦ ﻃﺒﻘﻪﺑﻨﺪي ﺑﺮاﺳﺎس ﺗﻔﺎوتﻫﺎ و‬ ‫ﺷﺒﺎﻫﺖﻫﺎ ﺻﻮرت ﻣﻲﮔﻴﺮد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬در ﺣﻘﻴﻘﺖ ﻇﺮاﻓﺖﻫﺎ و ﺗﻔﺎوتﻫﺎي ﻣﻌﻨﺎﻳﻲ ﺣﺎﺻﻞ از واژﮔﺎن ﻧﻪ ﺗﻨﻬﺎ در ﺳﺎزﻣﺎندﻫﻲ‬ ‫اﻃﻼﻋﺎت ﺑﻠﻜﻪ در ﺳﺎﻣﺎندﻫﻲ ﻣﻔﺎﻫﻴﻢ و ﭘﺪﻳﺪهﻫﺎي ذﻫﻨﻲ ﻧﻴﺰ ﻛﺎرﺑﺮد دارد‪ .‬زﺑﺎن ﻋﻠﻢ زﻳﺮﻣﺠﻤﻮﻋﻪاي از زﺑﺎن اﻧﺴﺎﻧﻲ‬ ‫ﺑﻪﺷﻤﺎر ﻣﻲآﻳﺪ و ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ در ﺣﻮزهﻫﺎي ﻣﺨﺘﻠﻒ ﻋﻠﻢ‪ ،‬واژﮔﺎن از اﻫﻤﻴﺖ ﺧﺎﺻﻲ ﺑﺮﺧﻮردار اﺳﺖ‪ ،‬ﭼﺮا ﻛﻪ ﺑﺨﺸﻲ از‬ ‫اﻧﺘﻘﺎل ﻣﻮﻓﻘﻴﺖآﻣﻴﺰ داﻧﺶ ﺑﻪ دﻗﺖ واژﮔﺎن آن ﺣﻮزه از داﻧﺶ ﺑﺴﺘﮕﻲ داﺷﺘﻪ و ﻣﺘﻜﻲ ﺑﺮ ﻳﻚدﺳﺘﻲ و ﺗﺎ ﺣﺪ اﻣﻜﺎن وﺟﻮد‬ ‫ﺗﻨﺎﻇﺮ ﻳﻚ ﺑﻪ ﻳﻚ ﺑﻴﻦ ﻣﻔﻬﻮم و واژه اﺳﺖ‪ .‬از اﻳﻦ رو‪ ،‬اﻧﺘﺨﺎب ﻣﻌﺎدل ﻧﺎﻣﻨﺎﺳﺐ و وﺟﻮد ﺗﻌﺪ‪‬د در ﻣﻌﺎدلﻫﺎي ﮔﻮﻧﺎﮔﻮن ﺑﺮاي‬ ‫اﺻﻄﻼﺣﺎت ﻳﻜﺴﺎن ﻣﺴﺌﻮﻟﻴﺖ ﺧﻄﻴﺮ ﮔﺰﻳﻨﺶ اﺻﻄﻼﺣﺎت ﻣﻌﻴﺎر و ﻣﻌﺎدلﻫﺎي ﻳﻜﺴﺎن ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﻴﻦ و‬ ‫داﻧﺸﻤﻨﺪان ﻫﺮ رﺷﺘﻪي ﻋﻠﻤﻲ را آﺷﻜﺎر ﻣﻲﺳﺎزد )ﺑﻬﺸﺘﻲ‪(1375 ،‬؛ زﻳﺮا ﺳﻬﻞاﻧﮕﺎري در اﻳﻦ زﻣﻴﻨﻪ ﻣﻮﺟﺐ ﻣﺸﻜﻼﺗﻲ‬ ‫ﻫﻤﭽﻮن ﻣﺴﺎﺋﻞ ذﺧﻴﺮه و ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت‪ ،‬ﻣﺸﻜﻼت ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻣﺸﻜﻞ ﺳﺮدرﮔﻤﻲ ﺧﻮاﻧﻨﺪه و اﺧﺘﻼل ﺗﻌﺎﻣﻞ در ﺟﺮﻳﺎن‬ ‫ﺟﻬﺎﻧﻲ اﻃﻼﻋﺎت ﻣﻲﺷﻮد )ﺣﺴﻦزاده و ﻧﻮروزي ﭼﺎﻛﻠﻲ‪ .(1382 ،‬ﻋﻼوه ﺑﺮ اﻳﻦ ﺑﺎﻳﺪ ﺗﻮﺟﻪ داﺷﺖ ﻛﻪ زﺑﺎﻧﻲ زﺑﺎن ﻋﻠﻢ اﺳﺖ‬ ‫ﻛﻪ ﺑﺘﻮان ﺑﻪ آن زﺑﺎن درﺑﺎره ﺣﻮزهﻫﺎي ﻣﺨﺘﻠﻒ ﻋﻠﻢ ﺑﺎ واژﮔﺎﻧﻲ ﺷﻔﺎف و روان ﺑﻪ راﺣﺘﻲ ﻣﻄﻠﺐ ﻧﻮﺷﺖ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﺑﺮاي آنﻛﻪ‬ ‫زﺑﺎن ﻓﺎرﺳﻲ ﺑﻪ زﺑﺎن ﻋﻠﻢ ﺗﺒﺪﻳﻞ ﺷﻮد‪ ،‬ﺑﺎﻳﺪ در واژهﮔﺰﻳﻨﻲ ﻋﻠﻤﻲ ﻧﻴﺰ ﻧﻬﺎﻳﺖ دﻗﺖ و ﺗﻮﺟﻪ را روا داﺷﺖ؛ ﭼﺮا ﻛﻪ در ﻏﻴﺮ‬ ‫اﻳﻦﺻﻮرت ﺟﻮﻳﻨﺪﮔﺎن ﻋﻠﻢ ﻣﻮﻓﻖ ﺑﻪ دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻛﻠﻴﻪ ﻣﻨﺎﺑﻊ ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﻴﺎز اﻃﻼﻋﺎﺗﻲ ﺧﻮد ﺑﻪ اﻳﻦ زﺑﺎن ﻧﺸﺪه و ﻧﻈﺎمﻫﺎي‬ ‫ﺟﺴﺘﺠﻮ و ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﻧﻴﺰ ﻗﺎدر ﺑﻪ رﺳﻴﺪن ﺑﻪ ﺣﺪاﻛﺜﺮ ﺟﺎﻣﻌﻴﺖ و ﻣﺎﻧﻌﻴﺖ در ﺟﺴﺘﺠﻮ ﻧﺨﻮاﻫﻨﺪ ﺑﻮد‪ .‬از اﻳﻦ رو‪ ،‬در اﻳﻦ‬ ‫ﻧﻮﺷﺘﺎر اﺑﺘﺪا ﺑﻪ ﻣﺒﺎﺣﺜﻲ ﭼﻨﺪ در ﺧﺼﻮص ﺗﺄﺛﻴﺮ اﺑﻬﺎمﻫﺎي ﻣﻌﻨﺎﻳﻲ ﺣﺎﺻﻞ از اﻧﺘﺨﺎب ﻧﺎدرﺳﺖ و ﻏﻴﺮدﻗﻴﻖ واژﮔﺎن در دو‬ ‫ﺣﻮزه ﺑﺎزﻳﺎﺑﻲ ﻣﻮﺿﻮﻋﻲ و ﺳﭙﺲ ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦ زﺑﺎﻧﻲ ﭘﺮداﺧﺘﻪ و در ﻧﻬﺎﻳﺖ ﻧﺘﻴﺠﻪ ﻣﻄﺎﻟﻌﻪاي ﻣﻮردي ﮔﺰارش ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬ ‫‪ .2‬رواﺑﻂ ﻣﻌﻨﺎﻳﻲ و ﭼﺎﻟﺶ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت‬ ‫ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت در اﻛﺜﺮ ﻧﻈﺎمﻫﺎي اﻃﻼﻋﺎﺗﻲ ﻣﺒﺘﻨﻲ ﺑﺮ واژه اﺳﺖ‪ .‬ﺻﻔﻮي )‪ (1387‬رواﺑﻂ ﻣﻔﻬﻮﻣﻲ ﻣﻮﺟﻮد در ﺳﻄﺢ‬ ‫واژﮔﺎن را ﺑﻪ ‪ 10‬ﮔﺮوه ﻣﺨﺘﻠﻒ ﺗﻘﺴﻴﻢﺑﻨﺪي ﻣﻲﻛﻨﺪ ﻛﻪ ﻋﺒﺎرﺗﻨﺪ از ﺷﻤﻮل ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺟﺰءواژﮔﻲ‪ ،‬ﻋﻀﻮوا‪‬ژﮔﻲ‪ ،‬واﺣﺪواژﮔﻲ‪،‬‬ ‫ﻫﻢﻣﻌﻨﺎﻳﻲ‪ ،‬ﻫﻢآوا‪ -‬ﻫﻢﻧﻮﻳﺴﻲ‪ ،‬ﭼﻨﺪﻣﻌﻨﺎﻳﻲ‪ ،‬ﺗﻘﺎﺑﻞ ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺗﺒﺎﻳﻦ ﻣﻌﻨﺎﻳﻲ و ﻧﺸﺎنداري و ﺑﻲﻧﺸﺎﻧﻲ‪ .‬ﻧﻤﺎﻳﺶ رواﺑﻂ ﻣﻴﺎن‬ ‫واژﮔﺎن ﻳﻜﻲ از ﻣﻬﻢﺗﺮﻳﻦ و در ﻋﻴﻦ ﺣﺎل دﺷﻮارﺗﺮﻳﻦ ﻓﻌﺎﻟﻴﺖﻫﺎﻳﻲ ﺑﻮده ﻛﻪ در ﻃﻲ زﻣﺎن ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن ﺣﻮزه ﻋﻠﻢ‬ ‫اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ و ﻫﻢﭼﻨﻴﻦ ﺣﻮزه ﻋﻠﻮم راﻳﺎﻧﻪ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪاﺳﺖ؛ ﭼﺮا ﻛﻪ در ﻧﻈﺮﮔﺮﻓﺘﻦ ﻫﺮ ﻳﻚ از اﻳﻦ‬ ‫رواﺑﻂ در ﺟﺎﻳﮕﺎه ﺧﻮد ﻣﻲﺗﻮاﻧﺪ اﻣﻜﺎن ﺑﺴﻂ و ﻳﺎ ﻣﺤﺪودﺳﺎزي ﺟﺴﺘﺠﻮ و ﻧﺘﺎﻳﺞ آن را ﻓﺮاﻫﻢ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ‪،‬‬ ‫راﺑﻄﻪﻫﺎﻳﻲ ﻫﻤﭽﻮن ﺷﻤﻮل ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺟﺰءواژﮔﻲ‪ ،‬ﻋﻀﻮواژﮔﻲ‪ ،‬واﺣﺪواژﮔﻲ ﺳﺎلﻫﺎﺳﺖ ﻛﻪ در ﻗﺎﻟﺐ ﺗﻌﺮﻳﻒ رواﺑﻂ‬

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‫ﺳﻠﺴﻠﻪﻣﺮاﺗﺒﻲ ﻣﻴﺎن ﻣﻔﺎﻫﻴﻢ در ﻧﻈﺎمﻫﺎي ﻣﺨﺘﻠﻒ ردهﺑﻨﺪي و ﻳﺎ ﺳﺎزﻣﺎندﻫﻲ ﻫﻢﭼﻮن ﺳﺮﻋﻨﻮانﻫﺎي ﻣﻮﺿﻮﻋﻲ و ﻳﺎ‬ ‫اﺻﻄﻼحﻧﺎﻣﻪﻫﺎ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪاﺳﺖ‪ .‬ﻧﻈﺎمﻫﺎي ﻛﻨﺘﺮل واژﮔﺎﻧﻲ ﺗﺎﻛﻨﻮن در ﺧﺼﻮص ﻣﻬﺎر واژﮔﺎن و ﻛﻨﺘﺮل اﻳﻦ‬ ‫رواﺑﻂ ﻣﻮﻓﻖ ﻋﻤﻞ ﻛﺮدهاﻧﺪ‪ ،‬در ﺣﺎﻟﻲ ﻛﻪ در ﺣﻮزه ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﺧﻮدﻛﺎر‪ ،‬ﭼﻨﻴﻦ ﻛﺎري دﺷﻮارﺗﺮ ﺑﻮدهاﺳﺖ؛ ﭼﺮا ﻛﻪ‬ ‫ﻓﻌﺎﻟﻴﺘﻲ ﻛﻪ ﺗﺎ ﭘﻴﺶ از اﻳﻦ ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن ﻣﻬﺎر واژﮔﺎﻧﻲ ﺻﻮرت ﻣﻲﮔﺮﻓﺘﻪ را ﺑﺎﻳﺴﺘﻲ ﺑﻪ ﻣﺎﺷﻴﻦ واﮔﺬار ﻛﺮد‪ .‬دﺷﻮاري‬ ‫اﻳﻦ ﻣﺴﺌﻠﻪ در ﻧﻬﺎﻳﺖ ﺑﻪ ﭼﺎﻟﺶﻫﺎﻳﻲ ﺑﺮاي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﻣﻨﺠﺮ ﺷﺪه اﺳﺖ‪ .‬ﺑﻪ ﺻﻮرت ﻣﺸﺨﺺ‪ ،‬اﺻﻄﻼحﮔﺰﻳﻨﻲ ﻧﺎدرﺳﺖ‬ ‫در ﺣﻮزهﻫﺎي ﻣﺨﺘﻠﻒ ﻋﻠﻤﻲ ﺗﺄﺛﻴﺮ ﻣﻨﻔﻲ ﺧﻮد را ﺑﺮ دو زﻣﻴﻨﻪ ﺑﺎزﻳﺎﺑﻲ ﻣﻮﺿﻮﻋﻲ ﻣﻨﺎﺑﻊ اﻃﻼﻋﺎﺗﻲ و ﻧﻴﺰ ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦ زﺑﺎﻧﻲ‬ ‫ﻣﻲﮔﺬارد ﻛﻪ در اداﻣﻪ در اﻳﻦ ﺧﺼﻮص ﺑﻪ ﺻﻮرت ﻣﻔﺼﻞﺗﺮ ﺑﺤﺚ ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬ ‫‪ 1 .2‬اﺑﻬﺎمﻫﺎي ﻣﻌﻨﺎﻳﻲ در ﺟﺴﺘﺠﻮي ﻣﻮﺿﻮﻋﻲ‬ ‫زﺑﺎن ﻃﺒﻴﻌﻲ از ﺑﻌﺪ ﻣﻌﻨﺎﻳﻲ آﻛﻨﺪه از اﺑﻬﺎم اﺳﺖ‪ .‬ﻧﮕﺮشﻫﺎي ﻣﺘﻔﺎوﺗﻲ ﺑﻪ دﺳـﺘﻪﺑﻨـﺪيﻫـﺎي ﻣﺨﺘﻠـﻒ اﺑﻬـﺎمﻫـﺎي ﻣﻌﻨـﺎﻳﻲ‬ ‫ﻣﻲﺗﻮان داﺷﺖ‪ .‬اﺑﻬﺎم ﻣﻘﻮﻟﻪاي در ﭘﻴﻮﻧﺪ ﺑﺎ ﻣﻌﺎﻧﻲ ﻣﺨﺘﻠﻒ ﻳﻚ واژه در ﻧﻘﺶﻫﺎي دﺳﺘﻮري ﻣﺘﻔﺎوت‪ ،‬ﻳﻜﻲ از اﻳـﻦ ﮔﻮﻧـﻪﻫـﺎ‬ ‫ﺑﻪﺷﻤﺎر ﻣﻲآﻳﺪ‪ .‬در زﺑﺎن ﻓﺎرﺳﻲ ﺑﺮﺧﻲ از اﻳﻦ اﺑﻬﺎمﻫﺎ را ﺑﺎ اﺳﺘﻔﺎده از ﻋﻼﺋﻢ واﻛﻪﻫﺎي ﻛﻮﺗﺎه ﺑﺮﻃﺮف ﻣﻲﻛﻨﻨﺪ ﻛﻪ در ﻣﺘـﻮن‬ ‫ﻣﺨﺼﻮص ﺑﺰرﮔﺴﺎﻻن و اﻓﺮاد ﺑﺎﺳﻮاد ﻣﻌﻤﻮل ﻧﻴﺴﺖ و ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ در ﻧﻈﺎمﻫﺎي ﻧﻤﺎﻳﻪﺳﺎزي‪ ،‬ﭼﻪ ﺑﻪ ﺻﻮرت دﺳﺘﻲ و ﭼﻪ‬ ‫ﺑﻪ ﺻﻮرت ﺧﻮدﻛﺎر ﻧﻴﺰ ﻛﺎرﺑﺮد ﻧﺪارد‪ .‬ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ واژه »ﺑﺮدار« در ﭘﺎﻳﮕﺎه ﻣﻘﺎﻻت ﻓﺎرﺳﻲ ﻣﺮﻛﺰ ﻣﻨﻄﻘﻪاي اﻃـﻼعرﺳـﺎﻧﻲ‬ ‫ﻋﻠﻮم و ﻓﻨﺎوري ﺟﺴﺘﺠﻮ ﺷﺪ ﻛﻪ در ﺻﻔﺤﻪ اول ﻧﺘﺎﻳﺞ‪ ،‬ﺳﻪ ﻣﻘﺎﻟﻪ ﺑﺎ ﻋﻨﻮانﻫﺎي زﻳﺮ ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه ﺑﻮد‪:‬‬ ‫ﺑ‪‬ﺮدار‪ :‬وزﻧﻪ ﺑﺮدار دﻳﺎﺑﺘﻲ! ﻗﻮيﺗﺮﻳﻦ ﻣﺮد ﺟﻬﺎن )ورزش(‬ ‫ﺑ‪‬ﺮدار‪ :‬ﭘﻴﺸﺮﻓﺘﻬﺎﻳﻲ در ﻛﻨﺘﺮل ﺑﺮدار راﻧﺶ )رﻳﺎﺿﻴﺎت(‬ ‫ﺑ‪‬ﺮدار‪ :‬داﺳﺘﺎن ﺑﺮ دار ﻛﺮدن ﺣﺴﻨﻚ وزﻳﺮ )ادﺑﻴﺎت(‬ ‫ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﻛﻨﻮﻧﻲ ﻣﺎﻫﻴﺘﺎً ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮع دادهﻫﺎي دروندﻫﻲ ﺷﺪه ﺑﺎ ﻣﺤﺪودﻳﺖﻫـﺎﻳﻲ رو ﺑـﻪ رو ﻫﺴـﺘﻨﺪ‪.‬‬ ‫اﻳﻦ در ﺣﺎﻟﻲ اﺳﺖ ﻛﻪ ﻛﺎرﺑﺮان‪ ،‬ﻣﻌﻤﻮﻻً ﺑﺪون آﮔﺎﻫﻲ از اﻳﻦ ﻣﺤﺪودﻳﺖﻫﺎ دﺳﺖ ﺑﻪ ﺟﺴﺘﺠﻮي اﻃﻼﻋﺎت ﻣﻲزﻧﻨﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ‬ ‫دﻟﻴﻞ اﺳﺖ ﻛﻪ ﻳﻚ واژه ﻣﺎﻧﻨﺪ »ﺑﺮدار« ﻧﺘﻴﺠﻪاي ﻏﻴﺮﻗﺎﺑﻞ ﭘﻴﺶﺑﻴﻨﻲ در ﺳﻪ ﺣﻮزه ﻛﺎﻣﻼً ﻣﺘﻔﺎوت ﺑﻪ ﻫﻤﺮاه دارد‪ .‬ﭼـﺮا ﻛـﻪ‬ ‫اﻟﮕﻮرﻳﺘﻢﻫﺎي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت در ﻧﻈﺎمﻫﺎي اﻃﻼﻋﺎﺗﻲ در ﺷﺮاﻳﻂ ﻣﻌﻤﻮل ﺑﻪ ﻣﻴﺰان ﺣﻀﻮر واژه در ﻣﺘﻦ و ﻣﺤـﻞ آن ﺑـﺮاي‬ ‫رﺗﺒﻪﺑﻨﺪي ﻧﺘﺎﻳﺞ ﺗﻮﺟﻪ دارﻧﺪ‪ .‬ﭼﻨﻴﻦ روﺷﻲ در ﭘﻴﻮﻧﺪ ﺑﺎ ﺣﺎﻟﺖﻫﺎي ﻣﻌﻤﻮل زﺑﺎﻧﻲ ﻣﺸﻜﻠﻲ اﻳﺠﺎد ﻧﻤﻲﻛﻨﺪ اﻣﺎ در ﻣﻮاﺟﻬﻪ ﺑـﺎ‬ ‫اﺑﻬﺎمﻫﺎي زﺑﺎﻧﻲ ﻫﻢﭼﻮن ﻧﻤﻮﻧﻪ ﭘﻴﺶﮔﻔﺘﻪ ﻣﻲﺗﻮاﻧﺪ ﻣﻨﺠﺮ ﺑﻪ رﻳﺰش ﻛﺎذب ﺷﻮد‪ .‬ﮔﺮوه دﻳﮕﺮ اﺑﻬﺎمﻫـﺎ ﺷـﺎﻣﻞ ﻫـﻢﻧﮕﺎﺷـﺘﻲ‪،‬‬ ‫ﻫﻢﻣﻌﻨﺎﻳﻲ و ﭼﻨﺪ ﻣﻌﻨﺎﻳﻲ ﻣﻲﺷﻮﻧﺪ‪ .‬در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺟﺴﺘﺠﻮي ﻣﺘﻨﻲ‪ ،‬اﺑﻬـﺎمﻫـﺎي ﺣﺎﺻـﻞ از ﻫـﻢﻧﮕﺎﺷـﺘﻲ‬ ‫ﻣﺸﻜﻼﺗﻲ را ﺑﺮاي ﺟﺴﺘﺠﻮﮔﺮان اﻃﻼﻋﺎت ﺑﻪ ﻫﻤﺮاه دارد‪ ،‬ﻛﻪ در ﭘﺎرهاي از اوﻗﺎت ﺑﺎ اﺑﻬﺎم ﻣﻘﻮﻟـﻪاي ﻧﻴـﺰ ﻫـﻢﭘﻮﺷـﺎﻧﻲ ﭘﻴـﺪا‬ ‫ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﻣﻲﺗﻮان ﺑﻪ واژهﻫﺎي »ﮔَﺮم« و »ﮔ‪‬ﺮَم« و ﻳﺎ »ﺷﻴﺮ« و »ﺷﻴﺮ« و ﻳﺎ »آﺗﺶ« اﺷﺎره ﻛـﺮد‪ .‬ﺗﺼـﻮﻳﺮ ‪1‬‬

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‫ﻧﺘﻴﺠﻪ ﺟﺴﺘﺠﻮي واژه »ﮔﺮم« را در ﭘﺎﻳﮕﺎه ﺗﺨﺼﺼﻲ ﻧﻮر ﻧﺸﺎن ﻣﻲدﻫﺪ‪ .‬ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ در ﻧﻤﺎﻳﺶ ﻧﺘﺎﻳﺞ ﺧﻼﺻﻪ ﻣـﻲﺗـﻮان‬ ‫ﻣﺸﺎﻫﺪه ﻛﺮد‪ ،‬اﻳﻦ واژه در ﺑﺴﺘﺮﻫﺎي ﻣﺨﺘﻠﻒ ﺑﺎ ﻣﻌﺎﻧﻲ ﻣﺘﻔﺎوﺗﻲ ﺑﻪ ﻛﺎر رﻓﺘﻪ اﺳﺖ‪.‬‬

‫ﺷﻜﻞ ‪ .1‬ﻧﻤﺎﻳﻲ از ﻧﺘﺎﻳﺞ ﺟﺴﺘﺠﻮ در ﭘﺎﻳﮕﺎه ﻣﺠﻼت ﺗﺨﺼﺼﻲ ﻧﻮر‬ ‫ﺑﺪﻳﻬﻲ اﺳﺖ ﺑﺮوز ﭼﻨﻴﻦ ﻣﺸﻜﻼﺗﻲ در ﻳﻚ زﺑﺎن ﺑﺎﻋﺚ اﻓﺰاﻳﺶ اﺑﻬﺎﻣﺎت زﺑﺎﻧﻲ و ﻏﻴﺮدﻗﻴﻖ ﺷﺪن ﻣﻌﻨﺎي واژﮔﺎن ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬ ‫ﺑﺎ وﺟﻮد اﻳﻦ‪ ،‬ﻧﺒﺎﻳﺴﺘﻲ ﻓﺮاﻣﻮش ﻛﺮد ﻛﻪ در زﺑﺎنﻫﺎي ﻣﺨﺘﻠﻒ‪ ،‬ﻃﻴﻒ وﺳﻴﻌﻲ از اﺑﻬﺎمﻫﺎي واژﮔﺎﻧﻲ ﺑﻪ واﺳﻄﻪ ﻗـﺮار ﮔـﺮﻓﺘﻦ‬ ‫واژﮔﺎن در ﺑﺎﻓﺖ ﺟﻤﻼت ﺑﺮﻃﺮف ﻣﻲﺷﻮﻧﺪ‪ .‬ﺑﻪ ﻋﺒﺎرت ﺑﻬﺘﺮ‪ ،‬ﮔﻮﻳﺸﻮران زﺑﺎن دﺷﻮاري ﭼﻨﺪاﻧﻲ در رﻣﺰﮔﺸﺎﻳﻲ اﻳـﻦ اﺑﻬﺎﻣـﺎت‬ ‫ﻧﺪارﻧﺪ؛ در ﺣﺎﻟﻲ ﻛﻪ در ﺳﺎﻳﺮ زﻣﻴﻨﻪﻫﺎﻳﻲ ﻛﻪ ﺑﺎ واژﮔﺎن ﺳـﺮ و ﻛـﺎر دارﻧـﺪ‪ ،‬ﻧﻤـﻲﺗـﻮان ﺑـﺎ ﭼﻨـﻴﻦ ﻗﻄﻌﻴﺘـﻲ ﺳـﺨﻦ ﮔﻔـﺖ‪.‬‬ ‫ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ واﻳﻠﺪرﻣﻮث‪ (2004) 1‬ﻧﻴﺰ اﺷﺎره ﻣﻲﻛﻨﺪ‪ ،‬ﻛﺎرﺑﺮان ﻣﻌﻤﻮﻻً ﺑﺪون ﺗﻮﺟﻪ ﺑﻪ ﺣﻮاﺷﻲ ﻳﻚ ﺟﺴﺘﺠﻮ از ﻋﺒﺎرتﻫﺎي‬ ‫اﺳﻤﻲ ﺑﺮاي ﺟﺴﺘﺠﻮي ﻣﻮﺿﻮﻋﻲ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ و ﻋﺒﺎرات را ﻧﻴﺰ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭘﺮﻛﺎرﺑﺮد ﺑﻮدن آنﻫﺎ اﻧﺘﺨﺎب ﻣﻲﻛﻨﻨـﺪ‪ .‬ﺑـﻪ‬

‫‪ ‬‬ ‫‪1. Wildermuth‬‬

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‫ﻫﻤﻴﻦ دﻟﻴﻞ ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ ﭼﺮي‪ (1992) 1‬ﻧﻴﺰ ﺑﻴﺎن داﺷﺘﻪاﺳﺖ‪ ،‬ﻛﺎرﺑﺮان ﻣﻤﻜﻦ اﺳﺖ ﺑﺎ اﺳﺘﻔﺎده از ﻛﻠﻴﺪواژهﻫﺎي اﻧﺘﺨﺎﺑﻲ‬ ‫ﺧﻮد ﺑﻪ ﺟﺴﺘﺠﻮ در ﻋﻨﻮان‪ ،‬ﻣﺘﻦ ﭼﻜﻴﺪه‪ ،‬و ﻳﺎ ﺗﻤﺎم ﻣﺘﻦ ﻣﻨﺎﺑﻊ ﺑﭙﺮدازﻧﺪ‪ .‬در ﭼﻨﻴﻦ ﺷﺮاﻳﻄﻲ‪ ،‬ﻛﺎرﺑﺮ ﺑـﺎ واژﮔـﺎن ﻣﻮﺟـﻮد در‬ ‫ذﻫﻦ ﺧﻮد ﺑﻪ دﻧﺒﺎل واژﮔﺎن ﻧﻤﺎﻳﻪﺷﺪه در ﻧﻈﺎﻣﻲ ﻣﻲﮔﺮدد ﻛﻪ ﻳﺎ ﺑﺮﺧﺎﺳﺘﻪ از ذﻫﻦ ﻧﻮﻳﺴﻨﺪه و ﻳﺎ ﻧﻤﺎﻳﻪﺳﺎز اﺳـﺖ‪ .‬ﺑﻨـﺎﺑﺮاﻳﻦ‬ ‫ﺣﺪاﻗﻞ ﺳﻪ ﺑﺮداﺷﺖ ﻣﺘﻔﺎوت در اﻣﺮ ﺑﺎزﻳﺎﺑﻲ دﺧﻴﻞ ﺷﺪه و ﺑﻪ زﻋﻢ ﺑﮕﺘﻮل‪ ،2004) 2‬ﺑﻪ ﻧﻘﻞ از ﺳﺎﭘﺮل‪ (1986 ،3‬ﻛﺎر ﻛـﺎرﺑﺮ‬ ‫را دﺷﻮار ﻣﻲﺳﺎزد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﻧﻈﺎم ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎﺗﻲ ﻛﻪ ﺻﺮﻓﺎً ﺑﺮﭘﺎﻳﻪ واژه ﻋﻤﻞ ﻛﺮده و رﺑﻂ را ﻣﻲﺳﻨﺠﺪ در اﺑﻬـﺎمزداﻳـﻲ از‬ ‫واژﮔﺎن ﻣﺸﻜﻞﺳﺎز زﺑﺎن ﻓﺎرﺳﻲ ﻧﺎﺗﻮان ﺷﺪه و ﺑﺎ رﻳﺰش ﻛﺎذب ﻫﻤﺮاه ﺧﻮاﻫﺪﺑﻮد‪.‬‬ ‫‪ 2 .2‬اﺑﻬﺎمﻫﺎي ﻣﻌﻨﺎﻳﻲ و ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦ زﺑﺎﻧﻲ‬ ‫در ﻫﻤﻴﻦ راﺳﺘﺎ در ﺣﻮزه ﻣﻌﻨﺎﻳﻲ‪ ،‬ﭼﺎﻟﺶ دﻳﮕﺮي ﺗﺤﺖ ﻋﻨﻮان ﭼﻨﺪﻣﻌﻨﺎﻳﻲ و ﻫﻢﻣﻌﻨﺎﻳﻲ ﻣﻄﺮح ﻣﻲﺷـﻮد‪ .‬ﻫـﻢﻣﻌﻨـﺎﻳﻲ ﺑـﻪ‬ ‫وﺿﻌﻴﺘﻲ ﮔﻔﺘﻪ ﻣﻲﺷﻮد ﻛﻪ ﻳﻚ واژه ﺑﻪ ﭼﻨﺪ ﻣﻔﻬﻮم اﺷﺎره داﺷﺘﻪﺑﺎﺷﺪ )ﺻﻔﻮي ‪ ،1387‬ص ‪ .(160‬ﺑﻪ ﺻﻮرت ﻣﻌﻤﻮل در ﻫﺮ‬ ‫زﺑﺎﻧﻲ ﻣﺴﺌﻠﻪ ﻫﻢﻣﻌﻨﺎﻳﻲ و ﭼﻨﺪﻣﻌﻨﺎﻳﻲ ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮرد ﻛﻪ در اﻳﻦ ﻣﻴﺎن زﺑﺎن ﻓﺎرﺳﻲ ﻧﻴـﺰ اﺳـﺘﺜﻨﺎ ﻧﺒـﻮده و ﻧﻤﻮﻧـﻪﻫـﺎي‬ ‫ﻣﺘﻔﺎوﺗﻲ از اﻳﻦ ﻣﻮارد را ﻣﻲﺗﻮان در اﻳﻦ زﺑﺎن ﻣﺸﺎﻫﺪه ﻛﺮد؛ ﻣﺎﻧﻨﺪ ﻣﻌﺎﻧﻲ ﻣﺨﺘﻠﻒ واژه »روﺷﻦ« و ﻳﺎ »آﺗـﺶ« درﺟﻤـﻼت‬ ‫ﻣﺨﺘﻠﻒ‪ .‬اﻣﺎ در زﺑﺎن ﻋﻠﻢ‪ ،‬ﻋﻮاﻣﻞ ﺗﺸﺪﻳﺪﻛﻨﻨﺪه دﻳﮕﺮي ﻧﻴﺰ ﻗﺎﺑﻞ ﻣﺸﺎﻫﺪه اﺳﺖ‪ .‬ﺑﺴﻴﺎري از ﻋﻠﻮم در اﻳـﺮان ﺑـﻮﻣﻲ ﻧﺒـﻮده و‬ ‫ﭘﮋوﻫﺸﮕﺮان و داﻧﺸﺠﻮﻳﺎن ﻏﺎﻟﺒﺎً از ﻃﺮﻳﻖ ﺗﺮﺟﻤﻪ آﺛﺎر ﻏﺮﺑﻲ ﺑﺎ آنﻫﺎ آﺷﻨﺎ ﻣﻲﺷﻮﻧﺪ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬اﺻﻄﻼحﮔﺰﻳﻨﻲ ﺑـﺮاي واژﮔـﺎن‬ ‫ﻋﻠﻤﻲ ﺗﻮﺳﻂ ﻳﻚ ﻣﺮﺟـﻊ واﺣـﺪ ﺻـﻮرت ﻧﮕﺮﻓﺘـﻪ و ﮔـﺎه ﻣﺘﺮﺟﻤـﺎن و ﭘﮋوﻫﺸـﮕﺮان ﺑـﺎ ﺳـﻠﻴﻘﻪ ﺷﺨﺼـﻲ و ﺑـﺎ ﺗﻮﺟـﻪ ﺑـﻪ‬ ‫ﺗﻮاﻧﻤﻨﺪيﻫﺎي ﻣﺘﻔﺎوت واژﮔﺎﻧﻲ‪ ،‬ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻣﺘﻔﺎوﺗﻲ را ﺑﺮاي ﻳﻚ ﻣﻔﻬﻮم و ﻳﺎ ﺣﺘﻲ ﻳﻚ واژه ﺑﺮﻣﻲﮔﺰﻳﻨﻨﺪ‪ .‬ﺑﺮاي ﻣﺜـﺎل‪،‬‬ ‫اﺣﻤﺪيﻧﺴﺐ )‪ ،1390‬ص ‪ (276‬ﻃﻲ ﻣﻄﺎﻟﻌﻪاي ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ رﺳﻴﺪ ﻛﻪ در ﺣﻮزه زﺑﺎنﺷﻨﺎﺳﻲ‪ ،‬ﺑﻪ ﻃﻮر ﻣﺘﻮﺳﻂ ﺑﺮاي ﻫـﺮ‬ ‫ﻣﻔﻬﻮم ﺳﻪ ﺑﺮاﺑﺮﻧﻬﺎده ﻓﺎرﺳﻲ وﺟﻮد دارد‪ .‬ﺣﺎل ﻧﻈﺮ ﺑﻪ آنﻛﻪ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﺑـﺮ ﭘﺎﻳـﻪ واژﮔـﺎن ﻣﻮﺟـﻮد در ﻣـﺘﻦ ﺻـﻮرت‬ ‫ﻣﻲﭘﺬﻳﺮد و از آﻧﺠﺎ ﻛﻪ در ﻣﺘﻮن ﻣﺨﺘﻠﻒ ﻣﻔﺎﻫﻴﻢ ﺑﻪ ﺻﻮرتﻫﺎي ﻣﺘﻔﺎوﺗﻲ ﺛﺒﺖ ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻟﺬا ﺑﺎ ﺟﺴﺘﺠﻮي ﻳـﻚ ﺻـﻮرت از‬ ‫ﻣﻔﻬﻮم‪ ،‬ﻣﻤﻜﻦ اﺳﺖ دﺳﺘﺮﺳﻲ ﺑﻪ ﺻﻮرتﻫﺎي دﻳﮕﺮ ﻫﻤﺎن ﻣﻔﻬﻮم ﻛﻪ ﻣﻨﻄﻘﺎً ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﻴﺎز اﻃﻼﻋﺎﺗﻲ اﺳـﺖ‪ ،‬از ﺑـﻴﻦ ﺑـﺮود‪.‬‬ ‫ﺑﺮاي ﻣﺜﺎل ﺑﺮاي ﻣﻔﻬﻮم ‪ ontology‬در ﻓﺎرﺳﻲ ﺳﻪ ﻣﻌﺎدل ﻫﺴﺘﻲﺷﻨﺎﺳﻲ‪ ،‬ﻫﺴﺘﺎنﺷﻨﺎﺳـﻲ و آﻧﺘﻮﻟـﻮژي ﺑﻜـﺎر ﻣـﻲرود ﻛـﻪ‬ ‫ﺟﺴﺘﺠﻮي ﻫﺮﻛﺪام از اﻳﻦ ﻛﻠﻴﺪواژهﻫﺎ ﺗﻨﻬﺎ ﻣﺪارﻛﻲ را ﺑﺎزﻳﺎﺑﻲ ﻣﻲﻛﻨﺪ ﻛﻪ ﺻـﺮﻓﺎً ﻫﻤـﺎن ﺻـﻮرت واژﮔـﺎﻧﻲ در آﻧﻬـﺎ ﺑـﻪﻛـﺎر‬ ‫رﻓﺘﻪاﺳﺖ در ﺣﺎﻟﻲ ﻛﻪ ﻫﺮ ﺳﻪ واژه ﺑﻪ ﻳﻚ ﻣﻔﻬﻮم اﺷﺎره دارد )ﺟﺪول ‪.(1‬‬

‫‪ ‬‬ ‫‪1. Cherry‬‬ ‫‪2. Beghtol‬‬ ‫‪3. Sauperl ‬‬

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‫ﺟﺪول ‪ .1‬ﺗﻔﺎوت ﺑﺎزﻳﺎﻓﺖﻫﺎ در ﭘﻴﻮﻧﺪ ﺑﺎ ﺳﻪ ﺻﻮرت واژﮔﺎﻧﻲ ﻣﺘﻔﺎوت از ﻳﻚ ﻣﻔﻬﻮم واﺣﺪ )ارﺳﻄﻮﭘﻮر و اﺣﻤﺪيﻧﺴﺐ‪ (1391 ،‬‬ ‫ﭘﺎﻳﮕﺎه ﻣﻘﺎﻻت ﻓﺎرﺳﻲ‬

‫ﺑﺎﻧﻚ اﻃﻼﻋﺎت ﻧﺸﺮﻳﺎت‬

‫ﭘﺎﻳﮕﺎه ﻣﺠﻼت‬

‫ﻣﺮﻛﺰ ﻣﻨﻄﻘﻪاي )‪(Ricest‬‬

‫ﻛﺸﻮر)ﻣﮓاﻳﺮان(‬

‫ﺗﺨﺼﺼﻲ ﻧﻮر‬

‫ﻫﺴﺘﻲﺷﻨﺎﺳﻲ‬

‫‪276‬‬

‫‪420‬‬

‫‪3877‬‬

‫ﻫﺴﺘﺎنﺷﻨﺎﺳﻲ‬

‫‪8‬‬

‫‪7‬‬

‫‪69‬‬

‫آﻧﺘﻮﻟﻮژي‬

‫‪8‬‬

‫‪5‬‬

‫‪100‬‬

‫در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﺑﻴﻦزﺑﺎﻧﻲ وﺟﻮد اﻳﻦ دﺳﺖ از ﻫﻢﻣﻌﻨﺎﻳﻲﻫﺎ ﺑـﻪ ﺑـﺮوز ﻣﺸـﻜﻼﺗﻲ ﻣـﻲاﻧﺠﺎﻣـﺪ‪ .‬ﻋﻤـﺪه ﺗـﻼش‬ ‫ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦ زﺑﺎﻧﻲ ورود اﻃﻼﻋﺎت ﺑﻪ ﻳﻚ زﺑﺎن و اﻳﺠﺎد اﻣﻜﺎن ﺑﺎزﻳـﺎﺑﻲ ﻣﻨـﺎﺑﻊ ﺑـﻪ زﺑـﺎن دﻳﮕـﺮ اﺳـﺖ‪ .‬در ﭼﻨـﻴﻦ‬ ‫ﺷﺮاﻳﻄﻲ‪ ،‬ﻧﻈﺎم ﻧﺎﮔﺰﻳﺮ از ﺗﺮﺟﻤﻪ ﻣﺎﺷﻴﻨﻲ اﺳﺖ و ﺑﺮاي اﻳﻦ ﻣﻬﻢ ﻻزم اﺳﺖ ﻛﻪ از واژﮔﺎن دو ﻳـﺎ ﭼﻨﺪزﺑﺎﻧـﻪ اﺳـﺘﻔﺎده ﻛﻨـﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮاﻳﻦ دﻗﺖ ﺟﺴﺘﺠﻮ ﺑﻪ دﻗﺖ واژﮔﺎن ﮔﺮه ﻣﻲﺧﻮرد‪ .‬ﻫﺮ ﭼﻪ ﺗﻌﺪاد ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎ در ﭼﻨﻴﻦ ﺷﺮاﻳﻄﻲ ﺑﻴﺸـﺘﺮ ﺑﺎﺷـﺪ‪ ،‬ﻗﻮاﻋـﺪ‬ ‫ﺗﺪوﻳﻦ ﺷﺪه ﺑﺮاي واژﮔﺎن ﻣﻮرد اﺳﺘﻔﺎده ﺑﻴﺸﺘﺮ ﻣﻲﺷﻮد‪ .‬ﺑﻪ ﻋﻨـﻮان ﻧﻤﻮﻧـﻪ‪ 4 ،‬واژه ‪) Transpiration‬ﺗﻌـﺮق(‪Sweating ،‬‬

‫)ﺗﻌﺮق(‪) Evapotranspiration ،‬ﺗﻌﺮق و ﺗﺒﺨﻴﺮ(‪ ،‬و ‪) Guttation‬ﺗﻌﺮﻳﻖ( ﻫﺮ ﻛﺪام در زﺑﺎن اﻧﮕﻠﻴﺴﻲ ﺑﺎ ﻣﻌﻨـﺎﻳﻲ ﻣﺘﻔـﺎوت‬ ‫ﺑﻪﻛﺎر ﺑﺮده ﻣﻲﺷﻮﻧﺪ‪ ،‬ﻣﺜﻼً در زﺑﺎن ﻣﺒﺪأ ‪ Transpiration‬ﺑﺮاي ﮔﻴﺎﻫﺎن در ﺣـﻮزه ﻛﺸـﺎورزي‪ ،‬و ‪ Sweating‬در ﭘﻴﻮﻧـﺪ ﺑـﺎ‬ ‫اﻧﺴﺎن ﺑﻪ ﻛﺎر ﻣﻲرود؛ اﻳﻦ در ﺣﺎﻟﻲ اﺳﺖ ﻛﻪ واژهﻫﺎي ﭘﻴﺶﮔﻔﺘﻪ در زﺑﺎن ﻓﺎرﺳﻲ ﻣﻌﺎدل ﻧﺴﺒﺘﺎً ﻳﻜﺴﺎﻧﻲ دارﻧﺪ‪ .‬ﻫـﻢاﻛﻨـﻮن‬ ‫ﮔﻮﮔــﻞ ﺗــﺎ ﺣــﺪي ﻗﺎﺑﻠﻴــﺖ ﺟﺴــﺘﺠﻮي ﺑــﻴﻦ زﺑــﺎﻧﻲ در ﺳــﻄﺢ وب را ﻓــﺮاﻫﻢ آوردهاﺳــﺖ‪ .‬اﻣــﺎ زﻣــﺎﻧﻲ ﻛــﻪ ﻣﻌــﺎدل واژه‬ ‫‪ Transpiration‬در ﺻﻔﺤﺎت ﻓﺎرﺳﻲ ﺟﺴﺘﺠﻮ ﺷﻮد‪ ،‬ﻧﺘﺎﻳﺠﻲ ﻣﺸﺎﺑﻪ ﺑﺎ ﺷﻜﻞ ‪ 2‬و زﻣﺎﻧﻲ ﻛـﻪ واژه ﺗﻌـﺮق ﺑـﻪ ﻓﺎرﺳـﻲ ﺑـﺮاي‬ ‫ﺑﺎزﻳﺎﺑﻲ ﺻﻔﺤﺎت اﻧﮕﻠﻴﺴﻲ ﺟﺴﺘﺠﻮ ﺷﻮد‪ ،‬ﻧﺘﺎﻳﺠﻲ ﻣﺸﺎﺑﻪ ﺑﺎ ﺷﻜﻞ ‪ 3‬ﺑﻪ دﺳﺖ ﻣﻲآﻳﺪ ﻛﻪ ﻣﻮرد دوم ﺑﻪ ﻣﺮاﺗﺐ از ﭘﺮاﻛﻨـﺪﮔﻲ‬ ‫ﺑﻴﺸﺘﺮي ﺑﺮﺧﻮردار اﺳﺖ‪.‬‬

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‫ﺷﻜﻞ ‪ .2‬ﻧﻤﺎﻳﻲ از ﺻﻔﺤﻪ اول ﻧﺘﺎﻳﺞ ﺑﺎزﻳﺎﺑﻲ ﺷﺪه ﺑﺮ اﺳﺎس اوﻟﻴﻦ ﺑﺮاﺑﺮﻧﻬﺎده ﭘﻴﺸﻨﻬﺎدي ﮔﻮﮔﻞ ﺑﺮاي واژه ‪Transpiration‬‬

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‫ﺷﻜﻞ ‪ .3‬ﻧﻤﺎﻳﻲ از ﺻﻔﺤﻪ دوم ﻧﺘﺎﻳﺞ ﺑﺎزﻳﺎﺑﻲ ﺷﺪه ﺑﺮاي واژه ﺗﻌﺮق در ﺻﻔﺤﺎت اﻧﮕﻠﻴﺴﻲ زﺑﺎن‬ ‫ﺣﺎل ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ آنﭼﻪ ﭘﻴﺶﺗﺮ ﻧﻴﺰ ﺑﻴﺎن ﺷﺪ و ﻧﻴﺰ ﻧﻈﺮ ﺑﻪ آنﻛﻪ در ﺑﺴﻴﺎري از ﺣﻮزهﻫﺎ ﺑﺎ واردات ﻋﻠﻢ رو ﺑﻪ رو ﻫﺴﺘﻴﻢ‪،‬‬ ‫ﻛﺎرﺑﺮان ﻓﺎرﺳﻲزﺑﺎن ﻣﺸﻜﻼت ﺟﺪي در ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﺗﺨﺼﺼﻲ ﻣﻮرد ﻧﻈﺮ ﺧﻮد ﺧﻮاﻫﻨﺪ داﺷﺖ‪ .‬ﭘﻴﺶﺗﺮ ﺑﻪ ﺻﻮرت ﮔﺬرا‬ ‫ﺑﻪ ﻧﺘﻴﺠﻪ ﭘﮋوﻫﺶ اﺣﻤﺪي ﻧﺴﺐ )‪ (1390‬در ﺧﺼﻮص واژﮔﺎن زﺑﺎنﺷﻨﺎﺳﻲ و ﺑﺮوز ﻣﺸﻜﻞ ﭼﻨﺪﻣﻌﻨﺎﻳﻲ و ﻳﺎ ﻫﻢﻣﻌﻨﺎﻳﻲ در‬ ‫آن اﺷﺎره ﺷﺪ‪ .‬در اداﻣﻪ ﮔﺰارﺷﻲ از ﻳﻚ ﭘﮋوﻫﺶ دﻳﮕﺮ در ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ اراﺋﻪ ﻣﻲﺷﻮد‪ .‬در اﻳﻦ‬ ‫ﭘﮋوﻫﺶ‪ ،‬ﮔﺰارﺷﻲ از ﻧﺤﻮه واژهﺳﺎزي ﻣﺮﺳﻮم در اﻳﻦ ﺣﻮزه ﺗﺨﺼﺼﻲ و ﺗﺄﺛﻴﺮ آن ﺑﺮ ﻣﺸﻜﻼت ﻣﻌﻨﺎﻳﻲ ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﺎزﻳﺎﺑﻲ‬ ‫اﻃﻼﻋﺎت ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪاﺳﺖ‪.‬‬ ‫‪ .3‬ﮔﺰارﺷﻲ از ﻳﻚ ﻣﻄﺎﻟﻌﻪ ﻣﻮردي در ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ ‪ ‬‬ ‫ﺑﺎ در ﻧﻈﺮ داﺷﺘﻦ اﻳﻦ واﻗﻌﻴﺖ ﻛﻪ ﺟﺎﻣﻌﻪ ﻋﻠﻤﻲ اﻳﺮان در ﻏﺎﻟﺐ ﺣﻮزهﻫﺎ ﻣﺼﺮفﻛﻨﻨﺪه ﻋﻠﻢ اﺳﺖ و زﺑﺎن ﻓﺎرﺳﻲ ﺑﺎ ورود‬ ‫اﻧﺒﻮه واژﮔﺎن ﻋﻠﻤﻲ اﻧﮕﻠﻴﺴﻲ رو ﺑﻪ روﺳﺖ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻨﻜﻪ ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﺑﺮاي اﻳﻦ واژهﻫﺎ اﻏﻠﺐ ﺑﻪ ﺻﻮرت اﻧﻔﺮادي و ﺑﻪ‬

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‫وﺳﻴﻠﻪي ﻣﺘﺨﺼﺼﺎن ﻣﻮﺿﻮﻋﻲ و ﻳﺎ ﺣﺘﻲ ﻣﺘﺮﺟﻤﺎن ﻏﻴﺮﻣﺘﺨﺼﺺ ﺻﻮرت ﻣﻲﮔﻴﺮد‪ ،‬در اﻛﺜﺮ ﺣﻮزهﻫﺎي داﻧﺶ اﺑﻬﺎم ﻣﻌﻨﺎﻳﻲ‬ ‫و ﻋﺪم ﺷﻔﺎﻓﻴ‪‬ﺖ در ﻣﺘﻮن ﻋﻠﻤﻲ ﺑﺮوز ﻣﻲﻛﻨﺪ و ﻫﻤﺎنﮔﻮﻧﻪ ﻛﻪ ﭘﻴﺶﺗﺮ ﻧﻴﺰ ﺑﻴﺎن ﺷﺪ اﻳﻦ ﻣﺴﺌﻠﻪ در ﺟﺎي ﺧﻮد ﻣﻲﺗﻮاﻧﺪ‬ ‫ﺗﺄﺛﻴﺮ ﻣﺴﺘﻘﻴﻤﻲ ﺑﺮ ﻛﻴﻔﻴﺖ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﻈﻮر رﺷﺘﻪ ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶ ﺷﻨﺎﺳﻲ ﺑﻪ ﻣﻨﺰﻟﻪ‬ ‫ﻳﻚ ﻣﻮرد‪ ،‬ﺑﺮاي ﺑﺮرﺳﻲ اﻧﺘﺨﺎب ﺷﺪ‪.‬‬ ‫‪ 1 .3‬ﻳﺎﻓﺘﻪﻫﺎي ﻣﻄﺎﻟﻌﻪ‬ ‫در اﻳﻦ ﻣﻄﺎﻟﻌﻪ ﺑﺎ اﻧﺘﺨﺎب ‪ 1510‬واژه و اﺻﻄﻼح ﺗﺨﺼﺼﻲ ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ ﺑﻪ روش ﺗﺼﺎدﻓﻲ ﻧﻈﺎمﻣﻨﺪ‬ ‫از ﻓﺮﻫﻨﮓ واژﮔﺎن ﻛﺘﺎﺑﺪاري و اﻃﻼعرﺳﺎﻧﻲ ﻫﺎﺷﻤﻲ )‪ ،(1387‬ﺳﺎﺧﺘﻤﺎن ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻓﺎرﺳﻲ واژﮔﺎن اﻳﻦ ﺣﻮزه از ﻟﺤﺎظ‬ ‫ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺻﺮﻓﻲ و ﻛﺎرﺑﺮدﺷﻨﺎﺧﺘﻲ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺖ‪ .‬ﻻزم ﺑﻪ ذﻛﺮ اﺳﺖ ﻛﻪ ﺑﺮرﺳﻲ ﻛﻤ‪‬ﻲ ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎ ﻧﺸﺎﻧﮕﺮ آن‬ ‫اﺳﺖ ﻛﻪ ‪ %66‬اﺻﻄﻼﺣﺎت اﻧﮕﻠﻴﺴﻲ داراي ﻳﻚ ﺑﺮاﺑﺮﻧﻬﺎده ﻓﺎرﺳﻲ‪ %16 ،‬اﺻﻄﻼﺣﺎت داراي دو ﺑﺮاﺑﺮﻧﻬﺎده‪ %7 ،‬اﺻﻄﻼﺣﺎت‬ ‫داراي ﺳﻪ ﺑﺮاﺑﺮﻧﻬﺎده‪ %3 ،‬اﺻﻄﻼﺣﺎت داراي ﭼﻬﺎر ﺑﺮاﺑﺮﻧﻬﺎده‪ %2 ،‬اﺻﻄﻼﺣﺎت داراي ﭘﻨﺞ ﺑﺮاﺑﺮﻧﻬﺎده و ﺑﺎﻻﺧﺮه ‪%6‬‬ ‫اﺻﻄﻼﺣﺎت داراي ‪ 6‬ﺗﺎ ‪ 38‬ﺑﺮاﺑﺮﻧﻬﺎده ﻓﺎرﺳﻲ ﻫﺴﺘﻨﺪ‪ .‬اﻳﻦ آﻣﺎر و ارﻗﺎم ﺗﻠﻮﻳﺤﺎً ﺑﺪﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻛﻪ ﭘﮋوﻫﺸﮕﺮان و ﻣﺆﻟﻔﺎن‬ ‫ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ در ﺗﻮﻟﻴﺪ ﻋﻠﻢ ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ از ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻣﺨﺘﻠﻔﻲ اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ ﻛﻪ اﻳﻦ اﻣﺮ‬ ‫ﻧﻪ ﺗﻨﻬﺎ در اﻧﺘﻘﺎل ﻣﻔﺎﻫﻴﻢ ﻋﻠﻤﻲ‪ ،‬ﺑﻠﻜﻪ ﺑﻪ ﻋﻠﺖ ﻫﻢﻣﻌﻨﺎﻳﻲ و ﭼﻨﺪﻣﻌﻨﺎﻳﻲ ﻓﺮاوان‪ ،‬در ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت از ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ‬ ‫ﻧﻴﺰ اﺧﺘﻼل اﻳﺠﺎد ﺧﻮاﻫﺪ ﻧﻤﻮد‪ .‬اﻳﻦ درﺣﺎﻟﻲ اﺳﺖ ﻛﻪ ﻣﻌﺎدلﻳﺎﺑﻲ و ﺗﺮﺟﻤﻪ اﺻﻄﻼﺣﺎت ﻋﻠﻤﻲ ﻏﺎﻟﺒﺎً ﺗﻮﺳﻂ ﻣﺘﺨﺼﺺ‬ ‫ﻧﺎآﺷﻨﺎ ﺑﻪ ﺳﺎﺧﺘﻤﺎن و ﺻﺮف زﺑﺎن ﻓﺎرﺳﻲ ﺻﻮرت ﻣﻲﮔﻴﺮد‪ ،‬ﺑﺮﺧﻲ از اﻳﻦ ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎ ﺑﺎ ﻗﻮاﻋﺪ ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺻﺮﻓﻲ و واژﮔﺎﻧﻲ‬ ‫زﺑﺎن ﻓﺎرﺳﻲ ﻧﻴﺰ ﻣﻄﺎﺑﻘﺖ ﻧﺪارﻧﺪ‪ .‬اﻳﻦ اﻣﺮ از ﻳﻚ ﻃﺮف ﺑﺎﻋﺚ آﺷﻔﺘﮕﻲ در ﻣﻌﺎدلﮔﺰﻳﻨﻲ‪ ،‬ﻋﺪم ﻣﻘﺒﻮﻟﻴﺖ ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎ و ﺿﺮﺑﻪ‬ ‫ﺑﻪ ﺳﺎﺧﺘﻤﺎن زﺑﺎن ﻓﺎرﺳﻲ ﺷﺪه و از ﻃﺮف دﻳﮕﺮ ﺑﺮ روي ﺑﺎزﻳﺎﺑﻲ ﻣﻨﺎﺑﻊ اﻃﻼﻋﺎﺗﻲ در اﻳﻦ ﺣﻮزه ﺗﺄﺛﻴﺮ ﻣﻨﻔﻲ ﻣﻲﮔﺬارد‪ .‬در‬ ‫اداﻣﻪ ﺑﻪ ﺑﺮﺧﻲ از اﻳﻦ ﻣﺸﻜﻼت اﺷﺎره ﻣﻲﺷﻮد‪:‬‬ ‫‪ 1 .1 .3‬ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﻫﺴﺘﻪ و واﺑﺴﺘﻪ واژﮔﺎﻧﻲ ‪ ‬‬ ‫در اﺻﻄﻼﺣﺎت و ﻋﺒﺎرات ﭘﻴﭽﻴﺪه‪ ،‬ﺑﺮﺧﻲ از واژﮔﺎن ﻧﻘﺶ ﻫﺴﺘﻪ و واژﮔﺎن دﻳﮕﺮ ﻧﻘﺶ واﺑﺴﺘﻪ را اﻳﻔﺎء ﻣﻲﻛﻨﻨﺪ و ﻣﻌﺎدلﻳﺎﺑﻲ‬ ‫ﻧﻴﺰ ﺑﺎﻳﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦ ﻣﻬﻢ اﻧﺠﺎم ﺷﻮد‪ .‬ﺑﻪ ﻋﻨﻮان ﻣﺜﺎل در ﺑﺮاﺑﺮ اﺻﻄﻼح ‪academic information management‬‬

‫‪ system‬ﻣﻌﺎدل »ﻧﻈﺎم ﻣﺪﻳﺮﻳﺖ آﻛﺎدﻣﻴﻚ اﻃﻼﻋﺎت« اﻧﺘﺨﺎب ﺷﺪهاﺳﺖ‪ .‬در اﻳﻦ ﻣﺜﺎل‪ ،‬ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﺑﺪون ﺗﻮﺟﻪ ﺑﻪ ﻫﺴﺘﻪ‬ ‫و واﺑﺴﺘﻪﻫﺎي واژﮔﺎﻧﻲ ﺻﻮرت ﮔﺮﻓﺘﻪاﺳﺖ‪ .‬ﺑﺎ اﻏﻤﺎض از ﻇﺮاﻳﻒ زﺑﺎنﺷﻨﺎﺧﺘﻲِ ﻣﺒﺤﺚ‪ ،‬ﺑﺎﻳﺪ ﮔﻔﺖ ﻛﻪ در اﻳﻦ اﺻﻄﻼح‬ ‫‪ management system‬ﻫﺴﺘﻪ واژﮔﺎﻧﻲ و ‪ academic information‬واﺑﺴﺘﻪ واژﮔﺎﻧﻲ اﺳﺖ و ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﻣﻌﺎدل اﻳﻦ‬ ‫اﺻﻄﻼح »ﻧﻈﺎم ﻣﺪﻳﺮﻳﺖ اﻃﻼﻋﺎت آﻛﺎدﻣﻴﻚ« ﺧﻮاﻫﺪ ﺑﻮد‪ .‬ﻻزم ﺑﻪ ﺗﻮﺿﻴﺢ اﺳﺖ ﻧﻪ ﺗﻨﻬﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺮﺗﻴﺐ واژﮔﺎن ﻳﻜﻲ از‬

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‫ﻣﻘﻮﻟﻪﻫﺎي ﺑﺴﻴﺎر ﻣﻬﻢ در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت اﺳﺖ؛ ﺑﻠﻜﻪ در ﺟﺴﺘﺠﻮﻫﺎي ﻣﻮﺿﻮﻋﻲ ﺑﻪ ﺻﻮرت ﻣﺸﺨﺺ ﻋﺪم ﺗﻮﺟﻪ‬ ‫ﺑﻪ ﻫﺴﺘﻪ واژﮔﺎﻧﻲ ﻣﻲﺗﻮاﻧﺪ ﻧﺘﺎﻳﺠﻲ ﻛﺎﻣﻼ ﺑﻲارﺗﺒﺎط ﺑﻪ ﻧﻴﺎز اﻃﻼﻋﺎﺗﻲ ﻛﺎرﺑﺮ را ﺑﻪ ﻫﻤﺮاه داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬در ﻣﺜﺎل ﭘﻴﺶﮔﻔﺘﻪ‪،‬‬ ‫ﺣﺘﻲ ﺑﺎ ﺗﻌﻴﻴﻦ ﻗﻮيﺗﺮﻳﻦ ﻗﻮاﻋﺪ ﻧﻴﺰ‪ ،‬در ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦزﺑﺎﻧﻲ دﭼﺎر ﻣﺸﻜﻞ ﺧﻮاﻫﻴﻢ ﺑﻮد‪.‬‬ ‫‪ 2 .1 .3‬ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﺧﻮﺷﻪ واژﮔﺎﻧﻲ‬ ‫ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﻧﻘﺶ اﺟﺰاي اﺻﻄﻼﺣﺎت ﻫﻨﮕﺎم ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﺑﻪ ﺗﻌﺪد در ﻣﻌﺎدلﻳﺎﺑﻲ ﻣﻨﺠﺮ ﺷﺪه و ارﺗﺒﺎط واژﮔﺎﻧﻲ و ﻣﻌﻨﺎﻳﻲ‬ ‫ﻣﻌﺎدلﻫﺎي ﺣﺎﺻﻞ از ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﻗﻄﻊ ﻣﻲﺷﻮد‪ .‬اﻳﻦ اﻣﺮ اﺗﻔﺎﻗﻲ اﺳﺖ ﻛﻪ در ﻣﻌﺎدلﻳﺎﺑﻲ ﺑﺮاي واژه ‪ access‬در ﺳﻪ‬ ‫اﺻﻄﻼح ﻣﺮﺗﺒﻂ ‪ access copy ،access control‬و ‪ access counter‬رخ داده اﺳﺖ‪ .‬ﺑﺮاي اﻳﻦ اﺻﻄﻼﺣﺎت ﺑﻪ ﺗﺮﺗﻴﺐ‬ ‫ﺳﻪ ﻣﻌﺎدل »ﻛﻨﺘﺮل ﺑﺎزﻳﺎﺑﻲ«‪» ،‬ﻧﺴﺨﻪ دﺳﺘﺮﺳﻲ« و »دﺳﺘﻴﺎبﺳﻨﺞ« اﻧﺘﺨﺎب ﺷﺪهاﺳﺖ ﻛﻪ ﻫﻴﭻ ارﺗﺒﺎط واژﮔﺎﻧﻲ ﺑﻴﻦ‬ ‫ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻓﺎرﺳﻲ آنﻫﺎ وﺟﻮد ﻧﺪارد؛ در ﺣﺎﻟﻲ ﻛﻪ در زﺑﺎن ﻣﺒﺪأ‪ ،‬اﻳﻦ واژﮔﺎن از ﻳﻚ ﺧﻮﺷﻪ واژﮔﺎﻧﻲ ﺑﻮده و ﺑﺎ اﻧﺘﺨﺎب‬ ‫ﺳﻪ ﺑﺮاﺑﺮﻧﻬﺎده ﻣﺘﻔﺎوت ﺑﺮاي واژه ‪ access‬اﻳﻦ ارﺗﺒﺎط واژﮔﺎﻧﻲ ﻧﺎدﻳﺪه ﮔﺮﻓﺘﻪ ﺷﺪهاﺳﺖ‪ .‬ﻧﺒﺎﻳﺴﺘﻲ از ﻧﻈﺮ دورداﺷﺖ ﻛﻪ ﻳﻜﻲ‬ ‫از ﺗﻮاﻧﻤﻨﺪيﻫﺎي ﻏﺎﻟﺐ در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﻗﺎﺑﻠﻴﺖ رﻳﺸﻪﺳﺎزي اﺳﺖ‪ .‬ﺑﺎ اﺳﺘﻔﺎده از اﻳﻦ ﻗﺎﺑﻠﻴﺖ اﻣﻜﺎن ﺑﺴﻂ‬ ‫ﺟﺴﺘﺠﻮ ﺑﺎ اﺳﺘﻔﺎده از رﻳﺸﻪ واژﮔﺎن ﺑﺮاي ﺟﺴﺘﺠﻮي ﻋﺒﺎرتﻫﺎي ﻣﺨﺘﻠﻒ ﻓﺮاﻫﻢ ﻣﻲﺷﻮد‪ .‬اﻳﻦ درﺣﺎﻟﻲ اﺳﺖ ﻛﻪ در ﭼﻨﻴﻦ‬ ‫ﺷﺮاﻳﻄﻲ ﺑﻪ ﻋﻠﺖ دوري ﺻﻮري واژﮔﺎن‪ ،‬ﻛﺎرﺑﺮ از اﺳﺘﻔﺎده ﻣﻄﻠﻮب از اﻳﻦ ﻗﺎﺑﻠﻴﺖ ﻣﺤﺮوم ﻣﻲﺷﻮد‪.‬‬ ‫‪ 3 .1 .3‬ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﺑﺎر ﻋﺎﻃﻔﻲ واژﮔﺎن ‪ ‬‬ ‫در ﺑﺮﺧﻲ از ﻣﻌﺎدلﮔﺰﻳﻨﻲﻫﺎ ﺑﻪ ﺑﺎر ﻋﺎﻃﻔﻲ واژهﻫﺎ ﺗﻮﺟﻬﻲ ﻧﺸﺪهاﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬ﺑﺮاي دو اﺻﻄﻼح ‪monitoring‬‬

‫‪ broadcast services‬و ‪ access point and search‬ﺑﻪ ﺗﺮﺗﻴﺐ دو اﺻﻄﻼح »ﻣﺎﻧﻴﺘﻮر ﺧﺪﻣﺎت ﺳﺨﻦﭘﺮاﻛﻨﻲ« و »ﻗﺎﺑﻠﻴﺖ‬ ‫ﺑﺎزﻳﺎﺑﻲ و ﺗﺠﺴ‪‬ﺲ« ﺑﺮﮔﺰﻳﺪه ﺷﺪهاﺳﺖ‪ ،‬اﻳﻦ در ﺣﺎﻟﻲ اﺳﺖ ﻛﻪ دو واژه »ﺳﺨﻦﭘﺮاﻛﻨﻲ« و »ﺗﺠﺴ‪‬ﺲ« داراي ﺑﺎر ﻋﺎﻃﻔﻲ‬ ‫ﻣﻨﻔﻲ اﺳﺖ و ﺑﺎﻳﺪ ﺑﻪ ﺟﺎي آن واژهﻫﺎﻳﻲ ﺑﺎ ﺑﺎر ﻋﺎﻃﻔﻲ ﻣﻨﺎﺳﺐ اﻧﺘﺨﺎب ﺷﻮد ﻛﻪ ﻣﻨﺎﺳﺐ واژهﮔﺰﻳﻨﻲ ﻋﻠﻤﻲ ﺑﺎﺷﺪ‪ .‬اﺳﺘﻔﺎده از‬ ‫واژﮔﺎن داراي ﺑﺎر ﻋﺎﻃﻔﻲ ﻣﻨﻔﻲ ﺑﺮاي واژﮔﺎن ﻋﻠﻤﻲ ﺧﻨﺜﻲ ﺑﺎﻋﺚ ﻣﻲﺷﻮد ﻛﻪ ﺑﻪ ﻣﻔﻬﻮم اﺻﻠﻲ و ﻣﻮرد ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪه ﺻﺪﻣﻪ‬ ‫ﺧﻮرده و در ﻋﻴﻦ ﺣﺎل ارﺗﺒﺎط ﻏﻴﺮواﻗﻌﻲ ﻣﺘﻮن ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺷﻮد ﻛﻪ ﺑﺮ روﻧﺪ ﺟﺴﺘﺠﻮ ﻧﻴﺰ ﺗﺄﺛﻴﺮ ﺑﮕﺬارد‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬ﺑﻪ ﻫﻨﮕﺎم‬ ‫ﺑﺎزﻳﺎﺑﻲ ﺑﻴﻦزﺑﺎﻧﻲ ﺑﺎ ﺟﺴﺘﺠﻮي ﻋﺒﺎرت »ﻣﺎﻧﻴﺘﻮر ﺧﺪﻣﺎت ﺳﺨﻦﭘﺮاﻛﻨﻲ«‪ ،‬ﺑﻪ اﺣﺘﻤﺎل ﻗﻮي ﻣﺘﻮن ﻋﻠﻤﻲ ﻣﺮﺗﺒﻂ ﺑﻪ‬ ‫‪ monitoring broadcast services‬ﺑﺎزﻳﺎﺑﻲ ﻧﺨﻮاﻫﺪ ﺷﺪ‪ ،‬ﺑﻠﻜﻪ ﻣﺘﻮﻧﻲ ﺑﺎزﻳﺎﺑﻲ ﺧﻮاﻫﺪ ﺷﺪ ﻛﻪ ﺑﺎ رﺳﺎﻧﻪ‪ ،‬ﺳﻴﺎﺳﺖﮔﺬاري‬ ‫رﺳﺎﻧﻪاي‪ ،‬اﺧﺒﺎر و ‪ ...‬در ارﺗﺒﺎط ﺑﺎﺷﺪ‪.‬‬

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‫‪ 4 .1 .3‬وﺟﻮد ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻓﺮاوان در ﺑﺮاﺑﺮ ﻳﻚ ﻣﻔﻬﻮم ‪ ‬‬ ‫از ﭼﻬﺎر ﺑﺮاﺑﺮﻧﻬﺎده »رﻣﺰﺑﺮداري«‪» ،‬رﻣﺰﺧﻮاﻧﻲ«‪» ،‬رﻣﺰﮔﺸﺎﻳﻲ« و »ﻛﺪ ﺑﺮﮔﺮداﻧﻲ« ﺑﺮاي اﺻﻄﻼح ‪ decoding‬اﺳﺘﻔﺎده‬ ‫ﺷﺪهاﺳﺖ‪ .‬ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻓﻮق از ﻟﺤﺎظ ﺳﺎﺧﺖ و ﻣﻌﻨﺎ در زﺑﺎن ﻓﺎرﺳﻲ ﻣﺸﻜﻠﻲ ﻧﺪاﺷﺘﻪ و ﻣﻌﻨﺎي ﻣﻮرد ﻧﻈﺮ را ﺑﻪ ﺧﻮﺑﻲ‬ ‫ﺑﻴﺎن ﻣﻲﻛﻨﻨﺪ‪ .‬ﺗﻨﻬﺎ اﻳﺮاد‪ ،‬آن اﺳﺖ ﻛﻪ در ﺑﺮاﺑﺮ ﺗﻨﻬﺎ ﻳﻚ اﺻﻄﻼح‪ ،‬از ﭼﻬﺎر ﺑﺮاﺑﺮﻧﻬﺎده ﻓﺎرﺳﻲ اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ ﻛﻪ اﻳﻦ اﻣﺮ‬ ‫ﺑﺎﻋﺚ اﻳﺠﺎد ﺑﺎر اﺿﺎﻓﻲ ﺑﺮ واژﮔﺎن ﺣﻮزه ﺗﺨﺼ‪‬ﺼﻲ ﺷﺪهاﺳﺖ‪ .‬اﻳﻦ در ﺣﺎﻟﻲ اﺳﺖ ﻛﻪ وﺟﻮد ﻳﻚ ﺑﺮاﺑﺮﻧﻬﺎده‪ ،‬ارﺗﺒﺎط ﻋﻠﻤﻲ را‬ ‫ﺑﻴﻦ ﭘﮋوﻫﺸﮕﺮان ﻓﺎرﺳﻲزﺑﺎن ﺗﺴﻬﻴﻞ ﻣﻲﻛﻨﺪ و ﻗﺎﺑﻠﻴﺖ زﺑﺎنﻓﺎرﺳﻲ را ﺑﺮاي ﺗﺒﺪﻳﻞ ﺑﻪ زﺑﺎن ﻋﻠﻢ اﻓﺰاﻳﺶ ﻣﻲدﻫﺪ‪ .‬ﻧﺎﮔﻔﺘﻪ‬ ‫ﭘﻴﺪاﺳﺖ ﺑﺪون اﻋﻤﺎل ﻣﻬﺎر واژﮔﺎﻧﻲ‪ ،‬ﻛﺎرﺑﺮان ﻧﺎﭼﺎرﻧﺪ ﻛﻠﻴﻪ ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎي ﻳﻚ واژه را در ﻧﻈﺎم ﺟﺴﺘﺠﻮ ﻧﻤﺎﻳﻨﺪ ﺗﺎ ﻣﺒﺎدا‬ ‫اﻃﻼﻋﺎت ﺧﺎﺻﻲ را از دﺳﺖ دﻫﻨﺪ‪.‬‬ ‫‪ 5 .1 .3‬ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﻫﻤﺎﻫﻨﮕﻲ ﻣﻌﻨﺎﻳﻲ ﺑﻴﻦ اﺻﻄﻼح و ﺑﺮاﺑﺮﻧﻬﺎده‬ ‫ﺑﺎ ﻣﺮاﺟﻌﻪ ﺑﻪ ﻣﺘﻮن ﻣﺮﺗﺒﻂ ﺑﻪ ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ ﺑﻪ راﺣﺘﻲ ﻣﻲﺗﻮان دﻳﺪ ﻛﻪ اﻛﺜﺮ ﭘﮋوﻫﺸﮕﺮان اﻳﻦ ﺣﻮزه از‬ ‫اﺻﻄﻼح »ﭘﻴﻮﺳﺘﻪ« در ﺑﺮاﺑﺮ ‪ online‬اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ‪ .‬ﺑﺎﻳﺪ ﺗﻮﺟﻪ داﺷﺖ ﻛﻪ اﺻﻄﻼح »ﭘﻴﻮﺳﺘﻪ« ﻳﻚ اﺻﻄﻼح راﻳﺞ در‬ ‫ﺑﻴﻦ ﻋﻤﻮم ﻣﺮدم اﻟﺒﺘﻪ ﺑﺎ ﻣﻌﻨﺎﻳﻲ ﻣﺘﻔﺎوت اﺳﺖ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﺑﻪ ﻣﻨﻈﻮر ﺟﻠﻮﮔﻴﺮي از ﻛﺎرﺑﺮد اﺻﻄﻼﺣﻲ ﻋﺎم و ﺑﺎ ﻣﻌﻨﺎﻳﻲ ﻛﺎﻣﻼً‬ ‫ﻏﻴﺮﻣﺮﺗﺒﻂ و ﻫﻢﭼﻨﻴﻦ ﭘﻴﺮوي از ﻣﺼﻮ‪‬ﺑﺎت ﻓﺮﻫﻨﮕﺴﺘﺎن‪ ،‬اﺳﺘﻔﺎده از اﺻﻄﻼح »ﺑﺮ ﺧﻂ« ﭘﻴﺸﻨﻬﺎد ﻣﻲﺷﻮد ﻛﻪ اﺻﻄﻼﺣﻲ‬ ‫ﻋﻠﻤﻲ ﺑﺎ ﻣﻌﻨﺎﻳﻲ ﺗﺨﺼﺼﻲ اﺳﺖ و در ﺣﻮزهﻫﺎي دﻳﮕﺮ داﻧﺶ ﻧﻴﺰ ﻛﺎرﺑﺮد دارد‪ .‬اﻳﻦ درﺣﺎﻟﻲ اﺳﺖ ﻛﻪ اﺗﺨﺎذ اﻳﻦ دﺳﺖ از‬ ‫راﻫﺒﺮدﻫﺎ ﺑﻪ ﻣﺮور زﻣﺎن و ﺑﺎ ﺗﺪاول ﻛﺎرﺑﺮد ﻣﻮﺟﺐ ﺗﻤﺎﻳﺰ ﻣﺘﻮن ﺗﺨﺼﺼﻲ از ﻣﺘﻮن ﻋﻤﻮﻣﻲﺗﺮ ﺷﺪه ﻛﻪ ﺧﻮد ﺑﻪ ﺑﻬﺒﻮد‬ ‫ﺟﺴﺘﺠﻮ در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ ﻣﻨﺠﺮ ﻣﻲﺷﻮد‪.‬‬ ‫‪ 2 .3‬اﺳﺘﻨﺘﺎج و ﭘﻴﺸﻨﻬﺎدﻫﺎي ﭘﮋوﻫﺶ‬ ‫در اﻳﻦ راﺳﺘﺎ‪ ،‬ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ ﻋﻠﻲرﻏﻢ آنﻛﻪ ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن و ادب ﻓﺎرﺳﻲ ﻣﺘﻮﻟﻲ و ﺳﻴﺎﺳﺖﮔﺬار در ﺣﻮزه زﺑﺎن و‬ ‫واژهﮔﺰﻳﻨﻲ اﺳﺖ‪ ،‬ﭘﮋوﻫﺸﮕﺮان ﺣﻮزهﻫﺎي ﻣﻮﺿﻮﻋﻲ ﻣﺨﺘﻠﻒ‪ ،‬در ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﺑﻪ ﻣﺼﻮﺑﺎت ﻓﺮﻫﻨﮕﺴﺘﺎن ﺗﻮﺟﻪ ﻛﻤﺘﺮي دارﻧﺪ‪.‬‬ ‫ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﺣﻮزه ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ از ﺳﻪ اﺻﻄﻼح »رﻗﻤﻲ«‪» ،‬رﻗﻮﻣﻲ« و »دﻳﺠﻴﺘﺎل« در ﺑﺮاﺑﺮ اﺻﻄﻼح‬ ‫‪ digital‬اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ ﻛﻪ در راﺳﺘﺎي ﻳﻜﺴﺎنﺳﺎزي ﺗﻮﺻﻴﻪ ﻣﻲﺷﻮد ﻛﻪ واژه ﻣﺼﻮ‪‬ب ﻓﺮﻫﻨﮕﺴﺘﺎن ﻳﻌﻨﻲ اﺻﻄﻼح‬ ‫»رﻗﻤﻲ« ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﺷﻮد‪ .‬ﭘﺮواﺿﺢ اﺳﺖ ﻛﻪ ﻳﻜﺴﺎنﺳﺎزي واژﮔﺎن ﺑﻪ ﻳﻜﺴﺎنﺳﺎزي ﻣﺘﻮن ﻋﻠﻤﻲ ﻣﻨﺠﺮ ﺷﺪه و در ﻧﺘﻴﺠﻪ‬ ‫ﺑﻪ ﻃﻮر ﻏﻴﺮﻣﺴﺘﻘﻴﻢ ﺑﺮ ﻋﻤﻠﻜﺮد ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ ﺗﺄﺛﻴﺮ ﻣﺜﺒﺖ ﺧﻮاﻫﺪ ﮔﺬارد‪ .‬اﻳﻦ درﺣﺎﻟﻲ اﺳﺖ ﻛﻪ ﺗﻮﺟﻪ ﻣﺘﺨﺼﺼﺎن ﺣﻮزه‬

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‫ﻋﻠﻮم راﻳﺎﻧﻪ ﺑﻪ ﺑﺤﺚ ﻳﻜﺴﺎنﺳﺎزي ﺑﺎ ﺑﻬﺮهﮔﻴﺮي از ﻣﺼﻮﺑﺎت ﻓﺮﻫﻨﮕﺴﺘﺎن‪ ،‬و ﻳﺎ ﺗﻌﺮﻳﻒ ﻗﻮاﻋﺪي ﺑﺮاي ﺟﺴﺘﺠﻮ ﺑﻪﺻﻮرت‬ ‫ﻣﺘﻤﺮﻛﺰ ﺑﺎ اﺳﺘﻔﺎده از اﻳﻦ ﻣﺼﻮﺑﺎت ﻣﻲﺗﻮاﻧﺪ در اﻳﻦ زﻣﻴﻨﻪ راﻫﮕﺸﺎ ﺑﺎﺷﺪ‪.‬‬ ‫ﻣﻮارد ﻓﻮق ﺑﺮﺧﻲ از اﻳﺮادات ﻣﻌﻨﺎﻳﻲ‪ ،‬ﺻﺮﻓﻲ و ﻛﺎرﺑﺮدﺷﻨﺎﺧﺘﻲ ﺗﺮﺟﻤﻪ اﺻﻄﻼﺣﺎت ﻋﻠﻤﻲ اﺳﺖ ﻛﻪ اﮔﺮ ﭼﻪ از ﻟﺤﺎظ‬ ‫زﺑﺎنﺷﻨﺎﺧﺘﻲ ﺣﺎﺋﺰ اﻫﻤﻴﺖ ﺑﻮده‪ ،‬اﻣﺎ اﻫﻤﻴﺖ و ﺗﺄﺛﻴﺮ آن از ﻟﺤﺎظ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت ﻛﻤﺘﺮ از ﺑﻌﺪ زﺑﺎنﺷﻨﺎﺧﺘﻲ آن ﻧﻴﺴﺖ‪.‬‬ ‫ﺑﻲﺷﻚ ﻣﻄﺎﻟﻌﻪ ﺳﺎﺧﺘﻤﺎن واژهﻫﺎ و اﺻﻄﻼﺣﺎت ﺗﺮﺟﻤﻪﺷﺪه و رﻓﻊ ﻛﺎﺳﺘﻲﻫﺎ و ﺗﺼﺤﻴﺢ زﺑﺎﻧﻲ آنﻫﺎ ﻣﻲﺗﻮاﻧﺪ ﺑﻪ‬ ‫ﻣﻌﺎدلﮔﺰﻳﻨﻲ ﺑﻬﺘﺮ‪ ،‬ﻣﻘﺒﻮﻟﻴﺖ ﺑﻴﺸﺘﺮ در ﺑﻴﻦ ﻣﺘﺨﺼﺼﺎن ﺣﻮزه و ﺗﺒﺪﻳﻞ زﺑﺎن ﻓﺎرﺳﻲ ﺑﻪ ﻋﻨﻮان زﺑﺎن ﺗﻮﻟﻴﺪ ﻋﻠﻢ ﻛﻤﻚ ﻛﻨﺪ‪.‬‬ ‫اﻳﻦ درﺣﺎﻟﻲ اﺳﺖ ﻛﻪ ﻳﺎﻓﺘﻪﻫﺎي اﻳﻦ دﺳﺖ از ﻣﻄﺎﻟﻌﺎت ﺑﻪ ﻣﺘﺨﺼﺼﺎن ﺣﻮزه ﻋﻠﻮم راﻳﺎﻧﻪ در راﺳﺘﺎي ﺑﻬﺒﻮد و ﺑﻪﺳﺎزي‬ ‫اﻟﮕﻮرﻳﺘﻢﻫﺎي ﺟﺴﺘﺠﻮ و ﺗﺪوﻳﻦ ﻗﻮاﻋﺪ ﻻزم ﺑﺮاي ﻛﻤﻚ ﺑﻪ ﻳﺎدﮔﻴﺮي ﻣﺎﺷﻴﻨﻲ ﻣﻔﻴﺪ ﺧﻮاﻫﺪ ﺑﻮد‪.‬‬ ‫‪ .4‬ﻧﺘﻴﺠﻪ‬ ‫ﺑﺎزﻳﺎﺑﻲﻫﺎي ﻣﺒﺘﻨﻲ ﺑﺮ واژه ﻫﻤﻮاره ﻛﺎرﺑﺮان را ﺑﺎ ﻣﺸﻜﻼﺗﻲ ﻫﻢﭼﻮن ﻋﺪم آﺷﻨﺎﻳﻲ ﺑﺎ واژﮔﺎن ﻣﻨﺎﺳﺐ ﺑﺮاي ﺟﺴﺘﺠﻮ و ﻳﺎ‬ ‫اﺑﻬﺎمﻫﺎي ﻣﺎﻫﻮي واژﮔﺎن ﺗﺨﺼﺼﻲ ﻣﻮﺟﻮد در ﻣﺘﻮن رو ﺑﻪ رو ﺳﺎﺧﺘﻪاﺳﺖ‪ .‬ﺑﻪ ﺻﻮرت ﻛﻼﺳﻴﻚ ﺟﺴﺘﺠﻮﻫﺎي ﻛﺎرﺑﺮان را در‬ ‫دو ﮔﺮوه ﺟﺴﺘﺠﻮﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﻳﻚ ﻣﻨﺒﻊ اﻃﻼﻋﺎﺗﻲ ﻣﺸﺨﺺ و ﺟﺴﺘﺠﻮﻫﺎي ﻣﻮﺿﻮﻋﻲ دﺳﺘﻪﺑﻨﺪي ﻣﻲﻛﻨﻨﺪ‪ .‬در ﮔﺮوه‬ ‫دوم‪ ،‬ﻛﺎرﺑﺮان ﻣﻌﻤﻮﻻً ﺑﺎ اﺳﺘﻔﺎده از ﻋﺒﺎرتﻫﺎي اﺳﻤﻲ ﺳﻌﻲ در ﻳﺎﻓﺘﻦ ﻣﺪارﻛﻲ دارﻧﺪ ﻛﻪ ﺑﻪ ﻣﻮﺿﻮع ﻣﻮرد ﻧﻈﺮ آﻧﻬﺎ ﻧﺰدﻳﻚ‬ ‫ﺑﻮده و ﻧﻴﺎز اﻃﻼﻋﺎﺗﻲ آﻧﻬﺎ را ﺑﺮآورده ﻣﻲﺳﺎزد‪ .‬از آﻧﺠﺎ ﻛﻪ در ﻃﻲ اﻳﻦ دﺳﺖ از ﺟﺴﺘﺠﻮﻫﺎ ﻣﺪارك ﻣﺸﺨﺼﻲ ﻣﺪﻧﻈﺮ ﻛﺎرﺑﺮ‬ ‫ﻧﺒﻮده‪ ،‬ﻟﺬا ﺗﺨﻤﻴﻦ رﺑﻂ در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت در آنﻫﺎ ﻧﻘﺶ ﺣﻴﺎﺗﻲ اﻳﻔﺎ ﻣﻲﻛﻨﺪ‪ .‬ﻃﻲ ﺳﺎﻟﻬﺎ‪ ،‬ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ‬ ‫اﻃﻼﻋﺎت ﺳﻌﻲ ﻛﺮدهاﻧﺪ ﺑﺎ اﺳﺘﻔﺎده از اﻟﮕﻮرﻳﺘﻢﻫﺎي ﭘﻴﺸﺮﻓﺘﻪﺗﺮ و ﭘﻴﭽﻴﺪهﺗﺮ‪ ،‬از ﻓﻀﺎي ﺑﺮداري ﮔﺮﻓﺘﻪ ﺗﺎ ﺷﺒﻜﻪﻫﺎي ژﻧﺘﻴﻜﻲ‪،‬‬ ‫ﻣﺪارك ﻣﺮﺗﺒﻂﺗﺮي را در اﺧﺘﻴﺎر ﻛﺎرﺑﺮان ﻗﺮار دﻫﻨﺪ‪ .‬ﺑﺎ وﺟﻮد اﻳﻦ‪ ،‬ﻣﺴﺎﺋﻞ وﻳﮋه زﺑﺎﻧﻲ ﻣﺘﺨﺼﺼﺎن را ﺑﺮ آن داﺷﺘﻪاﺳﺖ ﺗﺎ‬ ‫ﻣﻄﺎﻟﻌﺎﺗﻲ ﻧﻴﺰ در ﺧﺼﻮص اﺣﺘﻤﺎل ﺗﺄﺛﻴﺮﮔﺬاري زﺑﺎن ﺑﺮ ﻓﺮاﻳﻨﺪ ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت داﺷﺘﻪ ﺑﺎﺷﻨﺪ‪ .‬ﺑﺪﻳﻬﻲ اﺳﺖ ﻫﺮﻳﻚ از‬ ‫زﺑﺎنﻫﺎ ﺑﺮ اﺳﺎس رده زﺑﺎﻧﻲ و ﻧﻮع ﺧﻂ داراي ﻣﺴﺎﺋﻞ ﻣﺨﺼﻮص ﺑﻪ ﺧﻮد ﺑﻮده ﻛﻪ ﺑﺮ روي ﺟﺴﺘﺠﻮ در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ‬ ‫ﺗﺄﺛﻴﺮﮔﺬار اﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬ﻋﺪم ﻧﻤﺎﻳﺶ واﻛﻪ ﻛﻮﺗﺎه در ﺧﻂ ﻓﺎرﺳﻲ ﺑﺎﻋﺚ اﺑﻬﺎم ﻣﻌﻨﺎﻳﻲ ﺷﺪه و رﻳﺰش ﻛﺎذب را ﺑﻪ دﻧﺒﺎل‬ ‫دارد‪ .‬در ﺿﻤﻦ ﺑﻪ ﻋﻠﺖ آن ﻛﻪ زﺑﺎن ﻓﺎرﺳﻲ در اﻛﺜﺮ ﻋﻠﻮم ﻣﺼﺮفﻛﻨﻨﺪه اﺳﺖ‪ ،‬ﺑﻴﺸﺘﺮﻳﻦ واژهﺳﺎزي در اﻳﻦ زﺑﺎن ﺑﺮ اﺳﺎس‬ ‫وامﮔﻴﺮي و ﻳﺎ ﮔﺮﺗﻪﺑﺮداري اﻧﺠﺎم ﺷﺪه و از آنﺟﺎ ﻛﻪ اﻳﻦ ﻛﺎر ﻏﺎﻟﺒﺎً ﺗﻮﺳﻂ ﻓﺮد ﻧﺎآﺷﻨﺎ ﺑﻪ زﺑﺎن ﺻﻮرت ﻣﻲﮔﻴﺮد‪ ،‬ﺑﺮاﺑﺮﻧﻬﺎدهﻫﺎ‬ ‫ﺑﻌﻀﺎً ﺑﺎ ﺳﺎﺧﺘﻤﺎن ﻣﻌﻨﺎﻳﻲ و ﺻﺮﻓﻲ زﺑﺎن ﻓﺎرﺳﻲ ﺳﺎزﮔﺎر ﻧﻤﻲﺑﺎﺷﺪ‪ .‬از دﻳﮕﺮ ﺳﻮ‪ ،‬ﻋﺪم ﺳﻴﺎﺳﺖﮔﺬاري درﺳﺖ در ﺣﻮزه‬ ‫واژهﮔﺰﻳﻨﻲ‪ ،‬ﻫﻢﻣﻌﻨﺎﻳﻲ و ﭼﻨﺪﻣﻌﻨﺎﻳﻲ ﻓﺮاوان در ﺣﻮزهﻫﺎي ﻣﺨﺘﻠﻒ ﻋﻠﻮم را در ﭘﻲ دارد ﻛﻪ ﻧﻤﻮﻧﻪاي از آن در ﺑﺨﺶ ﺳﻮم‬ ‫ﻫﻤﻴﻦ ﻧﻮﺷﺘﺎر در ﻗﺎﻟﺐ ﻣﻮردﻛﺎوي ﻋﻠﻢ اﻃﻼﻋﺎت و داﻧﺶﺷﻨﺎﺳﻲ ﮔﺰارش ﮔﺮدﻳﺪ‪ .‬ﺑﺮﺧﻲ از راهﻫﺎي ﺑﺮون رﻓﺖ از اﻳﻦ ﻣﻌﻀﻞ‬ ‫در ﺳﻄﺢ زﺑﺎن‪ ،‬ﭘﻴﺮوي از ﻣﺼﻮﺑﺎت ﻧﻬﺎد ﺳﻴﺎﺳﺖﮔﺬار ﺣﻮزه زﺑﺎن ﻳﻌﻨﻲ ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن و ادب ﻓﺎرﺳﻲ‪ ،‬اﻳﺠﺎد‬ ‫ﻛﺎرﮔﺮوهﻫﺎي واژهﮔﺰﻳﻦ ﻣﺘﺸﻜﻞ از زﺑﺎنﺷﻨﺎس و ﻣﺘﺨﺼﺺ ﺣﻮزه و در ﻧﻈﺎمﻫﺎي ﺑﺎزﻳﺎﺑﻲ‪ ،‬ﻣﺠﻬﺰ ﻧﻤﻮدن ﻧﻈﺎم ﺑﻪ اﻧﻮاع‬

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‫واژهﻧﺎﻣﻪ‪ ،‬اﺻﻄﻼحﻧﺎﻣﻪ و دﻳﮕﺮ اﺑﺰارﻫﺎي زﺑﺎﻧﻲ ﺑﻬﺒﻮد ﺟﺴﺘﺠﻮ و ﻫﻢﭼﻨﻴﻦ ارﺗﻘﺎء ﻧﻈﺎم ﺑﺮ اﺳﺎس ﺗﻮاﻧﺎﻳﻲﻫﺎي درك زﺑﺎن ﺑﺮ‬ ‫ﻣﺒﻨﺎي ﺷﻢ‪ ‬زﺑﺎﻧﻲ ﻛﺎرﺑﺮ ﺑﺎ اﺳﺘﻔﺎده از ﻓﻨﺎوريﻫﺎ و دﺳﺘﺎوردﻫﺎي ﻫﻮش ﻣﺼﻨﻮﻋﻲ اﺳﺖ‪.‬‬ ‫ﻣﻨﺎﺑﻊ‬ ‫اﺣﻤﺪي ﻧﺴﺐ‪ ،‬ف‪ .(1390) .‬ﺗﻬﻴﻪ و ﺗﺪوﻳﻦ اﺻﻄﻼﺣﻨﺎﻣﻪ ﺗﻚزﺑﺎﻧﻪ ﻓﺎرﺳﻲ زﺑﺎنﺷﻨﺎﺳﻲ‪ .‬رﺳﺎﻟﻪ دﻛﺘﺮا‪ ،‬داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﻳﻲ‪.‬‬ ‫ﺑﻬﺸﺘﻲ‪ ،‬م‪ .(1375) .‬ﺗﺮﺟﻤﻪ ﻓﺎرﺳﻲ اﺻﻄﻼﺣﻨﺎﻣﻪ اﺳﭙﺎﻳﻨﺰ‪ .‬اﻃﻼع رﺳﺎﻧﻲ‪.(1)12 .‬‬ ‫ارﺳﻄﻮﭘﻮر‪ ،‬ش‪ .‬و اﺣﻤﺪيﻧﺴﺐ‪ ،‬ف‪ .(1391) .‬آﺳﻴﺐﺷﻨﺎﺳﻲ زﺑﺎن و ﺧﻂ ﻓﺎرﺳﻲ در ﺑﺎزﻳﺎﺑﻲ اﻃﻼﻋﺎت‪ :‬ﻧﮕـﺎﻫﻲ ﺑـﻪ ﻣﻮﺗﻮرﻫـﺎي ﻛـﺎوش و‬

‫ﭘﺎﻳﮕﺎهﻫﺎي ﺑﺮﺧﻂ‪ .‬در غ‪ .‬ع‪ .‬ﻣﻨﺘﻈﺮ و ف‪ .‬ﺷﺎدانﭘﻮر)وﻳﺮاﺳﺘﺎر(‪ ،‬ﻣﺠﻤﻮﻋﻪ ﻣﻘﺎﻻت ﻣﺪﻳﺮﻳﺖ ﻣﻨﺎﺑﻊ اﻃﻼﻋﺎﺗﻲ وب‪ :‬ﻣﺒﺎﻧﻲ و ﺗﺠﺮﺑﻪﻫـﺎي‬ ‫ﺟﻬﺎﻧﻲ )‪ .(30-14‬ﺗﻬﺮان‪ :‬ﺳﺎزﻣﺎن اﺳﻨﺎد و ﻛﺘﺎﺑﺨﺎﻧﻪ ﻣﻠﻲ ﺟﻤﻬﻮري اﺳﻼﻣﻲ اﻳﺮان‪.‬‬ ‫ﺣﺴﻦزاده‪ ،‬م‪ .‬و ﻧﻮروزيﭼﺎﻛﻠﻲ‪ ،‬ع‪ .(1382) .‬ﻏﻼﻣﻚﺷﻨﺎﺳﻲ ﺗﻦﺷﻨﺎﺳﻲ‪ ،‬ﻣﺨﺎﻃﺒﻪ‪ :‬ﻧﮕـﺎﻫﻲ ﺑـﻪ ﺟﺮﻳـﺎن ﺟﻬـﺎﻧﻲ اﻃﻼﻋـﺎت و واژهﺳـﺎزي‬ ‫ﻣﺘﺮﺟﻤﺎن اﻳﺮاﻧﻲ‪ .‬ﻫﻤﺸﻬﺮي‪ 2 .‬ﻣﺮداد‪.‬‬ ‫ﺻﻔﻮي‪ ،‬ك‪ .(1387) .‬درآﻣﺪي ﺑﺮ ﻣﻌﻨﻲﺷﻨﺎﺳﻲ‪ .‬ﺗﻬﺮان‪ :‬اﻧﺘﺸﺎرات ﺳﻮره ﻣﻬﺮ )ﺣﻮزه ﻫﻨﺮي ﺳﺎزﻣﺎن ﺗﺒﻠﻴﻐﺎت اﺳﻼﻣﻲ(‪.‬‬ ‫ﻓﺮﻫﻨﮕﺴﺘﺎن زﺑﺎن و ادب ﻓﺎرﺳﻲ )‪ .(1388‬اﺻﻮل و ﺿﻮاﺑﻂ واژهﮔﺰﻳﻨﻲ )وﻳﺮاﻳﺶ ﺳﻮم(‪ .‬ﺗﻬﺮان‪ :‬ﻓﺮﻫﻨﮕﺴـﺘﺎن ادب و زﺑـﺎن ﻓﺎرﺳـﻲ )ﻧﺸـﺮ‬ ‫آﺛﺎر(‪.‬‬ ‫ﻧﻌﻤﺖزاده‪ ،‬ش‪ .(1382) .‬واژهﮔﺰﻳﻨﻲ‪ ،‬ﺗﻼش ﺑﺮاي آﺷﻨﺎﻳﻲ ﺑﺎ ﺟﻬﺎن‪ .‬ﻓﺼﻠﻨﺎﻣﻪ ﻓﺮﻫﻨﮕﺴﺘﺎن‪.4-2 ،(14) 6 .‬‬ ‫ﻫﺎﺷﻤﻲ‪ ،‬ا‪ .(1387) .‬واژﮔﺎن ﻛﺘﺎﺑﺪاري و اﻃﻼعرﺳﺎﻧﻲ )وﻳﺮاﻳﺶ ﺳﻮم(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻧﺘﺸﺎرات دﺑﻴﺰش‪.‬‬ ‫‪Cherry, J. M. (1992). Improving subject access in OPACs: An explanatory study of conversion of‬‬ ‫‪users' queries. The Journal of Academic Librarianship, 18(2), 95 – 99.‬‬ ‫‪Sauperl, A. (2004). Catalogers' common ground and shared knowledge. Journal of the American‬‬ ‫‪Society for Information Science and Technology, 55(1), 55 -63.‬‬ ‫‪Wildermuth, B. M. (2004). The effects of domain knowledge on search tactic formulation. Journal of‬‬ ‫‪the American Society for Information Science and Technology, 55(3), 246–258.‬‬

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‫واﻛﺎوي ﻧﻘﺶ »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« در ﺗﺮﺟﻤﻪي ﻣﺘﻮن ادﺑﻲ ﻓﺮﻫﻨﮓ‪ -‬ﻣﺤﻮر‬ ‫ﺑﺪرياﻟﺴﺎدات ﺳﻴﺪﺟﻼﻟﻲ‬

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‫ﮔﺮوه زﺑﺎنﻫﺎي ﺧﺎرﺟﻲ‪ ،‬داﻧﺸﮕﺎه ﺧﻮارزﻣﻲ‬

‫‪ ‬‬ ‫ﮔﻴﻠﻨﺎز ﻳﻮﺳﻔﻴﺎن‬

‫ﮔﺮوه ﻣﺘﺮﺟﻤﻲ اﻧﮕﻠﻴﺴﻲ‪ ،‬داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﻳﻲ‬

‫ﭼﻜﻴﺪه‪ .‬ﻫﺮﮔﺎه ﺻﺤﺒﺖ از ﻓﺮﻫﻨﮓ ﺑﻪﻣﻴﺎن ﻣﻲآﻳﺪ‪ ،‬ﻫﻤﻮاره ﻳﻚ »ﻣﺎ« در ﻣﻘﺎﺑﻞ »دﻳﮕﺮي« وﺟﻮد دارد‪ .‬ﻫﺮ ﻓﺮﻫﻨﮓ ﻣﺘﻌﻠﻖ‬ ‫ﺑﻪ ﻳﻚ ﺟﺎﻣﻌﻪي زﺑﺎﻧﻲ اﺳﺖ ﻛﻪ ﻣﻴﻞ دارد ﺑﺎ دﻳﮕﺮي وارد ﺗﻌﺎﻣﻞ ﺷﻮد‪ .‬از آنﺟﺎﻳﻲ ﻛﻪ ﮔﺮاﻳﺶ ﺑﻪ ﻳﻚ زﺑﺎن واﺣﺪ در ﻣﻴﺎن‬ ‫اﻳﻦ ﺟﻮاﻣﻊ ﻧﺎﻣﻤﻜﻦ اﺳﺖ‪ ،‬از ﭘﻞ ارﺗﺒﺎﻃﻲ ﺗﺮﺟﻤﻪ اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪ .‬در واﻗﻊ‪ ،‬ﻣﺘﺮﺟﻢ ﻳﻚ ﻣﻴﺎﻧﺠﻲﮔﺮ ﻓﺮﻫﻨﮕﻲ اﺳﺖ ﻛﻪ ﺑﺎ‬ ‫ﺑﺮداﺷﺘﻦ ﻣﺮزﻫﺎي زﺑﺎﻧﻲ‪ ،‬ﺑﺮﻗﺮاري رواﺑﻂ ﺑﻴﻨﺎﻓﺮﻫﻨﮕﻲ را ﻣﻴﺴﺮ ﻣﻲﺳﺎزد‪ .‬ﺟﻮﻟﻴﺎن ﻫﺎوس )‪ ،(1977‬ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ دﻳﺪﮔﺎهﻫﺎي‬ ‫زﺑﺎنﺷﻨﺎﺳﻲ ﻧﻘﺶﮔﺮا‪ ،‬ﻣﻔﻬﻮم »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« را ﻣﻄﺮح ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ ﺑﺎور ﻫﺎوس‪» ،‬ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« اﺑﺰاري ﺑﺮاي ﺗﻌﺮﻳﻒ‬ ‫ﺗﻔﺎوتﻫﺎي اﺟﺘﻤﺎﻋﻲ‪ -‬ﻓﺮﻫﻨﮕﻲ در ﭼﺎرﭼﻮب ﻫﻨﺠﺎرﻫﺎي ﻣﻮرد اﻧﺘﻈﺎر دو ﺟﺎﻣﻌﻪي زﺑﺎﻧﻲ اﺳﺖ‪ .‬ﻛﺎرﺑﺮد اﻓﺮاﻃﻲ اﻳﻦ اﺑﺰار‬ ‫زﻣﺎﻧﻲ اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ ﺷﺎﺧﺺﻫﺎي ﺑﻴﮕﺎﻧﻪي ﻣﺘﻦ را ﺑﺰداﻳﺪ و آن را ﺑﻪ ﻗﺎﻟﺐ ﻫﻨﺠﺎرﻫﺎي ﻓﺮﻫﻨﮓ ﻣﻘﺼﺪ درآورد‪ .‬ﻣﻘﺎﻟﻪي‬ ‫ﺣﺎﺿﺮ‪ ،‬ﺑﺎ ﺑﻪﻛﺎرﮔﻴﺮي روﺷﻲ ﺗﺤﻠﻴﻠﻲ‪-‬ﺗﻮﺻﻴﻔﻲ و ﺑﺎ ﺑﺮرﺳﻲ ﻣﻘﺎﺑﻠﻪاي ﻣﺘﻦ اﺻﻠﻲ و ﺳﻪ ﺗﺮﺟﻤﻪي ﻛﺘﺎب ﻧﺎﺗﻮر )ﻧﺎﻃﻮر( دﺷﺖ‪،‬‬ ‫اﺛﺮ ﻧﻮﻳﺴﻨﺪهي ﻣﻌﺎﺻﺮ آﻣﺮﻳﻜﺎﻳﻲ‪ ،‬ﺟﺮوم دﻳﻮﻳﺪ ﺳﻠﻴﻨﺠﺮ‪ ،‬ﻧﻘﺶ »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« را واﻛﺎوي ﻣﻲﻛﻨﺪ ﺗﺎ درﻳﺎﺑﺪ ﻛﺎرﺑﺴﺖ‬ ‫»ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« در ﺗﺮﺟﻤﻪ ﻣﺘﻮن ادﺑﻲ ﺗﺎ ﭼﻪ ﺣﺪ ﭘﺬﻳﺮﻓﺘﻨﻲ اﺳﺖ‪ .‬از آنﺟﺎﻳﻲ ﻛﻪ ﭘﻴﻜﺮهي ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﺑﺎزﺗﺎب‬ ‫ﻫﻨﺠﺎرﻫﺎي ﺟﺎﻣﻌﻪي ﻣﺪرن آﻣﺮﻳﻜﺎﺳﺖ‪ ،‬ﺑﺴﺘﺮ ﻣﻨﺎﺳﺒﻲ ﺑﺮاي ﻣﻄﺎﻟﻌﻪي ﻧﻘﺶ ارﺗﺒﺎﻃﻲ ﺗﺮﺟﻤﻪ ﻓﺮاﻫﻢ ﻣﻲآورد‪ .‬ﻧﺘﺎﻳﺞ ﻣﻄﺎﻟﻌﻪ‬ ‫ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﺑﺎ اﻓﺮاط در ﺑﻴﮕﺎﻧﻪزداﻳﻲ و ﻣﻘﺎرنﺳﺎزي ﻓﺮﻫﻨﮕﻲ اﻣﻜﺎن دﺳﺘﺮﺳﻲ ﺑﻪ ﻣﺘﻦ اﺻﻠﻲ از ﻣﺨﺎﻃﺒﺎن ﺗﺮﺟﻤﻪ‬ ‫ﺳﻠﺐ و ﻣﻌﻨﺎي اﺻﻠﻲ ﺗﻌﺎﻣﻞ ﻓﺮﻫﻨﮕﻲ ﺧﺪﺷﻪدار ﻣﻲﺷﻮد‪ .‬در اﻳﻨﺠﺎﺳﺖ ﻛﻪ ﻧﻘﺶ ﻣﺘﺮﺟﻢ ﺑﻪ ﻣﺜﺎﺑﻪي ﻳﻚ ﻣﻴﺎﻧﺠﻲﮔﺮ و ﭘﻞ‬ ‫ارﺗﺒﺎﻃﻲ در اﻧﺘﻘﺎل ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮕﻲ ﻣﺘﻦ ﻣﺒﺪأ ﺑﻪ ﻣﺨﺎﻃﺐ ﺗﺮﺟﻤﻪ ﺑﻴﺶ از ﭘﻴﺶ ﺑﺮﺟﺴﺘﻪ ﻣﻲﺷﻮد‪.‬‬

‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﻓﺮﻫﻨﮓ‪ ،‬ﺗﺮﺟﻤﻪ‪ ،‬ﻣﻴﺎﻧﺠﻲﮔﺮ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ‪ ،‬ﻧﺎﺗﻮر دﺷﺖ‬


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‫‪ .1‬ﻣﻘﺪﻣﻪ ‪ ‬‬ ‫ﻓﺮﻫﻨﮓ ﻫﻤﻮاره ﻳﻚ »ﻣﺎ«‪ ،‬ﻳﻚ ﻓﻀﺎي ﺧﻮدي‪ ،‬ﻣﻲﺳﺎزد‪ .‬در ﺗﻌﺮﻳﻒ »ﻣﺎ« ﻓﻀﺎي دﻳﮕﺮي ﻫﻢ ﻧﻤﻮدار ﻣﻲﺷﻮد ﺑﺎ ﻋﻨﻮان‬ ‫»آنﻫﺎ« ﻛﻪ اﻳﻦ ﻓﻀﺎ از آنِ »دﻳﮕﺮي« اﺳﺖ‪ .‬از ﻃﺮﻓﻲ ﺑﺎﻳﺪ اذﻋﺎن داﺷﺖ ﻛﻪ ﻓﺮﻫﻨﮓ ﮔﻔﺘﮕﻮ‪-‬ﻣﺪار اﺳﺖ؛ ﻳﻌﻨﻲ در ذات آن‬ ‫ﮔﻔﺘﮕﻮ اﺳﺖ‪ .‬اﻣﺎ ﭘﻴﺶﺷﺮط ورود ﺑﻪ ﮔﻔﺘﻤﺎن ﻓﺮﻫﻨﮕﻲ‪ ،‬اﻳﺠﺎد اﻣﻜﺎن اﻧﺘﻘﺎل ﻫﻮﻳﺖ ﻓﺮﻫﻨﮕﻲ اﺳﺖ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﻣﺮزﻫﺎي ﻫﻮﻳﺖ‬ ‫را ﺑﺎﻳﺪ ﻣﻨﻌﻄﻒ ﻛﺮد و درﻫﺎ را ﺑﻪ ﺳﻮي دﻳﮕﺮي ﮔﺸﻮد‪ .‬ﺑﻨﺎ ﺑﻪ ﮔﻔﺘﻪي ﺑﻨﺖ‪ ،1998) 1‬ص ‪ ،(3‬اﺻﻞ ﺑﻨﻴﺎدي در »روﻳﻜﺮد‬ ‫ارﺗﺒﺎﻃﺎت ﻣﻴﺎنﻓﺮﻫﻨﮕﻲ« اﻳﻦ اﺳﺖ ﻛﻪ »ﻓﺮﻫﻨﮓﻫﺎ در زﺑﺎن‪ ،‬اﻟﮕﻮﻫﺎي رﻓﺘﺎري و ارزشﻫﺎي ﺧﻮد ﻣﺘﻔﺎوت ﻫﺴﺘﻨﺪ«‪ .‬از‬ ‫اﻳﻦرو‪ ،‬اﺻﺮار ﺑﺮاي ﻫﻤﮕﻮنﺳﺎزي ﻓﺮﻫﻨﮓﻫﺎ اﺳﺎس رواﺑﻂ ﺑﻴﻨﺎﻓﺮﻫﻨﮕﻲ را ﻣﺨﺪوش ﻣﻲﻛﻨﺪ‪ .‬اﻳﻦﻛﻪ ﺗﺮﺟﻤﻪ »ﻳﻚ ﻋﻤﻞ‬ ‫ارﺗﺒﺎﻃﻲ اﺳﺖ« )ﺑﻠﻮم‪ -‬ﻛﺎﻟﻜﺎ‪ ،2004/1986 2،‬ص ‪ (291‬از زﻣﺎن اﺷﺘﺎﻳﻨﺮ‪ (1998/1975) 3‬ﻣﻄﺮح اﺳﺖ اﻣﺎ ﻫﻤﻪ ﺑﺮ وﺟﻮد‬ ‫ﻳﺎ ﻣﻨﺎﺳﺒﺖ ﺗﻔﺎوتﻫﺎي ﻓﺮﻫﻨﮕﻲ در ﺗﺮﺟﻤﻪ ﺗﻮاﻓﻖ ﻧﺪارﻧﺪ‪ .‬ﺗﺮﺟﻤﻪ ﻳﻚ ﻓﻌﺎﻟﻴﺖ ﺟﻬﺎﻧﻲ زﺑﺎنﺷﻨﺎﺧﺘﻲ ﻣﺤﺴﻮب ﻣﻲﺷﻮد ﻛﻪ ‬ ‫از ﻃﺮﻳﻖ رﻣﺰﮔﺬاري و رﻣﺰﮔﺸﺎﻳﻲ واﺣﺪﻫﺎي زﺑﺎن‪ ،‬ﻣﻌﻨﻲ را از زﺑﺎن ﻣﺒﺪأ‪ (SL) 4‬ﺑﻪ زﺑﺎن ﻣﻘﺼﺪ‪ (TL) 5‬اﻧﺘﻘﺎل ﻣﻲدﻫﺪ‪.‬‬ ‫اﻳﻦﺟﺎﺳﺖ ﻛﻪ ﻣﻲﺗﻮان از ﻣﺘﺮﺟﻢ در ﺟﺎﻳﮕﺎه ﻣﻴﺎﻧﺠﻲﮔﺮ ﻓﺮﻫﻨﮕﻲ‪ 6‬ﻳﺎد ﻛﺮد‪ ،‬ﻛﺴﻲ ﻛﻪ از ﺗﻔﺎوتﻫﺎي ﻓﺮﻫﻨﮕﻲ زﺑﺎن ﻣﺒﺪأ و‬ ‫ﻣﻘﺼﺪ آﮔﺎه اﺳﺖ و ﻫﻮﺷﻤﻨﺪاﻧﻪ اﻳﻦ اﺧﺘﻼفﻫﺎ را در زﺑﺎن ﻣﺨﺎﻃﺒﺎن ﻣﺘﻦ ﻣﻘﺼﺪ ﺑﺎز ﻣﻲآﻓﺮﻳﻨﺪ‪ .‬ﻣﻮﺿﻮع دﻳﮕﺮي ﻛﻪ اﻳﻨﺠﺎ‬ ‫ﻫﺎوس )‪ (1977‬ﻣﻄﺮح ﻣﻲﻛﻨﺪ‪ ،‬ﻣﻔﻬﻮم »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ‪ «7‬اﺳﺖ‪ .‬ﺑﻪ ﺑﺎور ﻫﺎوس )‪ ،2006‬ص ‪» ،(349‬ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ‬ ‫اﺑﺰاري ﺑﺮاي در اﺧﺘﻴﺎرﮔﺮﻓﺘﻦ ﺗﻔﺎوتﻫﺎي ﺷﻨﺎﺧﺘﻲ و اﺟﺘﻤﺎﻋﻲ‪-‬ﻓﺮﻫﻨﮕﻲ اﺳﺖ ﺗﺎ ﺑﻪدﺳﺖ ﻣﺘﺮﺟﻤﺎن اﻋﻤﺎل ﺷﻮد« و ﻛﺎﺗﺎن‬ ‫آن را ﺑﻪﺷﺪت واﺑﺴﺘﻪ ﺑﻪ ﺗﻮاﻧﺎﻳﻲ ﻣﺘﺮﺟﻢ در ﻣﻴﺎﻧﺠﻲﮔﺮي ﻣﻴﺎن ﻓﺮﻫﻨﮓﻫﺎ ﻣﻲداﻧﺪ‪.‬‬ ‫ﭘﮋوﻫﺶ ﭘﻴﺸﺮو ﺗﻼش دارد ﺗﺎ ﺑﺎ ﺑﻪﻛﺎرﮔﻴﺮي روﺷﻲ ﺗﺤﻠﻴﻠﻲ‪-‬ﺗﻮﺻﻴﻔﻲ ﺑﻪ اﻳﻦ ﻣﺴﺌﻠﻪ ﺑﭙﺮدازد ﻛﻪ ﺑﺎ ﻋﻨﺎﻳﺖ ﺑﻪ ﺷﺮط از‬ ‫ﺑﻴﻦﻧﺮﻓﺘﻦ ﺗﻌﺎﻣﻞ ﻓﺮﻫﻨﮕﻲ‪ ،‬ﻛﺎرﺑﺴﺖ »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« در ﺑﺮرﺳﻲ ﻣﻮردي ﺗﺮﺟﻤﻪ رﻣﺎن ﻧﺎﺗﻮردﺷﺖ ﺗﺎ ﭼﻪ ﺣﺪ ﭘﺬﻳﺮﻓﺘﻨﻲ‬ ‫اﺳﺖ‪ .‬ﺑﺮاي ﺗﺤﻠﻴﻞ‪ ،‬ﺗﺮﺟﻤﻪي ﺳﻪ ﻧﺴﺨﻪي ﻓﺎرﺳﻲ رﻣﺎن ﻧﺎﺗﻮردﺷﺖ ﻣﻘﺎﺑﻠﻪ و ﺑﺮرﺳﻲ ﻣﻲﺷﻮد‪ .‬در ﭘﺎﻳﺎن‪ ،‬ﻣﻴﺰان ﺧﻮدي ﻳﺎ‬ ‫ﺑﻴﮕﺎﻧﻪﺑﻮدن ﻣﺘﻮن ﺗﺮﺟﻤﻪﺷﺪه در ﻓﺎرﺳﻲ و ﻋﻤﻠﻜﺮد ﻣﺘﺮﺟﻢﻫﺎ ﺑﻪﻋﻨﻮان ﻣﻴﺎﻧﺠﻲﮔﺮان ﻓﺮﻫﻨﮕﻲ در اﻧﺘﺨﺎب ﻣﻌﺎدلﻫﺎي ﻧﻘﺸﻲ‬ ‫ﻣﻮرد ﺑﺤﺚ ﻗﺮار ﻣﻲﮔﻴﺮد و ﻣﻴﺰان ﭘﻨﻬﺎن ﻳﺎ آﺷﻜﺎرﺑﻮدن ﺗﺮﺟﻤﻪﻫﺎ‪ ،‬ﺑﺮ ﻣﺒﻨﺎي ﺗﻌﺮﻳﻒ ﻫﺎوس‪ ،‬واﻛﺎوي ﻣﻲﺷﻮد‪.‬‬

‫‪ ‬‬ ‫‪1. Bennett‬‬ ‫‪2. Blum-Kulka‬‬ ‫‪3. Steiner‬‬ ‫‪4. Source Language‬‬ ‫‪5. Target Language‬‬ ‫‪6. Cultural mediator‬‬ ‫‪7. Cultural Filter ‬‬

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‫‪ .2‬ﭘﻴﺸﻴﻨﻪي ﺗﺤﻘﻴﻖ‬ ‫روﻳﻜﺮدي ﻛﻪ در ﺗﺮﺟﻤﻪي ﻣﺘﻦﻫﺎي ادﺑﻲ ﺑﺴﻴﺎر ﺑﺎ آن روﺑﻪرو ﻣﻲﺷﻮﻳﻢ‪ ،‬ﺗﺮﺟﻤﻪي »ﺧﻮب« را ﺗﺮﺟﻤﻪاي ﻣﻲاﻧﮕﺎرد ﻛﻪ در‬ ‫ﺑﺎﻓﺖ ﻣﻘﺼﺪ ﺑﺮﭼﺴﺐ »ﺗﺮﺟﻤﻪ« ﺑﻪ آن اﻃﻼق ﻧﻤﻲﺷﻮد‪ ،‬ﺑﻠﻜﻪ ﻫﻤﺎﻧﻨﺪ ﻳﻚ ﻣﺘﻦ اﺻﻠﻲ در زﺑﺎن ﻣﻘﺼﺪ ﺟﻠﻮه ﻣﻲﻛﻨﺪ‪ .‬اﻳﻦ‬ ‫روﻳﻜﺮد ﻧﻘﺶﮔﺮا ﻣﺘﻦﻫﺎي ﻣﻘﺼﺪ را ﻣﺘﻦﻫﺎﻳﻲ ﺑﺎ ﻛﺎرﻛﺮدي ﻣﺠﺰا و ﻛﻴﻔﻴﺖ ﺗﺮﺟﻤﻪ و ﻣﺘﻦ ﻣﻘﺼﺪ را واﺑﺴﺘﻪ ﺑﻪ ﺗﺤﻘﻖ اﺛﺮي‬ ‫ﻫﻢﺳﺎن ﻳﺎ ﻣﻌﺎدل ﺑﺎ آﻧﭽﻪ ﻣﺘﻦ ﻣﺒﺪأ در ﻓﺮﻫﻨﮓ ﻣﺒﺪأ داراﺳﺖ ﻣﻲداﻧﺪ )ﻧﺎﻳﺪا‪1964 ،‬؛ راﻳﺲ‪1971 ،‬؛ ﻫﺎوس‪.(1977 ،‬‬ ‫از ﺳﻮي دﻳﮕﺮ‪ ،‬ﺑﻲﮔﻤﺎن‪ ،‬زﺑﺎن و ﻓﺮﻫﻨﮓ دو ﻣﻔﻬﻮم ﻧﺎﮔﺴﺴﺘﻨﻲ ﻫﺴﺘﻨﺪ و در اﻳﻦ ﻣﻴﺎن‪ ،‬ﺗﺮﺟﻤﻪ ﭼﺎﻟﺸﻲ اﺳﺖ در راﺳﺘﺎي‬ ‫ﻣﺤﺪودﻛﺮدن ﻓﺮﻫﻨﮓ و داﻧﺸﻲ ﻛﻪ ﻳﻚ زﺑﺎن ﺑﺮ ﮔﻮﻳﺸﻮران ﺧﻮد ﺗﺤﻤﻴﻞ ﻣﻲﻛﻨﺪ‪ .‬ﺑﻪ ﮔﻔﺘﻪي ﻫﺎوس )‪ ،2009‬ص ‪(3‬‬ ‫»اﮔﺮﭼﻪ ﺗﺮﺟﻤﻪ را ﻣﻲﺗﻮان ﻧﻮﻋﻲ ﻣﺤﺪودﻳﺖ داﻧﺴﺖ‪] ،‬اﻳﻦ ﻣﻔﻬﻮم[ ﻫﻤﭽﻨﻴﻦ داراي ﻛﺎرﻛﺮد‪ ‬ﻣﺘﻀﺎد ﻏﻠﺒﻪ ﺑﺮ ﻣﺤﺪودﻳﺖ‪-‬‬ ‫ﻫﺎﻳﻲ اﺳﺖ ﻛﻪ زﺑﺎنﻫﺎﻳﻲ ﺧﺎص ﺑﺮ ﮔﻮﻳﺸﻮران ﺧﻮد ﺗﺤﻤﻴﻞ ﻣﻲﻛﻨﻨﺪ«‪.‬‬ ‫در واﻗﻊ‪ ،‬ﺗﺮﺟﻤﻪي واژهﻫﺎ ﺑﻪﺗﻨﻬﺎﻳﻲ ﺑﺴﻨﺪه ﻧﻤﻲﻛﻨﺪ؛ ﻓﺮﻫﻨﮕﻲ را ﻛﻪ در ﭘﺲ واژهﻫﺎ ﻧﻬﺎن اﺳﺖ ﻧﺒﺎﻳﺪ ﺑﻪ ﻓﺮاﻣﻮﺷﻲ ﺳﭙﺮد‪.‬‬ ‫ﺗﺮﺟﻤﻪ ﻓﻘﻂ ﺑﺎزﺳﺎزي زﺑﺎﻧﻲ ﻣﺘﻦ ﻣﺒﺪأ ﺑﻪﺻﻮرت ﻣﺘﻦ ﻣﻘﺼﺪ ﻧﻴﺴﺖ؛ ﺑﻠﻜﻪ ﺑﺮﮔﺮدان ﺗﻤﺎﻣﻲ ﻣﻴﺮاث ﻓﺮﻫﻨﮕﻲاي اﺳﺖ ﻛﻪ ﺑﺎﻳﺪ‬ ‫ﺑﻪ زﺑﺎن ﻣﻘﺼﺪ ﻣﻨﺘﻘﻞ ﺷﻮد‪ .‬زﺑﺎنﻫﺎ ﺑﻲﺷﻚ ﻣﺘﺄﺛﺮ از ﺑﺴﺘﺮ ﻓﺮﻫﻨﮕﻲ ﺧﻮد ﻫﺴﺘﻨﺪ‪ ،‬اﻣﺎ‪ ،‬ﺑﻨﺎ ﺑﻪ ﺑﺎور ﻫﺎوس )‪ ،(2009‬ﺗﺮﺟﻤﻪ‬ ‫ﻓﻘﻂ ﻳﻚ ﻛﻨﺶ زﺑﺎﻧﻲ ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﻛﻨﺸﻲ ﻓﺮﻫﻨﮕﻲ و ارﺗﺒﺎﻃﻲ ﺑﻴﻦِ ﻓﺮﻫﻨﮓﻫﺎﺳﺖ‪ .‬اﻳﻦ ﺗﻌﺮﻳﻒ از ﻓﺮاﻳﻨﺪ ﺗﺮﺟﻤﻪ ﻣﺎ را ﺑﺮ‬ ‫آن ﻣﻲدارد ﺗﺎ ﻣﻮﺷﻜﺎﻓﺎﻧﻪﺗﺮ ﺑﻪ ﺷﺮح اﻳﻦ ﻣﻔﺎﻫﻴﻢ و راﺑﻄﻪي ﻧﺎﮔﺴﺴﺘﻨﻲ آنﻫﺎ ﺑﭙﺮدازﻳﻢ‪.‬‬ ‫‪ 1 .2‬ﻓﺮﻫﻨﮓ و رواﺑﻂ ﺑﻴﻨﺎﻓﺮﻫﻨﮕﻲ‬ ‫اﮔﺮﭼﻪ »ﻓﺮﻫﻨﮓ« از واژﮔﺎن ﭘﺮﺑﺴﺎﻣﺪ زﺑﺎن اﺳﺖ‪ ،‬ﺗﺎﻛﻨﻮن ﺗﻌﺮﻳﻔﻲ ﻋﻴﻨﻲ و ﻗﻄﻌﻲ از آن در ﻋﻠﻮم اﻧﺴﺎﻧﻲ اراﺋﻪ ﻧﺸﺪهاﺳﺖ‪.‬‬ ‫ﺑﺴﻴﺎري از ﻣﺮدم ﻓﺮﻫﻨﮓ را ﺗﺮﻛﻴﺒﻲ از ﻋﻨﺎﺻﺮي ﻣﺸﺨﺺ )ﻣﺎﻧﻨﺪ ﻣﻮﺳﻴﻘﻲ‪ ،‬ﻟﺒﺎسﻫﺎي ﺳﻨﺘﻲ‪ ،‬ﻏﺬا‪ ،‬ﻣﺬﻫﺐ‪ ،‬ﺑﺎورﻫﺎ و‬ ‫اﻳﺪﺋﻮﻟﻮژي( ﻣﺘﻌﻠﻖ ﺑﻪ ﻳﻚ ﮔﺮوه و اﺟﺘﻤﺎع ﺧﺎص ﺑﺮﻣﻲﺷﻤﺎرﻧﺪ‪ .‬ﺑﺮﺧﻲ دﻳﮕﺮ ﻓﺮﻫﻨﮓ را از ﻣﻨﻈﺮ ﺗﺎرﻳﺨﭽﻪي ﺟﻐﺮاﻓﻴﺎﻳﻲ‪،‬‬ ‫ﺳﻴﺎﺳﻲ و اﺟﺘﻤﺎﻋﻲ ﻳﻚ ﮔﺮوه ﻣﻲﻧﮕﺮﻧﺪ‪ .‬ﺑﺎ اﻳﻦ ﺣﺎل‪ ،‬ﻧﻜﺘﻪاي ﻛﻪ ﻫﻤﻪي ﻣﺘﺮﺟﻤﺎن ﻛﻤﺎﺑﻴﺶ ﺑﺮ ﺳﺮ آن ﻫﻢراﻳﻨﺪ راﺑﻄﻪي‬ ‫ﺑﻴﻦ زﺑﺎن و ﻓﺮﻫﻨﮓ اﺳﺖ و ﺑﻪﻃﻮر ﺧﺎص‪ ،‬اﻳﻦ ﻣﻄﻠﺐ ﻛﻪ زﺑﺎن ﭼﮕﻮﻧﻪ ﺑﺨﺶ اﺳﺎﺳﻲ ﻫﺮ ﻓﺮﻫﻨﮓ را ﻣﻲﺳﺎزد‪ ،‬زﻳﺮا زﺑﺎن‬ ‫ﻳﻜﻲ از ﻣﻬﻢﺗﺮﻳﻦ راهﻫﺎي ﻣﺸﺎﻫﺪهي ﺟﻬﺎن و ﺗﻔﺴﻴﺮ آن در ﻗﻴﺎس ﺑﺎ ﺧﻮد اﺳﺖ )ﻛﺎﺗﺎن‪.(1999 ،‬‬ ‫ﺑﻪ ﻧﻘﻞ از ﻧﻮرد )‪ ،1997‬ص ‪ ،(23‬اﺳﻨﻞ ﻫﻮرﻧﺒﻲ ﻓﺮﻫﻨﮓ را »ﻛﻠﻴﺖ داﻧﺶ‪ ،‬ﻣﻬﺎرت و ادراك« ﺗﻮﺻﻴﻒ ﻣﻲﻛﻨﺪ؛ ﺣﺎل آنﻛﻪ‬ ‫ﮔﻮدﻳﻨﺎف‪ ‬ﺳﻌﻲ دارد اﻳﻦ ﻣﻔﻬﻮم را ﺑﺪﻳﻦ ﺻﻮرت ﺷﻔﺎفﺳﺎزي ﻛﻨﺪ‪:‬‬ ‫ﻫﺮ آﻧﭽﻪ ﻛﻪ ﻓﺮد ﺑﺎﻳﺪ ﺑﺪاﻧﺪ ﻳﺎ ﺑﻪ آن ﺑﺎور داﺷﺘﻪ ﺑﺎﺷﺪ ﺗﺎ ﺑﺘﻮاﻧﺪ ﺑﻪ ﺷﻴﻮهي ﻣﻮرد ﭘﺬﻳﺮش اﻋﻀﺎي آن ﻓﺮﻫﻨﮓ رﻓﺘﺎر ﻛﻨﺪ ]‪[...‬‬ ‫ﻓﺮﻫﻨﮓ‪ ،‬آن ﭼﻴﺰي ﻛﻪ اﻓﺮاد ﺑﺎﻳﺪ ﺑﻪﻣﺜﺎﺑﻪي وﺟﻪﺗﻤﺎﻳﺰ ﻣﻴﺮاث زﻳﺴﺘﻲ ﺧﻮد ﻓﺮاﮔﻴﺮﻧﺪ‪ ،‬ﺑﺎﻳﺪ ﻣﺤﺼﻮل ﻧﻬﺎﻳﻲِ ﻳﺎدﮔﻴﺮي‪ -‬ﻳﻌﻨﻲ‬

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‫داﻧﺶ‪ -‬را درﺑﺮﮔﻴﺮد‪ .‬ﻓﺮﻫﻨﮓ ﭘﺪﻳﺪهاي ﻣﺎدي ﻧﻴﺴﺖ؛ ﻓﺮﻫﻨﮓ از‪ ‬ﭼﻴﺰﻫﺎ‪ ،‬ﻣﺮدم‪ ،‬رﻓﺘﺎر و اﺣﺴﺎﺳﺎت ﺗﺸﻜﻴﻞ ﻧﺸﺪهاﺳﺖ‪.‬‬ ‫ﭼﺮاﻛﻪ ﻓﺮﻫﻨﮓ در واﻗﻊ ﺳﺎزﻣﺎﻧﻲ از اﻳﻦﻫﺎﺳﺖ‪) ‬ﺑﻪ ﻧﻘﻞ از ﻧﻮرد‪ ،1997 ،‬ﺻﺺ ‪.(23-24‬‬ ‫ﻫﺮ دو ﺗﻌﺮﻳﻒ ﺑﺮ اﻳﻦ ﻧﻜﺘﻪ ﻫﻢﻧﻈﺮﻧﺪ ﻛﻪ ﻓﺮﻫﻨﮓ ﭘﺪﻳﺪهاي اﺳﺖ واﺑﺴﺘﻪ ﺑﻪ داﻧﺶ و ادراك؛ اﻣﺎ ﮔﻮدﻳﻨﺎف در ﺗﻌﺮﻳﻒ‬ ‫ﺟﺎﻣﻊﺗﺮي ﺗﺄﻛﻴﺪ دارد ﻛﻪ داﻧﺶ و ادراك ﺑﺎﻳﺪ در ﻳﻚ ﻣﻮﻗﻌﻴﺖ ﻣﻌﻴﻦ‪ ،‬ﻳﺎ ﻫﻤﺎن ﺑﺎﻓﺖ‪ ،1‬اﺗﻔﺎق اﻓﺘﻨﺪ ﺗﺎ ﺑﺘﻮان ﻓﺮﻫﻨﮓ‬ ‫ﻧﺎﻣﻴﺪﺷﺎن‪ .‬در اﻳﻦ ﻣﻮﻗﻌﻴﺖ ﻣﺸﺨﺺ‪ ،‬داﻧﺶ و ادراك ﺑﻪﺷﻜﻞ ﺷﻨﺎﺧﺖ ﻣﺘﻘﺎﺑﻞ‪ ،‬ﻛﻪ از داﻧﺶ ﺿﻤﻨﻲ واﺑﺴﺘﻪ ﺑﻪ‬ ‫ﭘﻴﺶزﻣﻴﻨﻪي ﺷﻨﺎﺧﺘﻲ اﻓﺮاد ﻳﻚ ﺟﺎﻣﻌﻪ ﻧﺸﺄت ﻣﻲﮔﻴﺮد‪ ،‬ﻣﻮﺟﺐ ﭘﻴﻮﻧﺪ اذﻫﺎن ﻋﻤﻮﻣﻲ در آن ﻓﺮﻫﻨﮓ ﻣﻲﺷﻮد‪ .‬اﮔﺮ ﻓﺮﻫﻨﮓ‬ ‫دو ﺟﺎﻣﻌﻪ ﻣﺘﻔﺎوت ﺑﺎﺷﺪ‪ ،‬ﺑﻲﮔﻤﺎن ﺑﺎﻓﺖﻫﺎي آنﻫﺎ ﻧﻴﺰ ﻣﺘﻔﺎوت ﺧﻮاﻫﺪ ﺑﻮد ﻛﻪ ﺧﻮد ﺑﻪ اﻓﺘﺮاق داﻧﺶ ﺿﻤﻨﻲ اﻋﻀﺎي اﻳﻦ دو‬ ‫ﺟﺎﻣﻌﻪ از ﭘﻴﺮاﻣﻮن ﺧﻮد ﻣﻲاﻧﺠﺎﻣﺪ‪ .‬ﺑﺎ ﻫﻤﻴﻦ اﺳﺘﺪﻻل ﻣﻲﺗﻮان درﻳﺎﻓﺖ ﻛﻪ ﭼﺮا داﻧﺶ ﻣﺎ‪ ،‬ﺑﻪﻋﻨﻮان اﻋﻀﺎي ﻳﻚ ﻓﺮﻫﻨﮓ‪‬‬ ‫ﻣﻌﻴﻦ‪ ،‬ﺑﺎ ﻛﺴﺎﻧﻲ ﻛﻪ در ﻧﻘﻄﻪي دﻳﮕﺮي از ﻛﺮهي زﻣﻴﻦ‪ -‬ﺑﺎ ﺗﺼﺎوﻳﺮ ذﻫﻨﻲ‪ ،‬ارزشﻫﺎ و ﺗﺠﺮﺑﻴﺎت ﻣﺘﻔﺎوت‪ -‬زﻳﺴﺘﻪاﻧﺪ ﻳﻜﺴﺎن‬ ‫ﻧﻴﺴﺖ‪ .‬در اﻳﻦ ﻣﻴﺎن‪ ،‬ﻏﺬا از ﻣﻠﻤﻮسﺗﺮﻳﻦ ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮓ‪ -‬ﻣﺤﻮر اﺳﺖ ﻛﻪ ﻣﻔﻬﻮم ﺑﺎﻓﺖ را ﺑﻪﺳﻬﻮﻟﺖ ﻧﻤﺎﻳﺎن ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮاي‬ ‫ﻣﺜﺎل‪ ،‬ﻓﺮﻫﻨﮓ »ﭼﺎي« ﻧﺰد ﻳﻚ اﻳﺮاﻧﻲ از ﺑﺎﻓﺖ وﻳﮋهاي ﺑﺮﺧﺎﺳﺘﻪاﺳﺖ ﻛﻪ ﺑﺎ ﻣﺠﻤﻮﻋﻪاي از واژﮔﺎن ‪-‬ﭼﻪ درﺑﺎرهي ﻓﺮاﻳﻨﺪ‬ ‫ﺗﻬﻴﻪ و ﭼﻪ در ﻫﻨﮕﺎم ﻧﻮﺷﻴﺪن آن‪ -‬ﺗﺼﻮﻳﺮﺳﺎزي ﺷﺪهاﺳﺖ و ﻋﻴﻨﻴﺖ ﻣﻲﻳﺎﺑﺪ‪ .‬روﺷﻦ اﺳﺖ ﻛﻪ در ذﻫﻦ ﻳﻚ اروﭘﺎﻳﻲ ﺟﺎي‬ ‫ﺑﺴﻴﺎري از اﻳﻦ ﺗﺼﺎوﻳﺮ ﺧﺎﻟﻲ ﺧﻮاﻫﺪ ﻣﺎﻧﺪ‪ .‬ﻫﻤﻴﻦ ﻣﻮﺿﻮع ﺑﺮاي ﺟﺎﻳﮕﺰﻳﻦ ﻓﺮﻧﮕﻲ اﻳﻦ ﻧﻮﺷﻴﺪﻧﻲ‪ ،‬ﻳﻌﻨﻲ »ﻗﻬﻮه«‪ ،‬ﺑﺮاي ﻳﻚ‬ ‫ﺷﺮﻗﻲ ﻣﺼﺪاق دارد‪.‬‬ ‫ﻛﺎﺗﺎن )‪ ،1999‬ص ‪ (26‬ﻧﻴﺰ از ﻣﻔﻬﻮم ﻓﺮﻫﻨﮓ ﺑﺎ اﻳﻦ ﻣﻀﻤﻮن ﺣﻤﺎﻳﺖ ﻣﻲﻛﻨﺪ‪ ،‬در ﻧﻈﺮ او ﻓﺮﻫﻨﮓ‪:‬‬ ‫ﻣﺤﺼﻮﻟﻲ ﻗﺎﺑﻞﻣﺸﺎﻫﺪه ﻧﻴﺴﺖ‪ ،‬ﺑﻠﻜﻪ ﻣﻮﺿﻮﻋﻲ دروﻧﻲ و ﺟﻤﻌﻲ اﺳﺖ و ﺑﻴﺶ از آنﻛﻪ آﻣﻮﺧﺘﻨﻲ ﺑﺎﺷﺪ اﻛﺘﺴﺎﺑﻲ‬ ‫اﺳﺖ‪.‬‬ ‫در ﻫﺮ ﺳﻪ ﺗﻌﺮﻳﻒ‪ ،‬ﻓﺮﻫﻨﮓ )و در ﻧﺘﻴﺠﻪ‪ ،‬ﺑﺎﻓﺖ( ﺗﻮﺳﻂ ﻧﻴﺮوﻫﺎي ﺧﺎرﺟﻲ و داﺧﻠﻲ ﻓﺮﻣﺎﻧﺪﻫﻲ ﻣﻲﺷﻮد‪ ،‬ﻧﻴﺮوﻫﺎﻳﻲ ﻛﻪ‬ ‫ﭼﮕﻮﻧﮕﻲ ﺗﻌﺎﻣﻞ اﻓﺮاد ﺑﺎ ﻳﻜﺪﻳﮕﺮ و ﺑﺎ ﺟﻬﺎن اﻃﺮاﻓﺸﺎن را ﻛﻨﺘﺮل ﻣﻲﻛﻨﺪ‪.‬‬ ‫‪ 2 .2‬ﺗﺮﺟﻤﻪي آﺷﻜﺎر‪ -‬ﺗﺮﺟﻤﻪي ﭘﻨﻬﺎن‬ ‫ﻳﻜﻲ از ﻣﻌﺮوفﺗﺮﻳﻦ دﻳﺪﮔﺎهﻫﺎي دوﻗﻄﺒﻲ ﺑﻪ ﺗﺮﺟﻤﻪ ﺗﻤﺎﻳﺰ دو ﻧﻮع ﺗﺮﺟﻤﻪي آﺷﻜﺎر و ﭘﻨﻬﺎن ﺗﻮﺳﻂ ﻫﺎوس اﺳﺖ‪ .‬ﻣﻨﻈﻮر از‬ ‫ﺗﺮﺟﻤﻪي آﺷﻜﺎر اﻳﻦ اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ آﮔﺎﻫﺎﻧﻪ ﻣﻌﺎدلﻫﺎﻳﻲ را ﻣﻲﮔﺰﻳﻨﺪ ﻛﻪ ﺧﻮاﻧﻨﺪهي ﻣﺘﻦ ﺗﺮﺟﻤﻪ ﺑﻪﺳﺎدﮔﻲ ﺑﻴﮕﺎﻧﻪﺑﻮدن‬ ‫ﻣﺘﻦ و ﻋﻨﺎﺻﺮ آن را درﻣﻲﻳﺎﺑﺪ‪ .‬ﺑﻪ ﺑﻴﺎﻧﻲ دﻳﮕﺮ‪ ،‬در ﺗﺮﺟﻤﻪي آﺷﻜﺎر‪ ،‬ﻣﺨﺎﻃﺒﺎن ﻣﺘﻦ ﻣﻘﺼﺪ ﺑﻪﻃﻮر ﻣﺴﺘﻘﻴﻢ ﻣﻮرد ﺧﻄﺎب‬ ‫ﻗﺮار ﻧﻤﻲﮔﻴﺮﻧﺪ و ﺑﺎ ﻳﻚ »ﻣﺘﻦ اﺻﻠﻲ ﺛﺎﻧﻮﻳﻪ« )ﻫﺎوس‪ ،1997 ،‬ص ‪ (66‬ﻣﻮاﺟﻪ ﻧﻴﺴﺘﻨﺪ‪ ،‬زﻳﺮا ﻣﺘﻦ ﺑﻪﺷﺪت ﺑﺮ ﻣﺒﻨﺎي‬

‫‪ ‬‬ ‫‪1. Context‬‬

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‫ﺧﺎﺳﺘﮕﺎهﻫﺎي ﺟﺎﻣﻌﻪي زﺑﺎﻧﻲ ﻣﺘﻦ اﺻﻠﻲ و ﻓﺮﻫﻨﮕﺶ ﻧﮕﺎﺷﺘﻪ ﺷﺪهاﺳﺖ‪ .‬ﺣﺎل آنﻛﻪ در ﺗﺮﺟﻤﻪي ﭘﻨﻬﺎن‪ ،‬ﻣﺘﻦ ﺗﺮﺟﻤﻪ در‬ ‫ﭼﺎرﭼﻮبﻫﺎي راﻳﺞ زﺑﺎن و ﻓﺮﻫﻨﮓ ﻣﺘﻦ ﻣﻘﺼﺪ ﺗﻮﻟﻴﺪ ﻣﻲﺷﻮد‪ .‬در اﻳﻨﺠﺎ ﻣﺘﺮﺟﻢ ﻗﺼﺪ دارد ﺧﻮاﻧﻨﺪه را ﺑﺎ ﻣﺘﻨﻲ آﺷﻨﺎ و‬ ‫ﻋﺎري از ﻫﺮ ﮔﻮﻧﻪ ﺳﺎﺧﺘﺎرﻫﺎ و ﻣﻔﺎﻫﻴﻢ ﺑﻴﮕﺎﻧﻪ روﺑﺮو ﻛﻨﺪ‪.‬‬ ‫ﻫﺎوس )‪ ،2001‬ص ‪ ،(249‬ﺑﺎ ﻧﮕﺎه ﺑﻪ ﻣﻔﻬﻮم »ﭼﺎرﭼﻮب‪ ،«1‬ﺑﻪﻣﺜﺎﺑﻪي ﻫﻤﺘﺎي روانﺷﻨﺎﺧﺘﻲ »ﺑﺎﻓﺖ«‪ ،‬اذﻋﺎن ﻣﻲدارد ﻛﻪ‬ ‫»ﺗﺮﺟﻤﻪ ﻣﺴﺘﻠﺰم اﻧﺘﻘﺎل ﻣﺘﻦ در زﻣﺎن و ﻣﻜﺎن اﺳﺖ و ﻫﺮﮔﺎه ﻣﺘﻦ ﺣﺮﻛﺖ ﻛﻨﺪ‪ ،‬ﭼﺎرﭼﻮبﻫﺎ و دﻧﻴﺎي ﮔﻔﺘﻤﺎن آﻧﻬﺎ ﻧﻴﺰ‬ ‫دﺳﺘﺨﻮش ﺗﻐﻴﻴﺮ ﻣﻲﺷﻮد«‪ .‬از آنﺟﺎ ﻛﻪ ﻣﺪل ﻫﺎوس روﻳﻜﺮدي ﻧﻘﺶﺑﻨﻴﺎد دارد‪ ،‬ﺑﺮرﺳﻲ ﻣﻴﺰان اﻧﺘﻘﺎل درﺳﺖ ﻧﻘﺶ ﻣﺘﻦ ﻳﺎ‬ ‫ﻫﻤﺎن ﺗﺤﻘﻖ »ﻣﻌﺎدل ﻧﻘﺸﻲ«‪ 2‬در اﻳﻦ دو ﻧﻮع ﺗﺮﺟﻤﻪ ﺑﻪ ﺗﻔﺼﻴﻞ ﺑﺮرﺳﻲ ﻣﻲﺷﻮد‪ .‬ﺗﺮﺟﻤﻪي آﺷﻜﺎر در ﻳﻚ »روﻳﺪاد‬ ‫ﮔﻔﺘﻤﺎﻧﻲ« ﺟﺪﻳﺪ و در ﭘﻲ آن‪ ،‬ﻳﻚ ﭼﺎرﭼﻮب ﺟﺪﻳﺪ ﻗﺮار ﻣﻲﮔﻴﺮد‪ .‬ﻣﻨﻈﻮر از ﻧﻘﺶ ﻣﺘﻨﻲ ﻳﺎ ﻫﻤﺎن ﻣﻌﺎدل ﻧﻘﺸﻲ دﺳﺘﻴﺎﺑﻲ‬ ‫ﺑﻪ ﻧﻘﺶ ﻣﻌﺎدل ﻣﺘﻦ اﺻﻠﻲ در ﺑﺴﺘﺮ دﻧﻴﺎي ﮔﻔﺘﻤﺎن و ﻓﺮﻫﻨﮓ زﺑﺎن ﻣﻘﺼﺪ اﺳﺖ‪ .‬ﭘﺲ‪ ،‬از آنﺟﺎ ﻛﻪ ﺗﺮﺟﻤﻪ در ﭼﺎرﭼﻮب‬ ‫دﻳﮕﺮي ﻗﺮار ﻣﻲﮔﻴﺮد‪» ،‬در ﺑﻬﺘﺮﻳﻦ ﺣﺎﻟﺖ ﻣﻲﺗﻮاﻧﺪ ﻓﻘﻂ ﺑﻪ ﻣﻌﺎدل ﻧﻘﺸﻲ درﺟﻪ دوﻣﻲ‪) 3‬ﺛﺎﻧﻮﻳﻪ( دﺳﺖ ﻳﺎﺑﺪ‪) «.‬ﻫﺎوس‪،‬‬ ‫‪ ،2001‬ص‪ .(250‬وي ﻣﻌﺘﻘﺪ اﺳﺖ ﻛﻪ در ﭼﻨﻴﻦ ﺣﺎﻟﺘﻲ اﻳﻦ دو ﭼﺎرﭼﻮبِ ﻧﺎﻫﻤﺴﺎن ﺑﺎ ﻫﻢ ﻓﻌﺎل و ﺑﺎ وﺟﻮد ﻓﺎﺻﻠﻪﻫﺎي‬ ‫ﻓﺮﻫﻨﮕﻲ‪ ،‬ﺗﻮﺳﻂ ﻣﺨﺎﻃﺐ ﺗﺮﺟﻤﻪ درك ﻣﻲﺷﻮد‪ ،‬ﻃﻮريﻛﻪ ﮔﻮﻳﻲ ﻣﺨﺎﻃﺒﺎن ﺗﺮﺟﻤﻪ »ﮔﻮش اﻳﺴﺘﺎدهاﻧﺪ«‪ .4‬اﻳﻨﺠﺎﺳﺖ ﻛﻪ‬ ‫ﺣﻀﻮر ﻣﺘﺮﺟﻢ ﺑﻪﺳﻬﻮﻟﺖ ﺣﺲ ﻣﻲﺷﻮد و ﻧﻘﺶ او در ﻓﺮآﻳﻨﺪ ﺗﺮﺟﻤﻪ ﺑﺴﻴﺎر ﺗﻌﻴﻴﻦﻛﻨﻨﺪه اﺳﺖ‪ .‬ﭼﺮا ﻛﻪ او ﻣﻲﺗﻮاﻧﺪ‪ ،‬ﺑﺎ‬ ‫اﻧﺘﺨﺎبﻫﺎي ﻣﻨﺎﺳﺐ‪ ،‬ﺑﻬﺘﺮﻳﻦ ﭼﺎرﭼﻮب را در ذﻫﻦ اﻋﻀﺎي ﻓﺮﻫﻨﮓ ﻣﻘﺼﺪ ﻓﻌﺎل و آنﻫﺎ را در ﺗﺠﺮﺑﻪي »ﺟﻬﺎﻧﻲﺷﺪن«‬

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‫ﺳﻬﻴﻢ ﻛﻨﺪ‪.‬‬ ‫در ﻗﻄﺐ دﻳﮕﺮ اﻳﻦ روﻳﻜﺮد ﺷﻨﺎﺧﺘﻲ ﺑﻪ ﻣﻌﺎدلﮔﺰﻳﻨﻲ‪» ،‬ﺗﺮﺟﻤﻪي ﭘﻨﻬﺎن« ﻗﺮار دارد‪ .‬ﻛﺎر ﻣﺘﺮﺟﻢ در اﻳﻦ ﻧﻮع ﺗﺮﺟﻤﻪ‪،‬‬ ‫ﺑﺎزآﻓﺮﻳﻨﻲ ﭼﺎرﭼﻮبﻫﺎﺳﺖ‪ .‬وي »ﻧﻘﺸﻲ را ﻛﻪ ﻣﺘﻦ اﺻﻠﻲ در ﭼﺎرﭼﻮب و دﻧﻴﺎي ﮔﻔﺘﻤﺎﻧﻲ دارد‪ ،‬در ﻣﺘﻦ ﻣﻘﺼﺪ ﺑﺎزﺗﻮﻟﻴﺪ‬ ‫ﻣﻲﻛﻨﺪ« )ﻫﺎوس‪ ،2001 ،‬ص ‪ .(250‬ﻫﺪف ﻣﺘﺮﺟﻢ ﻓﻌﺎلﺳﺎزي ﻫﻢزﻣﺎن ﭼﺎرﭼﻮبﻫﺎ در دو ﻓﺮﻫﻨﮓ ﻧﻴﺴﺖ‪ ،‬او ﻣﻲﺧﻮاﻫﺪ‬ ‫ﻣﺘﻦ ﺗﺮﺟﻤﻪ ﺑﻪ »ﻣﻌﺎدل ﻧﻘﺸﻲ واﻗﻌﻲ«‪ 6‬دﺳﺖ ﻳﺎﺑﻨﺪ‪ .‬ﺑﺮاي ﻧﻴﻞ ﺑﻪ اﻳﻦ ﻣﻘﺼﻮد‪ ،‬ﻫﻤﺎﻧﻨﺪ ﻳﻚ »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮕﻲ« ﻋﻤﻞ‬ ‫ﻣﻲﻛﻨﺪ و ﺑﺎ دﺳﺖﻛﺎري ﭼﺎرﭼﻮبﻫﺎ‪ ،‬ﺑﻪ آنﻫﺎ رﻧﮓوﺑﻮي ﺑﻮﻣﻲ ﻣﻲدﻫﺪ و ﻣﺘﻦ را از ﭘﻴﭽﻴﺪﮔﻲ و ﻋﻨﺎﺻﺮ ﺑﻴﮕﺎﻧﻪ ﻣﻲزداﻳﺪ‪.‬‬ ‫وي ﺑﺮاي اﻧﺘﺨﺎب ﺻﺤﻴﺢ ﻳﻜﻲ از دو روش ﻓﻮق ﺑﻪ ﻧﻘﺶ و ﻛﺎرﻛﺮد آن اﺷﺎره ﻣﻲﻛﻨﺪ‪» :‬ﺗﺮﺟﻤﻪي آﺷﻜﺎر ﺑﺮاي آن دﺳﺘﻪ از‬ ‫ﻣﺘﻮﻧﻲ اﺳﺖ ﻛﻪ ﺑﻪﺷﺪت ﺑﻪ ﻓﺮﻫﻨﮓ ﻣﺒﺪأ واﺑﺴﺘﻪاﻧﺪ و ﺟﺎﻳﮕﺎه ﻣﺴﺘﻘﻠﻲ در آن دارﻧﺪ؛ در ﺣﺎﻟﻲﻛﻪ ﺗﺮﺟﻤﻪي ﭘﻨﻬﺎن ﻣﺨﺘﺺ‬ ‫ﻣﺘﻮﻧﻲ اﺳﺖ ﻛﻪ ﻫﻴﭻ ﻳﻚ از اﻳﻦ ﺷﺮاﻳﻂ را ﻧﺪارﻧﺪ؛ ﻳﻌﻨﻲ زﻣﺎﻧﻲ ﻛﻪ ﻣﺘﻦ اﺻﻠﻲ ﻓﺮﻫﻨﮓﻣﺤﻮر ﻧﺒﺎﺷﺪ )ﻫﺎوس‪ ،1998 ،‬ص‬ ‫‪.(199‬‬

‫‪ ‬‬ ‫‪1. Frame‬‬ ‫‪2. Functional equivalence ‬‬ ‫‪3. Second-level functional equivalence‬‬ ‫‪4. Eavesdrop‬‬ ‫‪5. Globalization‬‬ ‫‪6. True functional equivalence‬‬

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‫‪ .3‬روش ﺗﺤﻘﻴﻖ ‪ ‬‬ ‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮ اﺳﺎس روش ﺗﺤﻠﻴﻠﻲ‪-‬ﺗﻮﺻﻴﻔﻲ اﺳﺖ و ﺗﻼش دارد ﺗﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﭼﺎرﭼﻮب ﻧﻈﺮي ﻫﺎوس در ﺑﺎب اﻧﻮاع‬ ‫ﺗﺮﺟﻤﻪ )آﺷﻜﺎر و ﭘﻨﻬﺎن( و ﻣﻔﻬﻮم »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮕﻲ« ﺑﻪ ﺑﺮرﺳﻲ ﻣﻘﺎﺑﻠﻪاي ﺗﺮﺟﻤﻪﻫﺎي ﻧﺎﺗﻮردﺷﺖ ﺑﭙﺮدازد‪ .‬ﺑﺮاي ﺗﺤﻠﻴﻞ‪،‬‬ ‫ﺗﺮﺟﻤﻪي ﺳﻪ ﻧﺴﺨﻪي ﻓﺎرﺳﻲ رﻣﺎن ﻧﺎﺗﻮردﺷﺖ ﻣﻘﺎﺑﻠﻪ و ﺑﺮرﺳﻲ ﻣﻲﺷﻮد‪ .‬در ﭘﺎﻳﺎن‪ ،‬ﻣﻴﺰان ﺧﻮدي ﻳﺎ ﺑﻴﮕﺎﻧﻪﺑﻮدن ﻣﺘﻮن‬ ‫ﺗﺮﺟﻤﻪﺷﺪه در ﻓﺎرﺳﻲ و ﻋﻤﻠﻜﺮد ﻣﺘﺮﺟﻢﻫﺎ ﺑﻪﻋﻨﻮان ﻣﻴﺎﻧﺠﻲﮔﺮان ﻓﺮﻫﻨﮕﻲ در اﻧﺘﺨﺎب ﻣﻌﺎدلﻫﺎي ﻧﻘﺸﻲ ﻣﻮرد ﺑﺤﺚ ﻗﺮار‬ ‫ﻣﻲﮔﻴﺮد و ﻣﻴﺰان ﭘﻨﻬﺎن ﻳﺎ آﺷﻜﺎرﺑﻮدن ﺗﺮﺟﻤﻪﻫﺎ‪ ،‬ﺑﺮ ﻣﺒﻨﺎي ﺗﻌﺮﻳﻒ ﻫﺎوس‪ ،‬واﻛﺎوي ﻣﻲﺷﻮد‪.‬‬ ‫دادهﻫﺎي ﺑﻪﻛﺎررﻓﺘﻪ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺮﮔﺮﻓﺘﻪ از ﻛﺘﺎب ﻧﺎﺗﻮردﺷﺖ‪ ،‬ﻣﻬﻢﺗﺮﻳﻦ اﺛﺮ ﻧﻮﻳﺴﻨﺪهي ﻣﻌﺎﺻﺮ آﻣﺮﻳﻜﺎﻳﻲ‪ ،‬ﺟﻲ‪.‬دي‪.‬‬ ‫ﺳﻠﻴﻨﺠﺮ‪ ،‬اﺳﺖ ﻛﻪ ﺑﺎ ﺳﻪ ﻧﺴﺨﻪي ﻓﺎرﺳﻲ ﻣﻮﺟﻮد آن ﻣﻘﺎﺑﻠﻪ ﺷﺪهاﺳﺖ‪ .‬ﻧﺨﺴﺘﻴﻦ ﺑﺮﮔﺮدان ﻓﺎرﺳﻲ اﻳﻦ ﻛﺘﺎب ﺑﻪ ﺗﺮﺟﻤﻪي‬ ‫اﺣﻤﺪﻛﺮﻳﻤﻲ‪ ،‬ﺑﺎ ﻋﻨﻮان »ﻧﺎﻃﻮردﺷﺖ«‪ ،‬ﺗﻮﺳﻂ ﻧﺸﺮ »ﻣﻴﻨﺎ«‪ ،‬در ﺳﺎل ‪ 1345‬اﻧﺘﺸﺎر ﻳﺎﻓﺖ‪ .‬دﻳﮕﺮ ﻧﺴﺨﻪي ﻓﺎرﺳﻲ رﻣﺎن‬ ‫»ﻧﺎﺗﻮردﺷﺖ« )اﻧﺘﺸﺎرات ﻧﻴﻼ‪ (1388 ،‬ﺑﺮﮔﺮدان ﻣﺤﻤﺪﻧﺠﻔﻲ اﺳﺖ ﻛﻪ ﭼﺎپ ﻫﻔﺘﻢ آن ﺑﺮاي ﻣﻘﺎﺑﻠﻪ ﺑﺎ ﻣﺘﻦ اﺻﻠﻲ اﻧﺘﺨﺎب‬ ‫ﺷﺪه و ﺟﺪﻳﺪﺗﺮﻳﻦ ﻣﺘﻦ ﻓﺎرﺳﻲ ﺗﺮﺟﻤﻪي ﻣﻬﺪي آذري و ﻣﺮﻳﻢ ﺻﺎﻟﺤﻲ اﺳﺖ ﻛﻪ ﺑﺎ ﻋﻨﻮان »ﻧﺎﺗﻮردﺷﺖ«‪ ،‬ﺑﻪ اﻫﺘﻤﺎم‬ ‫اﻧﺘﺸﺎرات اﻣﻴﺪﻣﻬﺮ‪ ،‬در ﺳﺎل ‪ ،1392‬ﺑﺮاي ﻧﺨﺴﺘﻴﻦ ﺑﺎر ﺑﻪﭼﺎپ رﺳﻴﺪ و ﻫﻤﻴﻦ ﻧﺴﺨﻪ ﺑﺮاي اﻳﻦ ﭘﮋوﻫﺶ درﻧﻈﺮ ﮔﺮﻓﺘﻪ‬ ‫ﺷﺪهاﺳﺖ‪.‬‬ ‫‪ 1 .3‬ﺳﻠﻴﻨﺠﺮ و ﻧﺎﺗﻮردﺷﺖ‬ ‫ﺟﺮوم دﻳﻮﻳﺪ ﺳﻠﻴﻨﺠﺮ اول ژاﻧﻮﻳﻪ ‪ 1919‬در ﻣﻨﻬﺘﻦ ﻧﻴﻮﻳﻮرك ﺑﻪدﻧﻴﺎ آﻣﺪ و در ﺳﺎل ‪ 2010‬درﮔﺬﺷﺖ‪ .‬در ﺗﻤﺎم ﻧﻮﺷﺘﻪﻫﺎي‬ ‫ﺳﻠﻴﻨﺠﺮ روح ﺟﻨﮓ ﻣﻮج ﻣﻲزﻧﺪ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻫﻴﭻ ﻳﻚ از داﺳﺘﺎنﻫﺎي او ﻣﺴﺘﻘﻴﻤﺎً ﺑﻪ ﺟﻨﮓ اﺷﺎره ﻧﻤﻲﻛﻨﺪ‪ .‬آنﭼﻪ در‬ ‫داﺳﺘﺎنﻫﺎي ﺳﻠﻴﻨﺠﺮ اﺗﻔﺎق ﻣﻲاﻓﺘﺪ ﭘﻴﺎﻣﺪﻫﺎي ﺟﻨﮓ اﺳﺖ‪.‬‬ ‫ﻫﻮﻟﺪن ﻛﺎﻟﻔﻴﻠﺪ‪ ،‬ﻗﻬﺮﻣﺎن ﻧﺎﺗﻮر دﺷﺖ‪ ،‬ﺗﺎ ﭼﻨﺪﻳﻦ دﻫﻪ ﻧﻤﺎد ﺟﻮان ﻧﺎراﺿﻲ و ﺳﺮﻛﺶ ﺟﺎﻣﻌﻪي آﻣﺮﻳﻜﺎﻳﻲ ﺑﻮدهاﺳﺖ‪ .‬رﻣﺎن در‬ ‫ﻗﺎﻟﺐ اول ﺷﺨﺺ رواﻳﺖ ﻣﻲﺷﻮد‪ ،‬از زﺑﺎن ﻧﻮﺟﻮاﻧﻲ ‪ 17‬ﺳﺎﻟﻪ ﻛﻪ از ﺟﺎﻣﻌﻪي ﺧﻮد ﺧﺸﻢ دارد‪ ،‬ﻧﻤﻲﺗﻮاﻧﺪ در ﺟﻤﻊ‬ ‫ﻫﻢﺳﺎﻻﻧﺶ ﺗﺎب ﺑﻴﺎورد‪ ،‬از ﻣﺪرﺳﻪ اﺧﺮاج ﺷﺪه و دﻏﺪﻏﻪي اﺻﻠﻲاش ﻣﺮگ ﻧﺎﮔﻮار ﺑﺮادرش اﺳﺖ‪ .‬ﻫﻮﻟﺪن ﺳﻌﻲ دارد ﺟﺎﻳﮕﺎه‬ ‫ﺧﻮدش در ﺟﻬﺎن را ﺑﻴﺎﺑﺪ‪ .‬ﺗﺼﻮﻳﺮ ﻫﻮﻟﺪن ﺑﻪﻋﻨﻮان ﻳﻚ ﻧﻮﺟﻮان ﺟﺴﺘﺠﻮﮔﺮ در واﻗﻊ ﻧﻤﺎﻳﺎﻧﮕﺮ ﻫﻮﻳﺖ آﺷﻔﺘﻪي ﻧﻮﺟﻮاﻧﺎن‬ ‫ﻧﺴﻞ اﻣﺮوز ﻫﻤﻪي دﻧﻴﺎﺳﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ دﻟﻴﻞ اﺳﺖ ﻛﻪ ﻧﺎﺗﻮر دﺷﺖ ﻫﻤﭽﻨﺎن در دﻧﻴﺎ ﺧﻮاﻧﺪه ﻣﻲﺷﻮد و روز ﺑﻪ روز ﻣﺤﺒﻮﺑﻴﺖ‬ ‫ﻫﻮﻟﺪن در ﻣﻴﺎن ﻣﺮدم دﻧﻴﺎ ﺑﻴﺸﺘﺮ ﻣﻲﺷﻮد‪.‬‬ ‫داﺳﺘﺎنﻫﺎي ﺳﻠﻴﻨﺠﺮ در دوران ﭘﺲ از ﺟﻨﮓ‪ 1‬اﺗﻔﺎق ﻣﻲاﻓﺘﺪ‪ .‬ﻣﻬﻤﺘﺮﻳﻦ ﻣﺆﻟﻔﻪي ﻓﺮﻫﻨﮕﻲ و ﺟﺎﻣﻌﻪﺷﻨﺎﺧﺘﻲ در اﻳﻦ دوران‬

‫‪ ‬‬ ‫‪1. postwar ‬‬

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‫ﻣﺴﺌﻠﻪي ﻓﻘﺪان آرﻣﺎن اﺳﺖ‪ .‬آرﻣﺎنﻫﺎ ﺟﺎي ﺧﻮد را ﺑﻪ ﻣﺼﺮفﮔﺮاﻳﻲ ﻣﻲدﻫﻨﺪ‪ ،‬اﻳﻦ ﻣﻮﺿﻮﻋﻲ اﺳﺖ ﻛﻪ ﺑﻪ ﺷﺪت ﺳﻠﻴﻨﺠﺮ و‬ ‫ﺷﺨﺼﻴﺖﻫﺎﻳﺶ را آزار ﻣﻲدﻫﺪ‪ .‬ﺗﻤﺎم آﺛﺎر ﺳﻠﻴﻨﺠﺮ ﺑﻴﺎﻧﮕﺮ ﻧﻔﺮت او از ﺟﺎﻣﻌﻪاي اﺳﺖ ﻛﻪ آرﻣﺎنﻫﺎي ﺧﻮد را ﮔﻢ ﻛﺮدهاﺳﺖ‪ .‬‬ ‫ﻫﻤﻪ ﻗﻬﺮﻣﺎنﻫﺎي ﺳﻠﻴﻨﺠﺮ ﺑﻲﻗﺮارﻧﺪ و ﻧﻮﻳﺴﻨﺪه آنﻫﺎ را ﺑﻪ ﭘﺎﻳﺎﻧﻲ ﺗﻠﺦ ﻣﺤﻜﻮم ﻣﻲﻛﻨﺪ‪ :‬ﺧﻮدﻛﺸﻲ )ﺳﻴﻤﻮر(‪ ،‬دﻳﻮاﻧﮕﻲ‬ ‫)ﻫﻮﻟﺪن( ﻳﺎ ﺳﺮﮔﺸﺘﮕﻲ )ﻓﺮﻧﻲ(‪ .‬در واﻗﻊ‪ ،‬آﺛﺎر او ﺑﺎزﺗﺎب ﺷﺮاﻳﻂ ﻓﺮﻫﻨﮕﻲ و اﺟﺘﻤﺎﻋﻲ آﻣﺮﻳﻜﺎي آن دوران اﺳﺖ‪ .‬ﺑﺴﻴﺎري از‬ ‫ﻣﻨﺘﻘﺪان اذﻋﺎن دارﻧﺪ ﻛﻪ ﺳﻠﻴﻨﺠﺮ ﮔﺰارﺷﮕﺮ ﺷﺮاﻳﻂ ﻓﺮﻫﻨﮕﻲ ﻧﺴﻞ ﺧﻮدش ﺑﻮدهاﺳﺖ؛ ﺑﻪ ﻫﻤﻴﻦ ﻋﻠﺖ‪ ،‬آﺛﺎر او و‬ ‫ﺗﺮﺟﻤﻪﻫﺎﻳﺶ ﺑﺴﺘﺮ ﻣﻨﺎﺳﺒﻲ را ﺑﺮاي ﻣﻄﺎﻟﻌﻪي ﻧﻘﺶ ارﺗﺒﺎﻃﻲ ﺗﺮﺟﻤﻪ و ﻧﺤﻮهي ﮔﺬار ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮕﻲ از زﺑﺎن ﻣﺒﺪأ ﺑﻪ زﺑﺎن‬ ‫ﻣﻘﺼﺪ ﻓﺮاﻫﻢ ﻣﻲآورد‪.‬‬ ‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ‬ ‫ﻧﻜﺎﺗﻲ ﻛﻪ در واﻛﺎوي ﺗﺮﺟﻤﻪﻫﺎي رﻣﺎن ﻧﺎﺗﻮردﺷﺖ و ﺗﺤﻠﻴﻞ ﻣﻴﺰان ﻛﺎرﺑﺴﺖ »ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ« ﺑﻪدﺳﺖ آﻣﺪه ﺑﺪﻳﻦ ﺷﺮح‬ ‫اﺳﺖ‪ :‬اوﻟﻴﻦ ﻣﺘﺮﺟﻢ‪ ،‬اﺣﻤﺪ ﻛﺮﻳﻤﻲ‪ ،‬ﻛﻪ ﻧﺨﺴﺘﻴﻦ ﺗﺼﻮﻳﺮِ ﻓﺎرﺳﻲِ ﻫﻮﻟﺪن را در ﺳﺎل ‪ 1345‬در ادﺑﻴﺎت داﺳﺘﺎﻧﻲ اﻳﺮان‬ ‫ﺗﺮﺳﻴﻢ ﻛﺮدهاﺳﺖ‪ ،‬در اﻧﺘﺨﺎب ﻣﻌﺎدلﻫﺎ و اﺻﻄﻼﺣﺎت ﺑﺴﻴﺎر ﻣﻮﺷﻜﺎﻓﺎﻧﻪ ﻋﻤﻞ ﻣﻲﻛﻨﺪ و ﺗﺮﺟﻤﻪي رواﻧﻲ را ﺑﻪ ﻣﺨﺎﻃﺐ‬ ‫ﻓﺎرﺳﻲ زﺑﺎن اراﺋﻪ ﻣﻲدﻫﺪ‪ .‬اﻣﺎ ﺗﺮﺟﻤﻪي ﻣﺤﻤﺪ ﻧﺠﻔﻲ‪ ،‬ﻛﻪ ﻧﺨﺴﺘﻴﻦﺑﺎر در ﺳﺎل ‪ 1377‬رواﻧﻪي ﺑﺎزار ﻛﺘﺎب ﻣﻲﺷﻮد‪ ،‬ﻧﻪ ﻓﻘﻂ‬ ‫در ﺳﺮﻧﻮﺷﺖ اﻳﻦ ﻛﺘﺎب ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ‪ ،‬ﺑﻠﻜﻪ در ﻧﻈﺎم ادﺑﻴﺎت ﺧﺎرﺟﻲ اﻳﻦ زﺑﺎن ﻧﻘﻄﻪ ﻋﻄﻔﻲ رﻗﻢ ﻣﻲزﻧﺪ‪ .‬ﻫﻮﻟﺪﻧﻲ ﻛﻪ‬ ‫ﻧﺠﻔﻲ ﺑﻪ اﻳﺮاﻧﻴﺎن ﻣﻌﺮﻓﻲ ﻣﻲﻛﻨﺪ ﺑﺴﻴﺎر آﺷﻨﺎﺗﺮ از ﻫﻮﻟﺪﻧﻲ اﺳﺖ ﻛﻪ ﻛﺮﻳﻤﻲ ﺣﺪود ﺳﻲ ﺳﺎل ﭘﻴﺶ ﺑﺎزآﻓﺮﻳﺪه ﺑﻮد‪ .‬در اﻳﻦ‬ ‫ﻧﺴﺨﻪ‪ ،‬ﺑﺎ ادﺑﻴﺎت ﺻﺮﻳﺢﺗﺮي ﻣﻮاﺟﻬﻴﻢ ﻛﻪ ﻗﻬﺮﻣﺎن داﺳﺘﺎن در آن ﭘﻴﻮﺳﺘﻪ ﺟﺴﻮراﻧﻪ ﻧﺎﺳﺰا ﻣﻲﮔﻮﻳﺪ و اﻳﻦ ادﺑﻴﺎت ﻣﻤﻨﻮﻋﻪ‬ ‫ﻛﺎﻣﻼً از آنِ ﻣﺨﺎﻃﺐ ﻓﺎرﺳﻲزﺑﺎن اﺳﺖ‪ .‬ﻧﻜﺘﻪي ﻗﺎﺑﻞﺗﻮﺟﻪ در ﺗﺮﺟﻤﻪي ﻧﺠﻔﻲ واژهﺳﺎزي و ﻣﻌﺎدلﻳﺎﺑﻲﻫﺎي ﻛﺎﻣﻼً ﺑﻮﻣﻲ در‬ ‫اﺻﻄﻼﺣﺎت ﻣﺤﺎورهاي و دشواژه ﻫﺎﺳﺖ‪ .‬اﻳﻦ ﻣﺘﺮﺟﻢ ﻫﻮﻟﺪن ﻛﺎﻟﻔﻴﺪ را از ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ اﻳﺮاﻧﻲ رد ﻣﻲﻛﻨﺪ و او را ﻫﻤﺎﻧﻨﺪ‬ ‫ﻳﻚ ﻗﻬﺮﻣﺎن ﻓﺎرﺳﻲزﺑﺎن ﻧﺰد ﻣﺨﺎﻃﺐ ﺗﺮﺟﻤﻪ ﺑﻪﺗﺼﻮﻳﺮ ﻣﻲﻛﺸﺪ‪ ،‬ﺗﺎ ﺟﺎﻳﻲ ﻛﻪ ﺗﻜﻨﻴﻚ ﺷﻜﺴﺘﻪﮔﻮﻳﻲ را در رواﻳﺖ ﻛﺘﺎب‬ ‫ﺑﻪﻛﺎر ﻣﻲﮔﻴﺮد‪ ،‬ﺣﺎل آنﻛﻪ زﺑﺎن ﺧﻮد ﺳﻠﻴﻨﺠﺮ ﺷﻜﺴﺘﻪ ﻧﻴﺴﺖ‪ .‬ﺑﻪ اﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﻫﻮﻟﺪنِ آﺷﻨﺎيِ ﻣﺨﺎﻃﺐ اﻳﺮاﻧﻲ ﺑﺎ اﻗﺒﺎﻟﻲ‬ ‫ﺑﺎورﻧﻜﺮدﻧﻲ ﻣﻮاﺟﻪ ﻣﻲﺷﻮد و ﺑﺴﻴﺎري از ﻛﺘﺎبﺧﻮانﻫﺎ را ﻛﻪ ﺗﺎ آن روز ﻧﺎم ﺳﻠﻴﻨﺠﺮ را ﻧﺸﻨﻴﺪه ﺑﻮدﻧﺪ‪ ،‬ﺷﻴﻔﺘﻪي او ﻣﻲﻛﻨﺪ؛‬ ‫آنﭼﻪ ﻛﻪ ﺷﻤﺎر ﺑﺎﻻي ﺑﺎزﭼﺎپ اﻳﻦ ﻧﺴﺨﻪ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ دﻳﮕﺮ ﻧﺴﺨﻪﻫﺎي ﻓﺎرﺳﻲ ﺣﺎﻛﻲ از آن اﺳﺖ‪.‬‬ ‫در ﺑﺎب ﺟﺪﻳﺪﺗﺮﻳﻦ ﺗﺮﺟﻤﻪ‪ ،‬ﻛﻪ ﻛﻤﺎﺑﻴﺶ ﺑﻴﺴﺖ ﺳﺎل ﭘﺲ از اﺛﺮ ﻣﻮﻓﻖ ﻧﺠﻔﻲ )‪ (1392‬ﻣﻨﺘﺸﺮ ﺷﺪهاﺳﺖ‪ ،‬ﺳﺨﻦ ﺗﺎزهاي‬ ‫ﻧﻤﻲﺗﻮان ﮔﻔﺖ‪ .‬اﺳﺎﺳﺎً ﺗﺮﺟﻤﻪي ﻣﺠﺪد ﻳﻚ ﺷﺎﻫﻜﺎر ادﺑﻲ ﺑﺎ داﺷﺘﻦ ﺑﺮﮔﺮدانﻫﺎي ﻣﻮﻓﻖ و ﻣﺤﺒﻮب ﺑﺎﻳﺪ در ﭘﻲ ﻫﺪف‬ ‫ﺧﺎﺻﻲ ﺑﺎﺷﺪ‪ .‬ﺑﻪ ﺑﻴﺎﻧﻲ دﻳﮕﺮ‪ ،‬ﺧﻮاﻧﻨﺪهاي ﻛﻪ ﺳﻠﻴﻨﺠﺮ را ﻣﻲﺷﻨﺎﺳﺪ و ﺑﺎ ﻫﻮﻟﺪنﻫﺎي ﻛﺮﻳﻤﻲ و ﻧﺠﻔﻲ ﻫﻤﺬاتﭘﻨﺪاري‬ ‫ﻛﺮدهاﺳﺖ‪ ،‬اﻧﺘﻈﺎر دارد ﺑﺎ اﻳﺪﺋﻮﻟﻮژي و ﻛﺎرﺑﺴﺖ ﻣﺘﻔﺎوﺗﻲ در ﺻﺎﻓﻲ ﻓﺮﻫﻨﮕﻲ ﻣﺘﺮﺟﻢ روﺑﻪرو ﺷﻮد‪ .‬ﺑﻪراﺳﺘﻲ ﭼﻪ ﭼﻴﺰ‬ ‫ﻣﺘﺮﺟﻢ را ﺑﺮ آن ﻣﻲدارد ﺗﺎ ﺗﺼﻮﻳﺮ ﺗﺎزهاي از ﻳﻚ ﺷﺨﺼﻴﺖ ﻣﺤﺒﻮب ادﺑﻲ را ﭘﺲ از ﺳﺎلﻫﺎ ﺑﺎزآﻓﺮﻳﻨﺪ؟ اﻳﻦ ﭘﺮﺳﺶ ﺑﺎ‬ ‫ﺧﻮاﻧﺪن ﺗﺮﺟﻤﻪي آﺧﺮ ﺑﻲﭘﺎﺳﺦ ﻣﻲﻣﺎﻧﺪ؛ زﻳﺮا ﺟﺪﻳﺪﺗﺮﻳﻦ ﺑﺮﮔﺮدان ﻓﺎرﺳﻲ ﻧﺎﺗﻮردﺷﺖ ﻧﻪ دﻗﺖ و وﻓﺎداري ﺗﺮﺟﻤﻪي ﻛﺮﻳﻤﻲ‬ ‫را داراﺳﺖ و ﻧﻪ رواﻧﻲ و آﺷﻨﺎﺑﻮدﮔﻲ ﺗﺮﺟﻤﻪي ﻧﺠﻔﻲ را‪.‬‬

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‫ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬در ﻋﻤﻞ‪ ،‬واﻛﺎوي ﺣﺎﺿﺮ در ﻣﻴﺰان ﭘﺬﻳﺮﻓﺘﮕﻲ در ﻛﺎرﺑﺴﺖ ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ ﻣﻌﻄﻮف ﺑﻪ دو ﺗﺮﺟﻤﻪ ﻧﺨﺴﺖ ﻣﻲﺷﻮد‪.‬‬ ‫ﻫﻤﺎنﻃﻮر ﻛﻪ ﭘﻴﺶﺗﺮ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﺗﺮﺟﻤﻪي ﻛﺮﻳﻤﻲ‪ ،‬ﻛﻪ ﻣﺼﺪاﻗﻲ از ﺗﺮﺟﻤﻪي آﺷﻜﺎر ﻫﺎوس اﺳﺖ‪ ،‬ﺗﻼش دارد ﺗﺎ ﻫﺮ آﻧﭽﻪ‬ ‫را ﻛﻪ در ﮔﻔﺘﻤﺎن ﺳﻠﻴﻨﺠﺮ وﺟﻮد دارد در ﻓﺎرﺳﻲ ﻣﻨﻌﻜﺲﻛﻨﺪ و در اﻳﻦ ﻛﺎر ﻫﻢ ﻣﻮﻓﻖ اﺳﺖ‪ .‬اﻣﺎ‪ ،‬در ﻣﻘﺎﺑﻞ‪ ،‬ﺣﻀﻮر ﭘ‪‬ﺮرﻧﮓ‪‬‬ ‫ﻫﻮﻟﺪن ﻛﺎﻟﻔﻴﺪ‪ ‬اﻳﺮاﻧﻴﺰهﺷﺪه در ﺗﺮﺟﻤﻪي ﻧﺠﻔﻲ )ﻛﻪ ﻣﺼﺪاﻗﻲ روﺷﻦ از ﺗﺮﺟﻤﻪي ﭘﻨﻬﺎن ﻫﺎوس اﺳﺖ( ﻣﺨﺎﻃﺐ را ﺗﺎ ﺣﺪي‬ ‫از ﺣﻀﻮر ﺳﻠﻴﻨﺠﺮ ﻏﺎﻓﻞ ﻣﻲﻛﻨﺪ و اﻳﻦ ﻫﻤﺎن روﻳﻪاي اﺳﺖ ﻛﻪ ﻫﺎوس ﺑﺮ اﺟﺘﻨﺎب از آن در ﺗﺮﺟﻤﻪي ﻣﺘﻮن ﻓﺮﻫﻨﮓﻣﺤﻮر‬ ‫ﺗﺄﻛﻴﺪ دارد‪.‬‬ ‫ﻣﺨﺎﻃﺐ اﻳﺮاﻧﻲ ﺗﺎ ﭼﻪ اﻧﺪازه ﺑﻪ اﻣﺮ ﺧﻮاﻧﺪن ﻳﻚ ﺗﺮﺟﻤﻪ از ادﺑﻴﺎت‪ ‬ﺑﻴﮕﺎﻧﻪي آﻣﺮﻳﻜﺎﻳﻲ ‪-‬و ﻧﻪ ﻳﻚ داﺳﺘﺎن آﺷﻨﺎي اﻳﺮاﻧﻲ‪-‬‬ ‫واﻗﻒ اﺳﺖ‪ .‬ﺷﺎﻳﺪ اﮔﺮ ﻧﺎم اﻓﺮاد‪ ،‬ﺧﻴﺎﺑﺎنﻫﺎ ﻳﺎ ﻣﺮاﺳﻢ ﺧﺎص در ﻛﺘﺎب ﻧﺒﻮد‪ ،‬اﺳﺎﺳﺎً ﺗﺮﺟﻤﻪ ﺑﻮدنِ ﻛﺘﺎب را ﺗﺪاﻋﻲ ﻧﻤﻲﻛﺮد‪.‬‬ ‫ﺑﻪﻋﺒﺎرت دﻳﮕﺮ‪ ،‬ﻛﺎرﺑﺴﺖ ﺻﺎﻓﻲ ﻓﺮﻫﻨﮓ و ﺑﻴﮕﺎﻧﻪزداﻳﻲ رﻣﺎن ﻧﺎﺗﻮردﺷﺖ در ﺗﺮﺟﻤﻪي ﻧﺠﻔﻲ ﺗﺎ ﺣﺪي اﺳﺖ ﻛﻪ ﻣﺨﺎﻃﺐ‬ ‫ﻫﻮﻟﺪن را ﻧﺰد ﺧﻮد اﺣﺴﺎس ﻣﻲﻛﻨﺪ و اﻳﻦ ﺧﻮدﻣﺎﻧﻲﺑﻮدن ﺑﻴﺶازﺣﺪ ﻣﻲﺗﻮاﻧﺪ ﻫﺪف‪ ‬ﺗﺮﺟﻤﻪي ﻣﺘﻮن ﻓﺮﻫﻨﮓﻣﺤﻮر‪-‬ﻳﻌﻨﻲ‬ ‫ﺗﻌﺎﻣﻞ ﻓﺮﻫﻨﮕﻲ‪ -‬را ﺗﺤﺖاﻟﺸﻌﺎع ﻗﺮار دﻫﺪ‪ .‬آﻧﭽﻪ ﻣﺴﻠﻢ اﺳﺖ‪ ،‬ﭘﻴﺮو دﻳﺪﮔﺎه ﻧﻈﺮﻳﻪﭘﺮدازاﻧﻲ ﻣﺎﻧﻨﺪ ﻫﺎوس ﻛﻪ ﻃﺮﻓﺪار‬ ‫ﺟﻬﺎﻧﻲﺷﺪن در ﻣﻄﺎﻟﻌﺎت ﺗﺮﺟﻤﻪ ﻫﺴﺘﻨﺪ‪ ،‬ﻣﻲﺗﻮان اﻧﺘﻈﺎر داﺷﺖ ﻛﻪ اﮔﺮ ﻗﺮار اﺳﺖ ﺗﺮﺟﻤﻪي ﺟﺪﻳﺪي‪ ،‬ﻓﺮاﺧﻮر اﻧﺪﻳﺸﻪ و‬ ‫ﺧﺎﺳﺘﮕﺎه ﻋﺼﺮ ﺣﺎﺿﺮ‪ ،‬ﺑﺎر دﻳﮕﺮ وارد ﺑﺎزار ﻛﺘﺎب اﻳﺮان ﺷﻮد‪ ،‬درﻫﺎي ارﺗﺒﺎط ﺑﺎ ﻫﻮﻟﺪنِ ﻧﻪ ﭼﻨﺪان آﺷﻨﺎي آﻣﺮﻳﻜﺎﻳﻲ را ﺑﺮاي‬ ‫ﻣﺨﺎﻃﺐ ﻓﺎرﺳﻲ زﺑﺎن ﺑﻴﺸﺘﺮ ﺑﮕﺸﺎﻳﺪ‪.‬‬ ‫‪ 1 .4‬ﻧﻤﻮﻧﻪﻫﺎﻳﻲ از ﭘﻴﻜﺮه ﭘﮋوﻫﺶ و ﺗﺤﻠﻴﻞ ﻣﻮردي ﺗﺮﺟﻤﻪﻫﺎي ﻣﻮﺟﻮد‬ ‫‪The minute I went in, I was sort of sorry I’d come. He was reading the Atlantic‬‬ ‫‪Monthly, and there were pills and medicine all over the place, and everything smelled‬‬ ‫‪of Vicks Nose Drops. [...] What made it even more depressing, Old Spencer had on‬‬ ‫‪this very sad, ratty old bathrobe that he was probably born in or something. I don’t‬‬ ‫‪much like to see old guys in their pajamas and bathrobes anyway. Their bumpy old‬‬ ‫‪chests are always showing. And their legs (p, 9).‬‬

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‫اﺣﻤﺪ ﻛﺮﻳﻤﻲ )ﺻﺺ ‪:(10-11‬‬ ‫ﻫﻤﻴﻦ ﻛﻪ ﭘﺎﻳﻢ را ﮔﺬاﺷﺘﻢ ﺗﻮي اﺗﺎق از رﻓﺘﻨﻢ ﭘﺸﻴﻤﺎن ﺷﺪم‪ .‬اﺳﭙﻨﺴﺮ ﻣﺸﻐﻮل ﺧﻮاﻧﺪن ﻣﺠﻠﻪي »اﻻﻧﺘﻴﻚ ﻣﺎﻫﺎﻧﻪ«‬ ‫ﺑﻮد و ﺗﻤﺎم دور و ﺑﺮش ﭘﺮ از دوا و ﻗﺮص ﺑﻮد و ﻫﺮ ﭼﻴﺰي ﻛﻪ ﺗﻮي اﻃﺎق ﺑﻮد ﺑﻮي ﻗﻄﺮه ﺑﻴﻨﻲ وﻳﻜﺲ ﻣﻲداد ]‪[...‬‬ ‫ﭼﻴﺰي ﻛﻪ ﺣﺘﻲ ﺑﻴﺸﺘﺮ آدم را ﻛﺴﻞ ﻣﻲﻛﺮد اﻳﻦ ﺑﻮد ﻛﻪ اﺳﭙﻨﺴﺮ روبدوﺷﺎﻣﺒﺮ ﻏﻢاﻧﮕﻴﺰ و ﭘﺎرهﭘﻮرهاي را ﻛﻪ ﺷﺎﻳﺪ‬ ‫ﺗﻮي ﻫﻤﺎن ﺑﻪ دﻧﻴﺎ آﻣﺪهﺑﻮد ﺑﻪ ﺗﻦ ﻛﺮدهﺑﻮد‪ .‬ﻣﻦ زﻳﺎد ﺧﻮﺷﻢ ﻧﻤﻲآﻳﺪ ﻛﻪ اﺷﺨﺎص ﭘﻴﺮي ﻛﻪ ﭘﻴﮋاﻣﻪ و ﺣﻮﻟﻪ ﻟﺒﺎس‬ ‫ﺗﻨﺸﺎن ﺑﺎﺷﺪ ﺟﻠﻮي ﭼﺸﻤﻢ ﺑﺎﺷﻨﺪ‪ .‬ﺳﻴﻨﻪ ﭘﺮ از ﭼﺎﻟﻪوﭼﻮﻟﻪي اﻳﻦ ﺟﻮر اﺷﺨﺎص ﻫﻤﻴﺸﻪ ﭘﻴﺪاﺳﺖ و ﻫﻤﻴﻦﻃﻮر‬ ‫ﭘﺎﻫﺎﻳﺸﺎن‪.‬‬

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‫ﻣﺤﻤﺪ ﻧﺠﻔﻲ )ص ‪(11‬‬ ‫ﺗﺎ رﻓﺘﻢ ﺗﻮ‪ ،‬از اوﻣﺪﻧﻢ ﭘﺸﻴﻤﻮن ﺷﺪم‪ .‬داﺷﺖ ﻣﺎﻫﻨﺎﻣﻪ »آﺗﻼﻧﺘﻴﻚ« ﻣﻲﺧﻮﻧﺪ‪ ،‬دور و ﺑ‪‬ﺮش ﭘﺮ ﻗﺮص و دوا ﺑﻮد‪ ،‬ﻫﻮاي‬ ‫اﺗﺎﻗﻪ ﺑﻮي وﻳﻜﺲ ﻣﻲداد‪ [...] .‬ﺑﺪﺗﺮ از ﻫﻤﻪش اﻳﻦ ﺑﻮد ﻛﻪ اﺳﭙﻨﺴﺮ ﭘﻴﺮه اون ﺣﻮﻟﻪي ﺣﻤﻮمِ ﻛﻬﻨﻪي ﭘﺎرهﭘﻮرهي‬ ‫ﺗﻴﺮه رو ﻛﻪ اﺣﺘﻤﺎﻻً ﺑﺎﻫﺎش دﻧﻴﺎ اوﻣﺪه ﺑﻮد ﭘﻮﺷﻴﺪه ﺑﻮد‪ .‬اﺻﻼً دوس ﻧﺪارم آدﻣﺎي ﭘﻴﺮو ﺑﺎ ﺗﻨﺒﻮن و ﺣﻮﻟﻪي ﺣﻤﻮمﺷﻮن‬ ‫ﺑﺒﻴﻨﻢ‪ .‬ﻫﻤﻴﺸﻪ ﺳﻴﻨﻪﻫﺎي ﭘﻴﺮ ِ ﭼﺮوﻛﻴﺪه و ﭘ‪‬ﺮ و ﭘﺎﺷﻮن ﻣﻌﻠﻮﻣﻪ‪.‬‬ ‫ﻣﻬﺪي آذري‪/‬ﻣﺮﻳﻢ ﺻﺎﻟﺤﻲ )ﺻﺺ ‪(13-14‬‬ ‫وﻗﺘﻲ داﺧﻞ اﺗﺎق ﺷﺪم از رﻓﺘﻨﻢ ﭘﺸﻴﻤﺎن ﺷﺪم‪ .‬اﺳﭙﻨﺴﺮ در ﺣﺎل ﺧﻮاﻧﺪن ﻣﺠﻠﻪي آﺗﻼﻧﺘﻴﻚ ﻣﺎﻫﺎﻧﻪ ﺑﻮد و ﺗﻤﺎم آنﺟﺎ‪،‬‬ ‫ﭘﺮ از ﻗﺮص و دارو ﺑﻮد‪ .‬ﻫﺮ ﭼﻴﺰي ﻛﻪ آنﺟﺎ ﺑﻮد ﺑﻮي ﻗﻄﺮه ﺑﻴﻨﻲ وﻳﻜﺲ ﻣﻲداد‪ [...] .‬ﻳﻚ ﭼﻴﺰ دﻳﮕﺮ ﻫﻢ ﻛﻪ آن‬ ‫ﻣﺤﻴﻂ را ﺑﻴﺸﺘﺮ ﺧﺴﺘﻪﻛﻨﻨﺪه ﻛﺮده ﺑﻮد اﻳﻦ ﺑﻮد ﻛﻪ اﺳﭙﻨﺴﺮ ﭘﻴﺮ‪ ،‬ربدوﺷﺎﻣﺒﺮ ﺧﻴﻠﻲ ﻛﻬﻨﻪ و رﻧﮓ و رو رﻓﺘﻪ ﭘﻮﺷﻴﺪه‬ ‫ﺑﻮد ﻛﻪ اﺣﺘﻤﺎﻻً ﺧﻮدش در آن ﺑﻪ دﻧﻴﺎ آﻣﺪهﺑﻮد‪ .‬ازدﻳﺪن ﭘﻴﺮﻣﺮداﻧﻲ ﻛﻪ روبدوﺷﺎﻣﺒﺮ ﺑﺎ ﭘﻴﮋاﻣﻪ ﭘﻮﺷﻴﺪهاﻧﺪ واﻗﻌﺎً‬ ‫ﻣﺘﻨﻔﺮ ﻫﺴﺘﻢ‪ .‬ﻫﻤﻴﺸﻪ ﺳﻴﻨﻪ ﭘﺮ ﭼﻴﻦ و ﭼﺮوك و ﭘﺎﻫﺎﻳﺸﺎن دﻳﺪه ﻣﻲﺷﻮد‪.‬‬ ‫‪On Sundays, for instance, old Haas went around shaking hands with everybody's‬‬ ‫‪parents when they drove up to school. [...] Except if some boy had little old funny‬‬‫‪looking parents. [...] I mean if a boy's mother was sort of fat or corny-looking or‬‬ ‫‪something, and if somebody's father was one of those guys that wear those suits with‬‬ ‫‪very big shoulders and corny black-and-white shoes, then old Haas would just shake‬‬ ‫)‪hands with them and give them a phoney smile [...] (p, 19‬‬

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‫اﺣﻤﺪ ﻛﺮﻳﻤﻲ )ص‪(20.‬‬ ‫ﻣﺜﻼً روزﻫﺎي ﻳﻜﺸﻨﺒﻪ ﻛﻪ ﭘﺪر و ﻣﺎدر ﺑﭽﻪ ﻫﺎ ﺑﻪ ﻣﺪرﺳﻪ ﻣﻲآﻣﺪﻧﺪ دور ﻣﻲﮔﺸﺖ و ﺑﺎ ﻫﻤﻪ ﺷﺎن دﺳﺖ ﻣﻲداد‪[...] .‬‬ ‫اﻣﺎ ﻧﻪ در ﻣﻮرد ﺷﺎﮔﺮدﻫﺎﻳﻲ ﻛﻪ ﭘﺪر و ﻣﺎدرﺷﺎن ﺳﺮ و وﺿﻊ درﺳﺖ و ﺣﺴﺎﺑﻲ ﻧﺪاﺷﺘﻨﺪ‪ [...] .‬ﻣﻘﺼﻮدم اﻳﻦ اﺳﺖ ﻛﻪ‬ ‫اﮔﺮ ﻣﺎدر ﺷﺎﮔﺮدي ﭼﺎق ﺑﻮد و ﻳﺎ ﻇﺎﻫﺮ اﻣﻠﻲ داﺷﺖ و اﮔﺮ ﭘﺪر ﺑﭽﻪاي ﻟﺒﺎس ﻛﻬﻨﻪ و‪ -‬ﮔﻞ و ﮔﺸﺎدي ﺗﻨﺶ ﺑﻮد و‬ ‫ﻛﻔﺸﻬﺎي زﻫﻮار دررﻓﺘﻪ ﺳﻴﺎه و ﺳﻔﻴﺪ ﭘﻮﺷﻴﺪه ﺑﻮد آن وﻗﺖ آﻗﺎي ﻫﺎس ﻓﻘﻂ ﺑﺎ آﻧﻬﺎ دﺳﺖ ﻣﻲداد و ﻳﻚ ﻟﺒﺨﻨﺪ‬ ‫ﺳﺎﺧﺘﮕﻲ ﺑﻪﺷﺎن ﺗﺤﻮﻳﻞ ﻣﻲداد ]‪[...‬‬ ‫ﻣﺤﻤﺪ ﻧﺠﻔﻲ )ﺻﺺ‪(17-18 .‬‬ ‫ﻣﺜﻼً ﻳﻜﺸﻨﺒﻪﻫﺎ ﻛﻪ ﭘﺪر‪‬ﻣﺎدرا ﻣﻲاوﻣﺪن دﻳﺪنِ ﺑﭽﻪﻫﺎ‪ ،‬ﻫﺎس ﭘﻴﺮه ﻣﻲرﻓﺖ ﺑﺎ ﭘﺪر‪‬ﻣﺎدرا دﺳﺖ ﻣﻲداد]‪ [...‬ﻣﮕﻪ اﻳﻦﻛﻪ‬ ‫ﭘﺴﺮي ﭘﺪر‪‬ﻣﺎدرِ ﭘﻴﺮ و رﻳﻘﻮ و ﻣﻀﺤﻜﻲ داﺷﺖ ]‪ [...‬ﻣﻲﺧﻮام ﺑﮕﻢ اﮔﻪ ﻣﺎدري ﻫﻤﭽﻴﻦ ﭼﺎق و ﺧﭙﻞ و اُﻣ‪‬ﻞ ﺑﻮد ﻳﺎ‬

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2nd Conference on


‫ﺖوﭘﻬﻦ ﻣﻲﭘﻮﺷﻦ و ﻛﻔﺸﺎي ﺳﻔﻴﺪوﺳﻴﺎي ﻣﺴﺨﺮه ﭘﺎﺷﻮن‬‫ﭘﺪري از اﻳﻦ ﻣﺮدا ﺑﻮد ﻛﻪ از اون ﻛﺖﺷﻠﻮارا ﺑﺎ ﺷﻮﻧﻪﻫﺎي ﭘ‬ [...] ‫ ﻳﻪ ﻟﺒﺨﻨﺪ ﻛﺸﻜﻲ ﻫﻢ ﺗﺤﻮﻳﻞ ﻣﻲداد‬،‫ اﻳﻦ ﻣﺮﺗﻴﻜﻪ ﻫﺎس ﺑﺎﻫﺎﺷﻮن دﺳﺖ ﻣﻲداد‬،‫ﻣﻲﻛﻨﻦ‬ (20.‫ﻣﺮﻳﻢ ﺻﺎﻟﺤﻲ )ص‬/‫ﻣﻬﺪي آذري‬ ‫ ﭘﻴﺶ آﻧﻬﺎ ﻣﻲرﻓﺖ و ﺑﻪ آﻧﻬﺎ دﺳﺖ ﻣﻲداد‬،‫ ﻫﺎس ﭘﻴﺮ‬،‫ﻣﺜﻼً روزﻫﺎي ﻳﻜﺸﻨﺒﻪ ﻛﻪ واﻟﺪﻳﻦ ﺑﭽﻪ ﻫﺎ ﺑﻪ ﻣﺪرﺳﻪ ﻣﻲآﻣﺪﻧﺪ‬ ‫[ اﮔﺮ ﻣﺎدر ﻳﻜﻲ از‬...] .‫ اﺻﻼً رﻓﺘﺎرش درﺳﺖ ﻧﺒﻮد‬،‫[ اﻣﺎ وﻗﺘﻲ ﭘﺪر و ﻣﺎدر ﺷﺎﮔﺮدان ﺳﺮ و وﺿﻊ ﺟﺎﻟﺒﻲ ﻧﺪاﺷﺘﻨﺪ‬...] ‫ ﻟﺒﺎس ﮔﺸﺎد و ﻛﻔﺶﻫﺎي ﺳﻴﺎه و ﺳﻔﻴﺪ‬،‫ ﻳﺎ اﮔﺮ ﭘﺪر ﻳﻜﻲ از ﺑﭽﻪﻫﺎ‬،‫ﺑﭽﻪﻫﺎ ﭼﺎق ﺑﻮد ﻳﺎ ﻇﺎﻫﺮ ﺟﺎﻟﺒﻲ ﻧﺪاﺷﺖ‬ [...] ‫ﻣﺴﺨﺮهاي ﭘﻮﺷﻴﺪه ﺑﻮد ﻓﻘﻂ ﻫﺎس ﻓﻘﻂ ﺑﺎ آﻧﻬﺎ دﺳﺖ ﻣﻲداد و ﻟﺒﺨﻨﺪ ﺗﻤﺴﺨﺮآﻣﻴﺰي ﺑﻪ آﻧﻬﺎ ﺗﺤﻮﻳﻞ ﻣﻲداد‬

‫ﻣﻨﺎﺑﻊ‬ .(‫ ﻣﺘـﺮﺟﻢ‬،‫ ﺳـﻌﻴﺪيﻧﻴـﺎ‬.‫ )گ‬.‫ ﻧﻘﺪ ﺗﺮﺟﻤﻪ در ﭘﺮﺗﻮ روﻳﻜﺮد زﺑـﺎنﺷﻨﺎﺳـﻲ ﻧﻘﺸـﮕﺮا‬.(1392) .‫ ك‬،‫ و ﺷﻔﻨﺮ‬.‫ ج‬،‫ ﻫﺎوس‬،.‫ ك‬،‫راﻳﺲ‬ .‫ ﻗﻄﺮه‬:‫ اﻳﺮان‬،‫ﺗﻬﺮان‬ .‫ ﻣﻴﻨﺎ‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.(‫ ﻣﺘﺮﺟﻢ‬،‫ ﻛﺮﻳﻤﻲ‬.‫ )ا‬.‫ ﻧﺎﻃﻮر دﺷﺖ‬.(1345) .‫ د‬.‫ ج‬،‫ﺳﺎﻟﻴﻨﺠﺮ‬ .‫ ﻧﻴﻼ‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.(‫ ﻣﺘﺮﺟﻢ‬،‫ ﻧﺠﻔﻲ‬.‫ )م‬.‫ ﻧﺎﺗﻮر دﺷﺖ‬.(1388) .‫ دي‬.‫ ﺟﻲ‬،‫ﺳﺎﻟﻴﻨﺠﺮ‬ .‫ اﻣﻴﺪﻣﻬﺮ‬:‫ اﻳﺮان‬،‫ ﻣﺸﻬﺪ‬.(‫ ﻣﺘﺮﺟﻤﺎن‬،‫ ﺻﺎﻟﺤﻲ‬.‫ م‬،‫ آذري‬.‫ )م‬.‫ ﻧﺎﺗﻮر دﺷﺖ‬.(1392) .‫ دي‬.‫ ﺟﻲ‬،‫ﺳﺎﻟﻴﻨﺠﺮ‬ Bennett, M. J. (1998). Intercultural communication: A current perspective. In M. J. Bennett (Ed.), Basic concepts of intercultural communication: Selected readings (1-34). Yarmouth, ME: Intercultural Press Inc. Blum-Kulka, S. (1986/2004). Shifts of cohesion and coherence in translation. In L. Venuti (Ed.), The translation studies reader (290-305). London and New York: Routledge. Gutt, E. (1991). Translation and relevance: Cognition and context. Oxford, England: Blackwell. House, J. (1997). Translation quality assessment: A model revisited. Tubingen, Germany: Gunter Narr Verlag. House, J. (1998). Quality of translation. In Mona Baker (Ed.), Routledge encyclopedia of translation studies (197-200). London, England: Routledge. House, J. (2001). Translation quality assessment: Linguistic description versus social evaluation. Meta: Translators' Journal, 46(2), 243-257. House, J. (2009). Translation. London, England: Oxford University. Katan, D .(2004) .Translating cultures. Manchester, England: St Jerome. Nida, E. (1964). Toward a science of translating. Leiden, Netherlands: E. J. Brill. Nord, C. (1997). Translating as a purposeful activity. Manchester, England: St Jerome. Salinger, J. D. (1958). The catcher in the rye. London, England: Hamish Hamilton. Steiner, G. (1975/1998) After Babel: Aspect of language and translation. Oxford, England: Oxford University.

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‫ﺗﺤﻠﻴﻞ‪ ‬ﮔﻔﺘﻤﺎن ﺗﺤﻮل ﻣﻔﺎﻫﻴﻢ ﺑﺮآﻣﺪه از ﻣﻌﺮﻓﺖ ﻏﺮﺑﻲ در ﻓﻘﻪ ﺳﻴﺎﺳﻲ دوره ﻣﺸﺮوﻃﻪ‬ ‫ﭘﻴﻤﺎن زﻧﮕﻨﻪ‬

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‫ﮔﺮوه ﻋﻠﻮم ﺳﻴﺎﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﺑﻴﺮﺟﻨﺪ‬ ‫ﺳﻤﻴﻪ ﺣﻤﻴﺪي‬

‫ﮔﺮوه ﻋﻠﻮم ﺳﻴﺎﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﺑﻴﺮﺟﻨﺪ‬ ‫ﭼﻜﻴﺪه‪ .‬ﻣﻌﺎﻧﻲ و واژهﻫﺎ ارﺗﺒﺎط ﻣﻌﻨﺎداري ﺑﺎ ﺳﺎﺧﺘﺎر ﻗﺪرت و ﻧﻈﺎم ﺳﻴﺎﺳﻲ در ﻫﺮ ﻛﺸﻮري دارﻧﺪ‪ .‬در ﺳﺎﺧﺘﺎر ﻣﻌﺮﻓﺖ‬ ‫ﺳﻴﺎﺳﻲ ﻏﺮب ﻧﻴﺰ واژﮔﺎﻧﻲ ﻣﺎﻧﻨﺪ ﻗﺎﻧﻮن‪ ،‬دﻣﻮﻛﺮاﺳﻲ‪ ،‬آزادي و ﺑﺮاﺑﺮي ارﺗﺒﺎط ﻣﻌﻨﺎداري ﺑﺎ آﻣﻮزهﻫﺎي ﮔﻔﺘﻤﺎﻧﻲ ﻣﻐﺮب زﻣﻴﻦ‬ ‫دارد‪ ،‬ﺑﻪ ﻃﻮريﻛﻪ آن ﻧﻈﺎم ﮔﻔﺘﻤﺎﻧﻲ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﺳﺎﺧﺘﺎر دروﻧﻲ ﺧﻮد ﺑﻪ آﻓﺮﻳﻨﺶ ﻣﻌﻨﺎ ﺑﺮاي واژﮔﺎن ﻓﻮق ﻣﻲﭘﺮدازد اﻣﺎ‬ ‫ﺑﺮﻛﻨﺪه ﺷﺪن اﻳﻦ واژﮔﺎن و ورود آنﻫﺎ ﺑﻪ ﻳﻚ ﻓﻀﺎي ﻣﻌﻨﺎﻳﻲ دﻳﮕﺮ ﺑﺎﻋﺚ ﺗﻮﻟﻴﺪ ﺗﻨﺎزﻋﺎت ﻣﻌﻨﺎﻳﻲ در اﺛﺮ ﺗﻔﺎوت ﻧﻈﺎم‬ ‫ﮔﻔﺘﻤﺎﻧﻲ ﺣﺎﻛﻢ ﺑﺮ ﻫﺮ ﻳﻚ ﻣﻲﺷﻮد‪ .‬در درون ﻫﺮ ﮔﻔﺘﻤﺎن ﻧﻴﺰ ﺑﺮ ﺳﺮ ﻓﻬﻢ ﻣﻌﻨﺎي آن واژه وارداﺗﻲ‪ ،‬ﻣﻨﺎﻗﺸﺎت درونﮔﻔﺘﻤﺎﻧﻲ‬ ‫ﺷﻜﻞ ﻣﻲﮔﻴﺮد و اﻳﻦ ﻣﻮﺿﻮع در ﺣﻮزه ﺳﻴﺎﺳﻲ ﺑﻪ ﭘﻴﺪاﻳﺶ ﺧﺮدهﮔﻔﺘﻤﺎنﻫﺎي رﻗﻴﺐ ﻣﻨﺠﺮ ﻣﻲﺷﻮد‪ .‬در ﺟﺮﻳﺎن ﻧﻬﻀﺖ‬ ‫ﻣﺸﺮوﻃﻪ‪ ،‬ﻧﺨﺴﺘﻴﻦ روﻳﺎروﻳﻲ اﻳﺮاﻧﻴﺎن ﺑﺎ ﺗﺠﺪد ﺑﻪ وﻗﻮع ﭘﻴﻮﺳﺖ‪ .‬در اﻳﻦ ﻣﻴﺎن ﺗﻔﺎوت ﺑﺮداﺷﺖ در ﺗﺮﺟﻤﻪ واژه ﺷﻨﺎور و‬ ‫ﺑﻴﮕﺎﻧﻪاي ﺑﻪ ﻧﺎم ﻣﺸﺮوﻃﻪ و ﻣﺸﺘﻘﺎت آن )ﻟﻴﺒﺮﺗﻲ‪ ،‬دﻣﻮﻛﺮاﺳﻲ‪ ،‬ﻛﻨﺴﺘﻴﻨﺘﻴﻮن‪ ،‬آزادي و ﺑﺮاﺑﺮي‪ (...‬ﻣﻨﺠﺮ ﺑﻪ ﺷﻜﻞﮔﻴﺮي‬ ‫ﺗﻨﺎزﻋﺎت درونﮔﻔﺘﻤﺎﻧﻲ و ﺑﺎﻋﺚ زاﻳﺶ ﻧﻈﺮﻳﺎت ﻓﻘﻬﻲ‪ -‬ﻛﻼﻣﻲ ﻣﺘﻔﺎوت در ﺑﺴﺘﺮ ﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪ در ﻋﺼﺮ ﻗﺎﺟﺎر ﺷﺪه‬ ‫اﺳﺖ‪ .‬اﻳﻦ ﻧﻮﺷﺘﺎر ﺑﺮ آن اﺳﺖ ﺗﺎ ﺳﻴﺮ ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ واژه ﻣﺸﺮوﻃﻪ و ﻣﺸﺘﻘﺎت آن را ﻛﻪ ﺑﻪ زاﻳﺶ ﻣﻨﺎزﻋﺎت ﻓﻘﻬﻲ و‬ ‫ﻛﻼﻣﻲ در اﻳﻦ ﻋﺼﺮ اﻧﺠﺎﻣﻴﺪه را ﻣﻮرد ﺑﺮرﺳﻲ و ﻛﻨﻜﺎش ﻗﺮار دﻫﺪ‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﺗﺤﻠﻴﻞ ﮔﻔﺘﻤﺎن‪ ،‬ﻣﺸﺮوﻃﻪ‪ ،‬ﻗﺎﻧﻮن‪ ،‬آزادي‪ ،‬ﺑﺮاﺑﺮي‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫اﻧﻘﻼب ﻣﺸﺮوﻃﻪ زﻣﻴﻨﻪﺳﺎز ورود واژﮔﺎن ﮔﺴﺘﺮدهاي از ﺳﺎﺣﺖ زﺑﺎﻧﻲ ﻣﻐﺮب زﻣﻴﻦ ﺑﻮد‪ .‬اﻳﻦ واژﮔﺎن ﺑﺮآﻳﻨﺪي از ﺑﺴﺘﺮ‬ ‫ﻓﻜﺮي و ﻣﻌﺮﻓﺘﻲ ﻣﺪرﻧﻴﺘﻪ اﺳﺖ ﻛﻪ ﻧﮕﺮش ﺧﺎﺻﻲ ﺑﻪ اﻧﺴﺎن و ﺟﻬﺎن دارد‪ .‬زاﻳﺶ ﻣﺪرﻧﻴﺘﻪ در ﻏﺮب ﻣﺒﺘﻨﻲ ﺑﺮ ﺑﺴﺘﺮ‬


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‫اﺟﺘﻤﺎﻋﻲ و ﺳﻴﺎﺳﻲ وﻳﮋهاي ﺑﻮد ﻛﻪ از ﻓﺮآﻳﻨﺪﻫﺎي ﺻﻨﻌﺘﻲ ﺷﺪن‪ ،‬ﻋﺮﻓﻲ ﺷﺪن‪ ،‬ﺳﻜﻮﻻرﻳﺴﻢ و ﺗﺠﺮﺑﻪﮔﺮاﻳﻲ ﻧﺎﺷﻲ ﻣﻲﺷﺪ‪.‬‬ ‫ﺗﺤﻮﻻت ﺳﻴﺎﺳﻲ واﺟﺘﻤﺎﻋﻲ ﻧﺎﺷﻲ از اﺳﺘﻘﺮار ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ در ﻏﺮب ﻣﻨﺠﺮ ﺑﻪ ﺑﺎزﺗﻌﺮﻳﻒ واژﮔﺎﻧﻲ ﻣﺎﻧﻨﺪ دﻣﻮﻛﺮاﺳﻲ‪،‬‬ ‫ﻗﺎﻧﻮن‪ ،‬آزادي‪ ،‬ﻋﺪاﻟﺖ و ‪ ...‬ﺷﺪ ﻛﻪ اﻳﻦ واژﮔﺎن ﺑﺮاي ﻛﺎرﺑﺮد در ﻧﻈﺎم ﺳﻴﺎﺳﻲ و اﺟﺘﻤﺎﻋﻲ ﻣﺪرن ﻣﻨﻄﺒﻖ ﺑﻮد‪.‬‬ ‫ﻣﺪرﻧﻴﺘﻪ ﺑﻪ ﻣﺮزﻫﺎي ﺳﺮزﻣﻴﻨﻲ اروﭘﺎ ﻣﺤﺪود ﻧﻤﺎﻧﺪ ﺑﻠﻜﻪ ﺳﺮزﻣﻴﻦﻫﺎي اﺳﻼﻣﻲ از ﺟﻤﻠﻪ اﻳﺮان را در ﻧﻮردﻳﺪ‪ .‬آﻧﺎن ﺑﻪﻋﻨﻮان‬ ‫ﻣﻔﺴﺮان ﺗﻔﻜﺮ ﻣﺪرن ﺑﺮداﺷﺖ ﻳﻜﺴﺎﻧﻲ از واژهﻫﺎي ﻣﺪرن ﻧﺪاﺷﺘﻨﺪ‪ .‬در ﻣﻴﺎن آنﻫﺎ دو ﺗﻔﺴﻴﺮ ﻟﻴﺒﺮاﻟﻲ و ﺳﻮﺳﻴﺎﻟﻴﺴﺘﻲ از‬ ‫ﻣﺪرﻧﻴﺘﻪ اراﺋﻪ ﺷﺪ ﻛﻪ ﻫﺮﻛﺪام از اﻳﻦ دو ﺗﻔﺴﻴﺮ‪ ،‬روﻳﻜﺮد ﻣﺘﻔﺎوﺗﻲ ﺑﻪ ﻣﺪرﻧﻴﺘﻪ داﺷﺘﻨﺪ‪ .‬ﺑﺮاﻳﻦ اﺳﺎس ورود واژﮔﺎن ﻧﺎﺷﻲ از‬ ‫ﻣﺪرﻧﻴﺘﻪ ﺑﻪ اﻳﺮان در دوره ﻗﺎﺟﺎر در ﺑﺴﺘﺮي دﻳﻨﻲ و ﻣﺬﻫﺒﻲ روي داد‪ .‬ﭘﺲ ورود واژﮔﺎن ﮔﻔﺘﻤﺎن ﻣﺪرن ﻣﺎﻧﻨﺪ آزادي‪،‬‬ ‫ﻋﺪاﻟﺖ و‪ ...‬ﺑﻪ ﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ ﻣﻨﺠﺮ ﺑﻪ آﺷﻔﺘﮕﻲ ﻣﻌﻨﺎﻳﻲ و ﺗﻨﺎزﻋﺎت ﺗﺮﺟﻤﺎﻧﻲ در ﺑﺴﺘﺮ ﻣﺬﻫﺒﻲ و ﺳﻨﺘﻲ ﺟﺎﻣﻌﻪ اﻳﺮان ﺷﺪ‪.‬‬ ‫در اﻳﻦ ﮔﻔﺘﻤﺎن ﻧﻴﺰ ﺑﺮ ﺳﺮ ﺗﻔﺴﻴﺮ‪ ،‬ﺗﺮﺟﻤﻪ و ﺑﻮﻣﻲﺳﺎزي اﻳﻦ ﻣﻔﺎﻫﻴﻢ ﻣﻨﺎﻗﺸﺎت درونﮔﻔﺘﻤﺎﻧﻲ ﺻﻮرت ﮔﺮﻓﺖ‪ .‬ﺳﻮال اﻳﻦ‬ ‫ﻧﻮﺷﺘﺎر آن اﺳﺖ ﻛﻪ در دوره ﻣﺸﺮوﻃﻪ ﺑﺮ ﺳﺮ ﺗﻔﺴﻴﺮ و ﺗﺮﺟﻤﻪ واژﮔﺎن ﻣﺪرن ﭼﻪ ﻣﻨﺎﻗﺸﺎت ﮔﻔﺘﻤﺎﻧﻲ و درونﮔﻔﺘﻤﺎﻧﻲ ﺷﻜﻞ‬ ‫ﮔﺮﻓﺖ؟ و ﺗﺮﺟﻤﺎن ﻫﺮﻛﺪام از اﻳﻦ ﮔﻔﺘﻤﺎنﻫﺎ و ﺧﺮدهﮔﻔﺘﻤﺎنﻫﺎ ﺑﻪ ﺗﻮﻟﻴﺪ ﭼﻪ ﺗﻔﺎﺳﻴﺮي از واژﮔﺎن ﻣﺪرن ﻣﻨﺠﺮﺷﺪ؟ ﻓﺮﺿﻴﻪ‬ ‫اﻳﻦ ﻧﻮﺷﺘﻪ ﭘﮋوﻫﺸﻲ آن اﺳﺖﻛﻪ در ﻣﻮرد ﺗﺮﺟﻤﻪ واژﮔﺎن ﻣﺪرن دوﮔﻔﺘﻤﺎن ﻏﺮبﮔﺮا و ﻣﺬﻫﺒﻲ و در درونﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ‬ ‫دو ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاه و ﻣﺸﺮوﻋﻪﺧﻮاه ﺷﻜﻞﮔﺮﻓﺖ ﻛﻪ ﻫﺮﻳﻚ ﺑﺮاﺳﺎس ﭘﻴﺶﻓﺮضﻫﺎ و ﻣﺒﺎﻧﻲ ﻣﻌﺮﻓﺘﻲ ﺧﻮد و ﻧﻮع‬ ‫ﺧﻮاﻧﺸﻲ ﻛﻪ از ﺳﻨﺖ و ﻣﺪرﻧﻴﺘﻪ داﺷﺘﻨﺪ ﺑﻪ ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ اﻳﻦ واژﮔﺎن ﭘﺮداﺧﺘﻨﺪ‪.‬‬ ‫ﺑﻨﺎﺑﺮاﻳﻦ در اﻳﻦ ﺟﺴﺘﺎر ﭘﮋوﻫﺸﻲ ﺑﺎ ﺑﻬﺮهﮔﻴﺮي از ﻧﻈﺮﻳﻪ ﺗﺤﻠﻴﻞﮔﻔﺘﻤﺎن‪ ،‬در اﺑﺘﺪا دوﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ و ﮔﻔﺘﻤﺎن‬ ‫روﺷﻨﻔﻜﺮان ﻏﺮبﮔﺮا ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﺧﻮاﻫﺪﮔﺮﻓﺖ و ﺳﭙﺲ ﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ ﺑﺎ ﻣﺤﻮرﻳﺖ دو ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاه‬ ‫و ﻣﺸﺮوﻋﻪﺧﻮاه ﻣﻮرد ﺑﺮرﺳﻲ و ﻛﻨﻜﺎش ﻗﺮار ﺧﻮاﻫﻨﺪ ﮔﺮﻓﺖ‪.‬‬ ‫‪ .2‬روش ﺗﺤﻘﻴﻖ‬ ‫روش ﺗﺤﻘﻴﻖ در اﻳﻦ ﭘﮋوﻫﺶ ﺗﺤﻠﻴﻞ ﮔﻔﺘﻤﺎن اﺳﺖ‪ .‬ﺳﻮﺳﻮر‪ ،‬زﺑﺎن ﺷﻨﺎس ﺳﻮﺋﻴﺴﻲ‪ ،‬ﺑﺎ ﻃﺮح ﺳﺎﺧﺘﺎرﻫﺎي زﺑﺎﻧﻲ‪ ،‬ﻧﺨﺴﺘﻴﻦ‬ ‫ﮔﺎمﻫﺎ را در اﻳﺠﺎد ﻧﻈﺮﻳﻪ ﮔﻔﺘﻤﺎن ﺑﺮداﺷﺖ )ﺣﻘﻴﻘﺖ‪ ،1385 ،‬ص ‪ .(457‬از ﻧﮕﺎه اﻳﻦ ﻧﻈﺮﻳﻪ‪ ،‬ﺟﻬﺎن ﻣﺤﺼﻮل ﮔﻔﺘﻤﺎنﻫﺎﺳﺖ‪.‬‬ ‫اﻟﺒﺘﻪ اﻳﻦ ﻧﻈﺮﻳﻪ وﺟﻮد واﻗﻌﻴﺖ را ﻧﻔﻲ ﻧﻤﻲﻛﻨﺪ‪ ،‬اﻣﺎ ﻣﻌﺘﻘﺪ اﺳﺖ ﻛﻪ اﺷﻴﺎء و ﭘﺪﻳﺪهﻫﺎ ﺗﻨﻬﺎ از ﻃﺮﻳﻖ ﮔﻔﺘﻤﺎن ﻣﻌﻨﺎدار ﻣﻲﺷﻮد‬ ‫)ﻛﺴﺮاﻳﻲ و ﺷﻴﺮازي‪ ،1388 ،‬ص ‪ .(340‬در واﻗﻊ ﺟﻬﺎن از ﻃﺮﻳﻖ ﮔﻔﺘﻤﺎن ﻣﻌﻨﺎ ﻣﻲﺷﻮد و ﻫﻮﻳﺖ ﻣﻲﻳﺎﺑﺪ‪.‬‬ ‫ﻓﻮﻛﻮ از ﺟﻤﻠﻪ ﻧﻈﺮﻳﻪﭘﺮدازان درﺣﻮزه ﮔﻔﺘﻤﺎن اﺳﺖ‪ .‬از ﻧﮕﺎه او دو ﻧﻮع ﺗﻐﻴﻴﺮ و ﺗﺤﻮل ﮔﻔﺘﻤﺎﻧﻲ ﻗﺎﺑﻞ ﺗﺼﻮر اﺳﺖ‪ :‬ﺗﻐﻴﻴﺮ‬ ‫»در« ﮔﻔﺘﻤﺎن و ﺗﻐﻴﻴﺮ »از« ﮔﻔﺘﻤﺎن‪ .‬ﺗﻐﻴﻴﺮ از ﮔﻔﺘﻤﺎن ﺑﻪ ﻣﻌﻨﺎي دﮔﺮﮔﻮﻧﻲ ﺑﻨﻴﺎدﻳﻦ و ﻣﺎﻫﻮي اﺳﺖ ﻛﻪ در اﺛﺮ ﺗﻐﻴﻴﺮ در‬ ‫اﺻﻮل ﺣﺎﻛﻤﻪ ﻳﻚ ﮔﻔﺘﻤﺎن ﺣﺎدث ﻣﻲﺷﻮد‪ .‬اﻣﺎ اﮔﺮ ﺗﻐﻴﻴﺮات در ﻣﻔﺎﻫﻴﻢ و ﻋﻨﺎﺻﺮ ﻓﺮﻋﻲ و ﻧﻪ اﺻﻮل ﺣﺎﻛﻤﻪ و ﺑﻨﻴﺎدﻳﻦ ﺑﻪ‬

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‫وﻗﻮع ﭘﻴﻮﻧﺪد‪ ،‬در اﻳﻦ ﺻﻮرت‪ ،‬ﺗﻐﻴﻴﺮ »در« ﮔﻔﺘﻤﺎن واﻗﻊ ﻣﻲﺷﻮد و ﺗﺤﻮل درونﮔﻔﺘﻤﺎﻧﻲ ﺷﻜﻞ ﻣﻲﮔﻴﺮد )دﻫﻘﺎﻧﻲ‬ ‫ﻓﻴﺮوزآﺑﺎدي‪ ،1392 ،‬ﺻﺺ ‪.(192-191‬‬ ‫ﺑﺎ ﺑﺮرﺳﻲ ﻣﻨﺎﺑﻌﻲ ﻛﻪ در ﺧﺼﻮص ﻣﻮﺿﻮع ﻣﻮرد ﺑﺤﺚ ﺑﻪ رﺷﺘﻪ ﺗﺤﺮﻳﺮ درآﻣﺪهاﻧﺪ ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲرﺳﻴﻢ ﻛﻪ آﺛﺎري ﻣﺎﻧﻨﺪ‬ ‫رﺳﺎﺋﻞ ﻣﺸﺮوﻃﻴﺖ زرﮔﺮﻧﮋاد‪ ،‬ﻓﻘﻪ و ﺳﻴﺎﺳﺖ در اﻳﺮان دوره ﻣﻌﺎﺻﺮ داود ﻓﻴﺮﺣﻲ و وﺟﻮه ﻓﻘﻬﻲ ﻧﻘﺶ ﻣﺮدم در ﺣﻜﻮﻣﺖ‬ ‫ﻣﺤﺴﻦ ﻃﺒﺎﻃﺒﺎﻳﻲ ﻓﺮ از ﺟﻤﻠﻪ آﺛﺎري ﻫﺴﺘﻨﺪ ﻛﻪ در ارﺗﺒﺎط ﺑﺎ ﻣﻮﺿﻮع اﻳﻦ ﻣﻘﺎﻟﻪ ﻣﻄﺎﻟﺒﻲ را ﺑﻴﺎن ﻛﺮده ﺑﻮدﻧﺪ اﻣﺎ ﻫﻴﭻ ﻳﻚ‬ ‫از آﺛﺎر ﻣﺬﻛﻮر ﺑﻪ ﺷﻴﻮه ﺗﺤﻠﻴﻞ ﮔﻔﺘﻤﺎن و آن ﻫﻢ ﺑﻪ ﺻﻮرت ﻣﻘﺎﻳﺴﻪ ﻣﻴﺎن ﻣﻌﺮﻓﺖ ﻏﺮﺑﻲ و اﺳﻼﻣﻲ ﺑﻪ اﻳﻦ ﻣﻮﺿﻮع‬ ‫ﻧﭙﺮداﺧﺘﻪاﻧﺪ‪.‬‬ ‫‪ .3‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ‬ ‫‪ 1 .3‬ﺗﺤﻠﻴﻞ و ﺑﺮرﺳﻲ ﻣﻔﺎﻫﻴﻢﮔﻔﺘﻤﺎن ﻣﻌﺮﻓﺘﻲ ﻏﺮب‬ ‫واژه ﻣﺪرﻧﻴﺘﻪ از رﻳﺸﻪ ‪ modernus‬ﻣﻲﺑﺎﺷﺪ ﻛﻪ ﻣﺸﺘﻖ از رﻳﺸﻪ ﻻﺗﻴﻦ ‪ modo‬ﺑﻪ ﻣﻌﻨﺎي »اﻛﻨﻮن« اﺳﺖ )ﺑﺎوﻣﻦ‪،1380 ،‬‬ ‫ص ‪ .(25‬ﮔﻴﺪﻧﺰ )‪ ،1380‬ص ‪ (137‬ﻣﺪرﻧﻴﺘﻪ را ﺷﻴﻮهﻫﺎي زﻧﺪﮔﻲ اﺟﺘﻤﺎﻋﻲ و ﺗﺸﻜﻴﻼت و ﺳﺎزﻣﺎنﻫﺎي اﺟﺘﻤﺎﻋﻲ ﻛﻪ از‬ ‫ﻗﺮن ﻫﻔﺪﻫﻢ در اروﭘﺎ ﻇﺎﻫﺮ ﺷﺪﻧﺪ و ﺑﻪﺗﺪرﻳﺞ داﻣﻨﻪ ﺗﺎﺛﻴﺮات و ﻧﻔﻮذ آنﻫﺎ ﻛﻢ و ﺑﻴﺶ در ﺳﺎﻳﺮ ﻧﻘﺎط ﺟﻬﺎن ﻧﻴﺰ ﺑﺴﻂ و‬ ‫ﮔﺴﺘﺮش ﻳﺎﻓﺖ‪ ،‬ﺗﻌﺮﻳﻒ ﻣﻲﻛﻨﺪ‪ .‬در واﻗﻊ‪ ،‬ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ ﺑﻪ ﻣﻌﻨﺎي ﻇﻬﻮر ﻧﻈﻢ ﺟﺪﻳﺪ و اﻧﻔﺼﺎل از ﻧﻈﻢ ﻗﺪﻳﻢ اروﭘﺎ ﺑﻮد‪.‬‬ ‫ﺑﻪ ﻋﺒﺎرت دﻳﮕﺮ‪ ،‬اﻳﻦ واژه ﻧﺸﺎﻧﮕﺮ ﺗﻘﺎﺑﻞ ﻣﻴﺎن ﺟﻬﺎن ﻛﻬﻨﻪ ﻳﻌﻨﻲ اروﭘﺎي ﻗﺮون وﺳﻄﻲ ﺑﺎ اروﭘﺎي ﭘﺲ از دوره رﻧﺴﺎﻧﺲ ﺑﻮد‬ ‫)ﻛﻬﻮن‪ ،1384 ،‬ص ‪.(11‬‬ ‫ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ در ﻏﺮب را ﻣﻲ ﺗﻮان ﺣﺎﺻﻞ ﺗﺤﻮﻻت ﻋﻴﻨﻲ و ذﻫﻨﻲ داﻧﺴﺖ‪ ،‬ﻛﻪ اﻳﻦ ﺗﺤﻮﻻت ﻋﺒﺎرﺗﻨﺪ از‪:‬‬ ‫‪ 1 .1 .3‬ﻓﺮدﮔﺮاﻳﻲ‬ ‫رﺷﺪ ﻓﺮدﮔﺮاﻳﻲ‪ ،‬اﻓﺰاﻳﺶ ﺳﻮاد‪ ،‬ﮔﺴﺘﺮش اﻣﻜﺎﻧﺎت ﺷﻬﺮي و ﺑﻬﺒﻮد ﻧﺴﺒﻲ ﺷﺮاﻳﻂ اﻗﺘﺼﺎدي زﻧﺪﮔﻲ‪ ،‬ﺣﺎﻛﻢ ﺷﺪن ﻣﻨﺎﺳﺒﺎت‬ ‫ﭘﻮﻟﻲ‪ ،‬ﻋﺮﻓﻲ ﺷﺪن ﻋﺮﺻﻪ زﻧﺪﮔﻲ در ﻧﻬﺎﻳﺖ ﻣﻨﺠﺮ ﺑﻪ آن ﺷﺪ ﺗﺎ ﻣﻔﻬﻮم ﻣﻠﺖ‪ ،‬ﺣﻘﻮق ﻓﺮدي و ﺣﻖ ﺗﻌﻴﻴﻦ ﺳﺮﻧﻮﺷﺖ‬ ‫ﺑﻪ درﺧﻮاﺳﺖ ﻣﺪاﺧﻠﻪ در ﻋﺮﺻﻪ ﺳﻴﺎﺳﺖ در ﻣﻴﺎن ﻣﺮدم ﻣﻨﺘﻬﻲ ﺷﻮد‪ .‬در ﺣﻘﻴﻘﺖ ورود ﻣﺮدم ﺑﻪ ﻋﺮﺻﻪ ﺳﻴﺎﺳﺖ‬ ‫و ﮔﺴﺘﺮش ﺣﻘﻮق ﺳﻴﺎﺳﻲ اﻣﺮي درون زا در ﺟﺎﻣﻌﻪ اروﭘﺎ ﺑﻮد ﻛﻪ ﻧﺎﺷﻲ از ﺗﺤﻮﻻت زﻧﺪﮔﻲ ﻣﺪرن ﺑﻮد )دوﺳﺎﻧﺘﻴﻼ‪،1345 ،‬‬ ‫ص ‪.(4‬‬

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‫‪ 2 .1 .3‬ﻋﺮﻓﻲ ﺷﺪن‬ ‫ﻋﺮﻓﻲ ﺷﺪن و اﺻﻼﺣﺎت ﻣﺬﻫﺒﻲ از دﻳﮕﺮ ﻧﻤﻮدﻫﺎي ﮔﻔﺘﻤﺎن ﻣﺪرن اﺳﺖ‪ .‬ﻧﻈﻢ ﻛﻬﻦ اروﭘﺎ ﺑﺮاﺳﺎس ﺳﻠﺴﻠﻪ ﻣﺮاﺗﺐ ﻣﺬﻫﺒﻲ‬ ‫ﻛﻠﻴﺴﺎي ﻛﺎﺗﻮﻟﻴﻚ اﺳﺘﻮار ﺑﻮد‪ .‬در اﻳﻦ ﻧﻈﻢ ﻣﺮﻛﺰ ﻛﻴﻬﺎن زﻣﻴﻦ ﺑﻮد و ﭘﺎپ در راس ﺳﻠﺴﻠﻪ ﻣﺮاﺗﺐ ﻗﺪرت ﻗﺮار داﺷﺖ‪.‬‬ ‫ﻣﺒﻨﺎي ﺳﻨﺠﺶ ﻫﺮ ﭘﺪﻳﺪه و ﻋﻠﻤﻲ ﺑﺎ ﻗﻮاﻧﻴﻦ دﻳﻦ و ﻣﻨﻄﺒﻖ ﺑﺮ اﻧﺠﻴﻞ ﺑﻮد )دوﺳﺎﻧﺘﻴﻼ‪ ،1345 ،‬ص ‪ .(4‬اﻣﺎ ﺑﺎ ﻇﻬﻮر‬ ‫ﭘﺮوﺗﺴﺘﺎﻧﺘﻴﺴﻢ دﻳﻦ و ﻛﻠﻴﺴﺎ از ﻋﺮﺻﻪ زﻧﺪﮔﻲ اﺟﺘﻤﺎﻋﻲ اﻧﺴﺎن ﺑﻪ ﻛﻨﺎر رﻓﺖ و ﻋﻘﻞ ﺳﻜﻮﻻر‪ ،‬ﻣﺒﻨﺎي ﺗﺼﻤﻴﻤﺎت ﺑﻨﻴﺎدﻳﻦ در‬ ‫ﺟﺎﻣﻌﻪ اروﭘﺎ ﻗﺮار ﮔﺮﻓﺖ‪.‬‬ ‫‪ 3 .1 .3‬اوﻣﺎﻧﻴﺴﻢ‬ ‫اوﻣﺎﻧﻴﺰم ﻳﺎ اﻧﺴﺎنﮔﺮاﻳﻲ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﻋﻘﻞ و اﺧﺘﻴﺎر اﻧﺴﺎن ﻫﺪف و رﺳﺎﻟﺖ ﻫﻤﻪ ﭼﻴﺰ را در ﺟﻬﺎن اﻧﺴﺎن ﺗﻔﺴﻴﺮ ﻧﻤﻮد‪ .‬ﻃﺒﻖ‬ ‫اﻳﻦ اﺻﻞ‪ ،‬دﺧﺎﻟﺖ ﻫﺮﮔﻮﻧﻪ ﻧﻴﺮو و ﻋﻨﺼﺮ ﺧﺎرﺟﻲ در زﻧﺪﮔﻲ اﻧﺴﺎن ﻣﺤﻮ ﻣﻲﺷﻮد و اﻧﺴﺎن ﺗﻨﻬﺎ ﺑﻪ ﻣﺪد اراده و ﻋﻘﻞ ﺧﻮد‬ ‫ﺗﻮاﻧﺎﻳﻲ رﺳﻴﺪن ﺑﻪ ﺳﻌﺎدت و اﻧﺘﺨﺎب ﺑﻬﺘﺮﻳﻦ راه را دارد )دوﺳﺎﻧﺘﻴﻼ‪ ،1345 ،‬ص ‪.(4‬‬ ‫‪ 4 .1 .3‬ﻋﻘﻼﻧﻴﺖ‬ ‫ﻋﻘﻼﻧﻴﺖ در ﻏﺮب ﺳﻪ ﻣﻌﻨﺎ داﺷﺖ‪ .1 :‬اﻧﺴﺎن اﺳﺖ ﻛﻪ از ﻃﺮﻳﻖ ﻋﻘﻞ ﺧﻮﻳﺶ ﺻﻼح ﺧﻮد را ﺗﺸﺨﻴﺺ ﻣﻲدﻫﺪ‪.2 .‬‬ ‫اﻓﺴﻮنزداﻳﻲ از ﺟﻬﺎن و ﺗﺎﻛﻴﺪ ﺑﺮ واﻗﻊﻧﮕﺮي‪ .3 ،‬ﻣﺤﺎﺳﺒﻪﮔﺮي )رﻫﺒﺮي‪ ،1387 ،‬ﺻﺺ ‪ .(62-61‬ﭘﻴﺎﻣﺪ رﺷﺪ ﻋﻘﻼﻧﻴﺖ در‬ ‫ﺟﺎﻣﻌﻪ اروﭘﺎ ﺗﺎﻛﻴﺪ ﺑﻴﺸﺘﺮ ﺑﺮ ﻋﻠﻢ ﺑﻮد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﺟﻮﻫﺮه ﺳﻴﺎﺳﺖ در ﮔﻔﺘﻤﺎن ﻣﺪرﻧﺘﻴﻪ ﺣﺎﻛﻤﻴﺖ ﻗﺎﻧﻮن و راي ﻣﺮدم اﺳﺖ ﻛﻪ‬ ‫در ﻛﻨﺎر آن ﺑﻪ ﻣﻔﺎﻫﻴﻤﻲ ﻧﻈﻴﺮ آزادي و ﻋﺪاﻟﺖ ﻣﻲاﻧﺠﺎﻣﺪ‪ .‬ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ در ﻏﺮب ﺑﻪ زاﻳﺶ ﺧﺮدهﮔﻔﺘﻤﺎنﻫﺎي‬ ‫دﻣﻮﻛﺮاﺳﻲ ﺑﺎ ﻣﺤﻮرﻳﺖ ﻗﺎﻧﻮن‪ ،‬ﻟﻴﺒﺮاﻟﻴﺴﻢ ﺑﺎ ﻣﺮﻛﺰﻳﺖ آزادي و ﺳﻮﺳﻴﺎﻟﻴﺴﻢ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻋﺪاﻟﺖ ﻣﻨﺠﺮ ﺷﺪ‪.‬‬ ‫‪ 2 .3‬ﺑﺮرﺳﻲ ﺗﺤﻮل ﻣﻔﺎﻫﻴﻢ ﺑﺮآﻣﺪه از ﮔﻔﺘﻤﺎن ﻣﻌﺮﻓﺘﻲ ﻏﺮب درﮔﻔﺘﻤﺎن ﻏﺮبﮔﺮاي ﻣﺸﺮوﻃﻴﺖ‬ ‫اﻧﺪﻳﺸﻤﻨﺪان ﻋﺼﺮ ﻣﺸﺮوﻃﻪ در ﻣﻮاﺟﻬﻪ ﺑﺎ ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ ﻓﻬﻢ ﻣﺘﻔﺎوﺗﻲ از آن داﺷﺘﻨﺪ‪ .‬ﺑﺮﺧﻲ ﺣﺎﻛﻤﻴﺖ ﻗﺎﻧﻮن را ﻣﺤﻮر‬ ‫ﮔﻔﺘﻤﺎن ﻣﺪرن ﺑﺮﺷﻤﺮدﻧﺪ و ﺑﻪ اﻧﺪﻳﺸﻪ دﻣﻮﻛﺮاﺳﻲ ﺗﺎﻛﻴﺪ ﻛﺮدﻧﺪ‪ .‬ﺑﺮﺧﻲ ﺷﺎﺧﺼﻪ ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ را آزادي داﻧﺴﺘﻪ و ﺑﺮ‬ ‫ﻟﻴﺒﺮاﻟﻴﺴﻢ و ﻣﺨﺘﺼﺎت آن اﺻﺮار ورزﻳﺪﻧﺪ‪ .‬ﮔﺮوﻫﻲ ﻧﻴﺰ دﺳﺘﻴﺎﺑﻲ ﺑﻪ ﻋﺪاﻟﺖ را ﻣﺤﻮر ﮔﻔﺘﻤﺎن ﻣﺪرن داﻧﺴﺘﻪ و ﺑﻪ ﺳﻤﺖ‬ ‫ﺳﻮﺳﻴﺎﻟﻴﺴﻢ ﮔﺮوﻳﺪﻧﺪ‪.‬‬ ‫از ﻧﺨﺴﺘﻴﻦ روﺷﻨﻔﻜﺮاﻧﻲ ﻛﻪ درﺻﺪد اراﺋﻪي ﺗﺮﺟﻤﻪ ﺑﺮاي واژه آزادي ﺑﺮآﻣﺪ‪ ،‬ﻣﻴﺮزا ﻣﻠﻜـﻢ ﺧـﺎن ﺑـﻮد‪ .‬او در ﺗﺮﺟﻤـﻪي واژه‬ ‫آزادي‪ ،‬ﻓﻬﻢ ﻣﻌﻨﺎي آن را ﻣﻮﻛﻮل ﺑﻪ ﺷﻨﺎﺧﺖ ﺣﺪود آن ﻣﻲداﻧﺪ‪ .‬از ﻧﮕﺎه ﻣﻠﻜﻢ‪ ،‬ﺣﺪ آزادي آن اﺳﺖ ﻛﻪ ﺑﻪ ﺣﻘﻮق اﻧﺴﺎنﻫـﺎ‬

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‫ﺧﺪﺷﻪاي وارد ﻧﺸﻮد‪ .‬ﻟﺬا اﻃﻤﻴﻨﺎن ﻣﺎﻟﻲ و ﺟﺎﻧﻲ‪ ،‬اﺧﺘﻴﺎر ﺑﺪﻧﻲ‪ ،‬زﺑﺎﻧﻲ‪ ،‬ﻗﻠﻤﻲ و اﺧﺘﻴﺎر ﻛﺴﺐ و اﺧﺘﻴـﺎر ﺟﻤﺎﻋـﺖ‪ ،‬ﻣﺴـﺎوات‬ ‫ﺷــﺎﻣﻞ ﻣﺴــﺎوات در ﻧﻔــﻮس و ﻣﺴــﺎوات در ﺣــﺪود و ﺣﻘــﻮق‪ ،‬ﭼﻬــﺎر رﻛــﻦ آزادي از دﻳــﺪﮔﺎه او اﺳــﺖ )آدﻣﻴــﺖ‪،1340،‬‬ ‫ص ‪.(137-36‬‬ ‫در اﻧﺪﻳﺸﻪ ﻣﻴﺮزا آﻗﺎﺧﺎن ﻛﺮﻣﺎﻧﻲ‪ ،‬آزادي رﻛﻦ اﺳﺎﺳﻲ ﺣﻘﻮق ﻓﺮد اﺳﺖ و ﺑﻪ اﻳﻦ ﻣﻌﻨﺎﺳﺖ ﻛﻪ ﻫﻴﭻ ﻛﺲ از ﺣﺪود ﺷﺨﺼﻲ‬ ‫ﺧﻮد ﺧﺎرج ﻧﺸﻮد و ﺑﻪ دﻳﮕﺮان ﻛﺎري ﻧﺪاﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬او آزادي را ﻣﺸﺘﻤﻞ ﺑﺮ آزادي ﺑﻴﺎن‪ ،‬دﻳﻦ‪ ،‬ﻓﻜﺮ‪ ،‬ﻛﺴﺐ و ﻛﺎر‪ ،‬ﻣﺴﻜﻦ‪،‬‬ ‫ﻟﺒﺎس‪ ،‬ﻗﻠﻢ‪ ،‬ﻣﺎل‪ ،‬ﺗﺎﺑﻌﻴﺖ ﻣﻲداﻧﺪ )آدﻣﻴﺖ‪ ،1357 ،‬ص ‪.(259-260‬‬ ‫دﻣﻮﻛﺮاﺳﻲ ﺑﺎ ﻣﺤﻮرﻳﺖ ﻗﺎﻧﻮن از دﻳﮕﺮ ﺧﺮدهﮔﻔﺘﻤﺎنﻫﺎي ﻣﻮرد ﺗﻮﺟﻪ اﻧﺪﻳﺸﻤﻨﺪان اﻳﻦ ﻋﺼﺮ ﺑﻮد‪ .‬ﻃﺎﻟﺒﻮف ﻗﺎﻧﻮن اﺳﺎﺳﻲ را‬ ‫ﻣﺘﺎﺛﺮ از ﻣﺠﻠﺲ ﻣﺒﻌﻮﺛﺎن اﻧﮕﻠﻴﺲ »ﻣﺸﺮوط ﻧﻤﻮدن ﻗﺪرت ﺳﻼﻃﻴﻦ« ﺗﺮﺟﻤﻪ ﻣﻲﻛﻨﺪ )ﻃﺎﻟﺒﻮف‪ ،‬ﺑﻲﺗﺎ‪ ،‬ص‪ .(191‬او در‬ ‫ﺿﺮورت ﻗﺎﻧﻮن اﺳﺎﺳﻲ ﭼﻨﻴﻦ ﻣﻲﻧﻮﻳﺴﺪ ‪»:‬ﻣﺎ ﺑﺎﻳﺪ ﻗﺎﻧﻮن اﺳﺎﺳﻲ داﺷﺘﻪ ﺑﺎﺷﻴﻢ ﻛﻪ در آن‪ ،‬ﺣﻖ ﭘﺎدﺷﺎه‪ ،‬ﻣﺨﺎرج درﺑﺎري‪ ،‬ﺣﻖ‬ ‫ﻣﺠﻠﺲ وﻛﻼ‪ ،‬ﺣﻖ ﺳﻨﺎﺗﻮر‪ ،‬ﺣﻖ وزرا‪ ،‬ﺣﻖ اﺳﺘﻘﻼل‪ ،‬دﺳﺘﮕﺎه ﻋﺪﻟﻴﻪ‪ ،‬واﺿﺢ و ﻣﻌﻴﻦ ﺑﺎﺷﺪ« )ﻃﺎﻟﺒﻮف‪ ،1357 ،‬ص ‪.(121‬‬ ‫ﺑﻨﺎﺑﺮاﻳﻦ روﺷﻨﻔﻜﺮان ﺳﻜﻮﻻر ﻣﺘﺎﺛﺮ از ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ در ﺗﻌﺮﻳﻒ ﺧﻮد از ﺣﻜﻮﻣﺖ‪ ،‬ﺳﻠﻄﻨﺖ را ﻣﻲﭘﺬﻳﺮﻧﺪ اﻣﺎ آن را ﺑﻪ دو‬ ‫ﻧﻮع ﺳﻠﻄﻨﺖ ﻣﻄﻠﻘﻪ ﻣﻨﻈﻢ و ﻏﻴﺮ ﻣﻨﻈﻢ ﺗﻘﺴﻴﻢ ﻣﻲﻛﻨﻨﺪ و ﻣﺒﻨﺎي اﻳﻦ ﺗﻘﺴﻴﻢ را در وﺟﻮد ﻳﺎ ﻋﺪم وﺟﻮد ﻗﺎﻧﻮن ﻣﻲداﻧﻨﺪ‪.‬‬ ‫ﻧﻈﺎم ﺳﻠﻄﻨﺖ ﻏﻴﺮﻣﻨﻈﻢ را ﺑﻪ ﻣﻌﻨﺎي ﺑﻲﻗﺎﻧﻮﻧﻲ ﻳﺎ ﻫﻤﺎن اﺳﺘﺒﺪاد ﻣﻌﻨﺎ ﻣﻲﻛﻨﻨﺪ‪ .‬از اﻳﻦرو‪ ،‬دﺳﭙﻮﺗﻲ را ﺳﻠﻄﻠﻨﺖ ﺣﺎﻛﻢ ﻇﺎﻟﻢ‬ ‫ﺗﺮﺟﻤﻪ ﻣﻲﻛﻨﻨﺪ‪.‬‬ ‫‪ 3 .3‬ﺑﺮرﺳﻲ ﺗﺤﻮل ﻣﻔﺎﻫﻴﻢ ﺑﺮآﻣﺪه از ﮔﻔﺘﻤﺎن ﻣﻌﺮﻓﺘﻲ ﻏﺮب درﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ‬ ‫ﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ در ﻣﻮاﺟﻬﻪ ﺑﺎ ﻣﺪرﻧﻴﺘﻪ‪ ،‬واژﮔﺎن ﻏﺮﺑﻲ ﺑﺮآﻣﺪه از ﺑﺴﺘﺮ ﻣﺪرﻧﻴﺘﻪ ﻏﺮﺑﻲ را ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻣﺨﺘﺼﺎت ﺑﻮﻣﻲ و‬ ‫ﮔﻔﺘﻤﺎﻧﻲ ﺧﻮﻳﺶ ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ ﻧﻤﻮد‪ .‬ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻣﻔﻬﻮم »از« و »در« ﮔﻔﺘﻤﺎﻧﻲ ﻛﻪ در ﺑﺨﺶ ﭼﺎرﭼﻮب ﻧﻈﺮي ﻣﻄﺮح‬ ‫ﺷﺪ‪ ،‬در درون ﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ دوره ﻣﺸﺮوﻃﻪ‪ ،‬دو ﺧﺮدهﮔﻔﺘﻤﺎن ﺑﺎ ﻋﻨﺎوﻳﻦ ﻣﺸﺮوﻃﻪﺧﻮاه و ﻣﺸﺮوﻋﻪﺧﻮاه ﺷﻜﻞ ﮔﺮﻓﺖ ﻛﻪ‬ ‫ﺑﺮ اﺳﺎس ﻣﻄﻠﻮبﻫﺎﻳﺸﺎن ﺑﻪ ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ ﻣﻔﺎﻫﻴﻢ ﻏﺮﺑﻲ ﭘﺮداﺧﺘﻨﺪ‪.‬‬ ‫‪ 1 .3 .3‬ﺑﺮرﺳﻲ وﻳﮋﮔﻲﻫﺎي ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪ ﺧﻮاﻫﻲ‬ ‫ﻣﻬﻢﺗﺮﻳﻦ ﻣﺨﺘﺼﺎت ﺧﺮده ﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ ﻋﺒﺎرﺗﻨﺪ از‪:‬‬ ‫اﻟﻒ‪ .‬ﻋﻘﻞﮔﺮاﻳﻲ‪ :‬روﻳﻜﺮد ﻧﻮﮔﺮا ﺗﻼش ﻛﺮد ﺑﺎ ﮔﺴﺘﺮش ﺑﺮداﺷﺖﻫﺎي ﻋﻘﻠﻲ از ﻧﺼﻮص دﻳﻨﻲ از ﺗﻤﺎم ﻇﺮﻓﻴﺖ آنﻫﺎ ﺑﺮاي‬ ‫ﺟﺮﻳﺎن زﻧﺪﮔﻲ ﻣﺪرن ﺑﻬﺮه ﮔﻴﺮد‪ .‬در اﻳﻦ راﺳﺘﺎ اﻓﺮادي ﻣﺎﻧﻨﺪ آﺧﻮﻧﺪ ﺧﺮاﺳﺎﻧﻲ و ﻋﻼﻣﻪ ﻧﺎﺋﻴﻨﻲ ﺑﻪ آﻣﻮزش ﻓﻠﺴﻔﻪ اﻫﺘﻤﺎم‬ ‫ﺟﺪي داﺷﺘﻨﺪ‪.‬‬

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‫ب‪ .‬ﺑﺎزﻧﮕﺮي در ﻣﻔﺎﻫﻴﻢ ﺳﻨﺘﻲ ﻓﻘﻪ‪ :‬روﻳﻜﺮد ﻧﻮﮔﺮاﻳﻲ دﻳﻨﻲ ﺑﻪ ﻓﺮاروي از ﻣﻔﺎﻫﻴﻢ ﺳﻨﺘﻲ ﻓﻘﻪ اﻗﺪام ﻛﺮد‪ .‬ﻣﺜﻼ ﻧﻮﮔﺮاﻳﺎن‬ ‫اﺻﻞ ﺗﻘﻴﻪ ﻛﻪ ﺑﻪ ﻧﻮﻋﻲ ﻻﻗﻴﺪي ﺳﻴﺎﺳﻲ و ﭘﺬﻳﺮش وﺿﻊ ﻣﻮﺟﻮد را ﺑﻪ دﻧﺒﺎل داﺷﺖ‪ ،‬ﺑﻪ ﮔﻮﻧﻪاي ﺗﻔﺴﻴﺮ ﻛﺮدﻧﺪ ﻛﻪ ﺑﺎ ﺗﻼش‬ ‫ﺑﺮاي ﺗﻐﻴﻴﺮ وﺿﻊ ﻣﻮﺟﻮد و اﻧﻘﻼب ﺳﺎزﮔﺎر ﺑﺎﺷﺪ )ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،1393 ،‬ﺻﺺ ‪.(67-70‬‬ ‫‪ 2 .3 .3‬ﺑﺮرﺳﻲ ﺗﺤﻮل ﻣﻔﺎﻫﻴﻢ در ﺧﺮده ﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪ ﺧﻮاﻫﻲ‬ ‫ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ ﻣﺘﺎﺛﺮ از وﻳﮋﮔﻲﻫﺎي ﻛﻠﻲ ﻛﻪ ﺑﺮ اﻳﻦ ﺧﺮدهﮔﻔﺘﻤﺎن ﺣﺎﻛﻢ اﺳﺖ‪ ،‬در ﺧﺼﻮص ﺗﺮﺟﻤﻪ و‬ ‫ﺗﻔﺴﻴﺮ واژﮔﺎﻧﻲ ﻣﺎﻧﻨﺪ آزادي‪ ،‬ﻋﺪاﻟﺖ‪ ،‬ﻗﺎﻧﻮن‪ ،‬ﺷﻮرا‪ ،‬ﻣﺸﺮوﻃﻴﺖ و‪ ...‬دﻳﺪﮔﺎه ﻣﺮﺑﻮط ﺑﻪ ﺧﻮد را دارد ﻛﻪ ذﻳﻼ ﻣﻮرد ﺑﺮرﺳﻲ‬ ‫ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬ ‫اﻟﻒ‪ .‬ﻣﺸﺮوﻃﻴﺖ‪ :‬آﺧﻮﻧﺪ ﺧﺮاﺳﺎﻧﻲ ﺑﻪ ﻫﻤﺮاه ﺷﻴﺦ ﻋﺒﺪاﷲ ﻣﺎزﻧﺪراﻧﻲ و ﻣﻴﺮزا ﺣﺴﻴﻦ ﺗﻬﺮاﻧﻲ ﺑﻪ ﻣﺸﺮوﻃﻴﺖ ﺑﻪﻋﻨﻮان‬ ‫وﺳﻴﻠﻪاي ﺑﺮاي ﻣﺤﺪودﻛﺮدن ﻧﻬﺎد ﺳﻠﻄﻨﺖ و ﻇﻠﻢ ﻣﻲﻧﮕﺮﻳﺴﺘﻨﺪ‪ .‬ﻣﺸﺮوﻃﻴﺖ از دﻳﺪ آﺧﻮﻧﺪ ﺧﺮاﺳﺎﻧﻲ ﺗﺤﺪﻳﺪ اﺳﺘﺒﺪاد و‬ ‫اﺟﺮاي ﺷﺮﻳﻌﺖ اﺳﻼﻣﻲ اﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻇﺎﻫﺮ اﻣﺮ ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ ﺑﻪ ﺷﻴﻮهﻫﺎي ﻏﺮﺑﻲ اﺳﺖ وﻟﻲ ﻃﺒﻖ ﻋﻘﻴﺪه ﺧﺮاﺳﺎﻧﻲ‬ ‫ﻣﺎﻫﻴﺖ و اﺻﻞ ﻋﻤﻞ در ﺟﺎﻣﻌﻪاﺳﻼﻣﻲ ﻫﻤﺎﻧﺎ اﺟﺮاي ﺣﻜﻢ اﻟﻬﻲ‪ ،‬ﺣﻔﻆ ﺑﻼد اﺳﻼم‪ ،‬ﻳﺎري ﻣﻈﻠﻮم و اﻣﺮﺑﻪﻣﻌﺮوف و‬ ‫ﻧﻬﻲازﻣﻨﻜﺮ اﺳﺖ )ﭘﻨﺎﻫﻲ‪ ،1391 ،‬ص ‪ .(52‬در رﺳﺎﻟﻪ ﺣﺎﺟﻲ ﻣﻘﻴﻢ و ﻣﺴﺎﻓﺮ روحاﷲ ﻧﺠﻔﻲ اﺻﻔﻬﺎﻧﻲ‪ ،‬ﭘﺎﺳﺦ ﻣﺴﺎﻓﺮ ﺑﻪ‬ ‫ﺣﺎﺟﻲ ﻣﻘﻴﻢ ﻛﻪ ﺧﺮاﺑﻲﻫﺎي اﻳﺮان را ﻧﺎﺷﻲ از ﻣﺸﺮوﻃﻪ و ﻣﺸﺮوﻃﻪﻃﻠﺒﺎن ﻣﻲداﻧﺪ‪ ،‬اﻳﻦ اﺳﺖ ﻛﻪ ﻣﺸﺮوﻃﻪ ﻫﻤﺎن ﻗﺎﻧﻮن و‬ ‫دﺳﺘﻮراﻟﻌﻤﻞ ﺣﻀﺮت ﺧﺎﺗﻢاﻻﻧﺒﻴﺎﺳﺖ )زرﮔﺮيﻧﮋاد‪ ،1387 ،‬ص ‪ .(300‬ﻫﻢﭼﻨﻴﻦ از ﻣﻨﻈﺮ اﻳﻦ رﺳﺎﻟﻪ‪ ،‬ﺗﺼﻤﻴﻢ ﺷﻮراﻳﻲ ﺑﺮاي‬ ‫ﺗﺮﻗﻲ ﻣﻤﻠﻜﺖ و دﻓﻊ ﺗﺴﻠﻂ ﺑﻴﮕﺎﻧﻪ‪ ،‬ﻛﻨﺘﺮل ﻣﺨﺎرج ﺷﺎه‪ ،‬ﺗﺴﺎوي در ﻣﺠﺎزات ﺑﻴﻦ ﺷﺎه و ﮔﺪا و اﺟﺮاي ﺣﺪود اﻟﻬﻲ ﺑﻪ ﻃﻮر‬ ‫ﻳﻜﺴﺎن‪ ،‬آزادي ﻣﺮدم در ﭼﺎرﭼﻮب ﻛﺘﺎب و ﺳﻨﺖ و اﺟﺮاي ﻗﺎﻧﻮن ﻋﺪل در ﻣﻤﻠﻜﺖ‪ ،‬از ﻋﻤﺪهﺗﺮﻳﻦ ﺗﻔﺎوتﻫﺎي ﻣﻴﺎن ﻧﻈﺎم‬ ‫ﺳﻴﺎﺳﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﻣﺸﺮوﻃﻪ و ﻧﻈﺎم ﺳﻴﺎﺳﻲ اﺳﺘﺒﺪاد ﻣﺤﺴﻮب ﻣﻲﺷﻮﻧﺪ )زرﮔﺮيﻧﮋاد‪ ،1387 ،‬ص ‪.(303‬‬ ‫ب‪ .‬آزادي‪ :‬ﻋﻠﻤﺎي ﻧﻮﮔﺮا ﻳﺎ ﻣﺸﺮوﻃﻪﺧﻮاه ﺑﺎ اﺳﺘﻔﺎده از اﺻﻞ ﻓﻘﻬﻲ اﺑﺎﺣﻪ‪ ،‬ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ ﻣﺘﻔﺎوﺗﻲ از واژﮔﺎن ﻣﺪرن‬ ‫ﻧﺴﺒﺖ ﺑﻪ ﻋﻠﻤﺎي ﻣﺸﺮوﻋﻪﺧﻮاه اراﺋﻪ دادﻧﺪ‪ .‬ﺑﺮ اﺳﺎس اﺻﻞ اﺑﺎﺣﻪ‪ ،‬ﺗﻜﻠﻴﻒ ﺑﻪ ﻣﻌﻨﺎي ﻣﺤﺪود ﺳﺎﺧﺘﻦ اراده و اﺧﺘﻴﺎر آدﻣﻲ‬ ‫ﻧﻴﺴﺖ و از اﻟﻄﺎف اﻟﻬﻲ اﺳﺖ‪ .‬از اﻳﻦ رو‪ ،‬اﺻﻞ ﺑﺮ آزادي ﻋﻤﻞ اﻧﺴﺎن اﺳﺖ و ﺗﻜﺎﻟﻴﻒ ﻧﻴﺰ ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﻈﻮر وﺿﻊ ﺷﺪهاﺳﺖ‪.‬‬ ‫ﻋﻠﻤﺎي ﻣﺸﺮوﻃﻪﺧﻮاه ﺑﺎ ﺑﻬﺮهﮔﻴﺮي از اﻳﻦ اﺻﻞ ﺑﺮآن ﺷﺪﻧﺪ ﺗﺎ ارﺗﺒﺎﻃﻲ ﻣﻴﺎن آزادي ﺑﻪ ﻣﻔﻬﻮم ﻏﺮﺑﻲ ﺑﺎ آزادي ﺑﻪ ﻣﻔﻬﻮم‬ ‫دﻳﻨﻲ و اﺳﻼﻣﻲ آن ﺑﺮﻗﺮار ﻧﻤﺎﻳﻨﺪ‪ .‬ﻟﺬا آﻧﺎن در راﺳﺘﺎي اﻳﻦ ﻫﻤﺴﻮﻳﻲ‪ ،‬آزادي را ﺑﻪ ﻣﻔﻬﻮم ﻧﻔﻲ ﺑﻨﺪﮔﻲ و دوري از اﺳﺘﺒﺪاد‬ ‫ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ ﻛﺮدﻧﺪ )ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،1393 ،‬ص ‪ .(146‬ﺑﺮ اﻳﻦ اﺳﺎس از دﻳﺪﮔﺎه ﻧﺎﺋﻴﻨﻲ‪ ،‬آزادي ﺑﻪ ﻣﻔﻬﻮم آزادي از اﺳﺘﺒﺪاد‬ ‫اﺳﺖ و اﺣﻜﺎم و ﻗﻮاﻋﺪ دﻳﻨﻲ را در ﺑﺮ ﻧﻤﻲﮔﻴﺮد )ﻗﺎدري‪ ،1379 ،‬ص ‪ .(240‬ﺑﻨﺎﺑﺮاﻳﻦ ﺗﻔﺎوت ﻣﻌﻨﺎي آزادي در ﺑﺴﺘﺮ‬ ‫ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ ﺑﺎ ﻣﻌﻨﺎي ﻏﺮﺑﻲ آن در ﺑﺴﺘﺮ ﻣﺪرﻧﻴﺘﻪ در اﻳﻦ اﺳﺖ ﻛﻪ آزادي در ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ ﻣﺒﺘﻨﻲ ﺑﺮ‬

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‫ﻧﻔﻲ ﺗﻜﻠﻴﻒ اﺳﺖ و ﺗﻨﻬﺎ ﺷﺮط آن ﻣﺰاﺣﻢ دﻳﮕﺮان ﻧﺒﻮدن اﺳﺖ‪ .‬ﻟﺬا اﻓﺮاد ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ اﻳﻦ ﺷﺮط ﻣﻲﺗﻮاﻧﻨﺪ ﻫﺮ ﻃﻮر ﻛﻪ‬ ‫ﺧﻮاﺳﺘﻨﺪ از اﻣﻮاﻟﺸﺎن ﺑﻬﺮهﺑﺒﺮﻧﺪ‪ .‬در ﺣﺎﻟﻲﻛﻪ آزادي در ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ از ﺣﻘﻲ ﻧﺸﺎت ﻣﻲﮔﻴﺮد ﻛﻪ ﺧﺪاوﻧﺪ‬ ‫ﺑﺮاي اﻧﺴﺎن ﺟﻌﻞ ﻛﺮدهاﺳﺖ‪ .‬ﻟﺬا ﻣﺒﻨﺎي آزادي ﺧﻮاﺳﺖ ﻣﺮدم ﻧﻤﻲﺑﺎﺷﺪ‪ ،‬ﺑﻠﻜﻪ ﺟﻌﻞ ﺷﺎرع اﺳﺖ )ﻃﺒﺎﻃﺒﺎﻳﻲ ﻓﺮ‪،1393 ،‬‬ ‫ص ‪.(163‬‬ ‫ج‪ .‬ﻋﺪاﻟﺖ‪ :‬ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ ﻣﺴﺎوات را ﺑﺮاﺑﺮي ﻋﺎﻣﻪ ﻣﺮدم در ﺑﻬﺮهﻣﻨﺪي از ﺣﻘﻮق ﻣﺸﺘﺮﻛﺸﺎن ﻣﻌﻨﺎ ﻛﺮد و‬ ‫ﻣﺪﻋﻲﺑﻮد ﻛﻪ اﻳﻦ ﺑﺮداﺷﺖ ﻫﻴﭻﮔﻮﻧﻪ ﻣﺨﺎﻟﻔﺘﻲ ﺑﺎ ﻣﻮازﻳﻦ ﺷﺮع ﻧﺪارد‪ .‬ﻧﺎﺋﻴﻨﻲ ﻧﻴﺰ ﺑﻪ ﻋﻨﻮان ﻳﻜﻲ از ﺑﺮﺟﺴﺘﻪﺗﺮﻳﻦ ﻓﻘﻬﺎي‬ ‫ﻧﻮﮔﺮا ﺑﺮ آن ﺑﻮد ﺗﺎ ﺿﻤﻦ ﻃﺮح ﺑﺤﺚ ﻣﺴﺎوات در ﻗﺎﻟﺐ ﺷﺮﻋﻲﮔﻔﺘﻤﺎن ﻓﻘﻬﻲ ﺷﻴﻌﻪ‪ ،‬اﻳﻦ ﻣﻔﻬﻮم را ﺑﺎ ﻣﻔﺎﻫﻴﻢ ﺟﺪﻳﺪ ﻧﺎﺷﻲ از‬ ‫ﺑﺴﺘﺮ ﻣﺪرﻧﻴﺘﻪ ﭘﻴﻮﻧﺪ دﻫﺪ )ﻃﺒﺎﻃﺒﺎﻳﻲﻓﺮ‪ ،1393 ،‬ﺻﺺ ‪ .(170-174‬ﺑﻪ ﻫﺮ ﺣﺎل ﻧﺎﺋﻴﻨﻲ در راﺳﺘﺎي ﻫﻤﺴﻮ ﻧﻤﻮدن واژه‬ ‫ﻣﺴﺎوات ﺑﺎ اﻟﺰاﻣﺎت دﻧﻴﺎي ﻣﺪرن‪ ،‬آن را در ﺳﻪ ﻣﺤﻮر ﻣﺴﺎوات درﺣﻘﻮق‪ ،‬اﺣﻜﺎم و ﻣﺠﺎزات ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار داد‪ .‬دﻳﮕﺮ‬ ‫ﻧﻮﮔﺮاﻳﺎن ﻫﻢ ﻣﻌﺘﻘﺪ ﺑﻮدﻧﺪ ﻛﻪ اﻣﺘﻴﺎزات و ﻣﻨﺎﺻﺐ ﺳﻴﺎﺳﻲ ‪-‬اﺟﺘﻤﺎﻋﻲ ﺑﺎﻳﺪ ﺑﻪ ﻃﻮر ﻳﻜﺴﺎﻧﻲ ﺑﻴﻦ ﻣﺮدم ﺗﻮزﻳﻊ ﺷﻮد ﺑﻪ‬ ‫ﮔﻮﻧﻪاي ﻛﻪ ﻋﺪه ﺧﺎﺻﻲ ﺑﻬﺮهﻣﻨﺪ و ﻋﺪه دﻳﮕﺮي ﻣﺤﺮوم از آن ﻧﺒﺎﺷﻨﺪ )ﻃﺒﺎﻃﺒﺎﻳﻲ ﻓﺮ‪ ،1393 ،‬ﺻﺺ ‪.(174-185‬‬ ‫د‪ .‬ﻗﺎﻧﻮن‪ :‬ﺑﻪ اﻋﺘﻘﺎد ﻧﺎﺋﻴﻨﻲ‪ ،‬از آﻳﺎت ﻣﺘﻌﺪد و رواﻳﺎت ﻧﺎﻇﺮ ﺑﻪ ﻣﺴﺎﺋﻞ ﺣﻜﻮﻣﺘﻲ و اﺟﺘﻤﺎﻋﻲ‪ ،‬اﻋﻢ از ﺣﻘﻮﻗﻲ‪ ،‬ﺳﻴﺎﺳﻲ و‬ ‫اﻗﺘﺼﺎدي ﻣﻲﺗﻮان ﭘﻴﭽﻴﺪهﺗﺮﻳﻦ و ﻣﻔﺼﻞﺗﺮﻳﻦ ﻗﻮاﻧﻴﻦ دوﻟﺘﻲ و آﺋﻴﻦﻧﺎﻣﻪﻫﺎ را اﺳﺘﺨﺮاج ﻛﺮد‪ .‬ﺑﻪ ﺑﺎور او ﻣﻔﻬﻮم ﻣﺸﺮوﻃﻴﺖ‪،‬‬ ‫ﻧﻈﺎرت‪ ،‬ﻣﺴﺌﻮﻟﻴﺖ و ﻧﻬﻲ از ﻣﻨﻜﺮ در اﻣﻮر ﺣﻜﻮﻣﺘﻲ‪ ،‬ﻣﻔﺎﻫﻴﻤﻲ ﺑﺎﻻﺻﺎﻟﻪ اﺳﻼﻣﻲ و ﺷﻴﻌﻲ ﻫﺴﺘﻨﺪ و ﻣﺸﺮوﻃﻴﺖ ﺑﻪ ﻧﻮﻋﻲ‬ ‫اﻟﻬﺎم از دﻳﻦ ﺧﻮد ﻣﺎﺳﺖ ﻛﻪ ﺑﺎ ﻣﻘﺪاري ﺗﺼﺮﻓﺎت ﻏﻴﺮ دﻳﻨﻲ دوﺑﺎره ﺑﻪ ﺧﻮد ﻣﺎ ﺑﺎزﮔﺸﺘﻪ اﺳﺖ )ﮔﺮوه ﭘﮋوﻫﺸﮕﺮ‪ ،1388 ،‬ص‬ ‫‪ .(33‬ﻧﺎﺋﻴﻨﻲ در ﻣﻮرد اﻋﺘﺮاض ﻣﺨﺎﻟﻔﺎن ﻛﻪ درﻛﺸﻮر اﺳﻼم‪ ،‬ﺗﺪوﻳﻦ ﻗﺎﻧﻮن ﭼﻪ ﻣﻌﻨﺎﻳﻲ دارد‪ ،‬ﭼﻨﻴﻦ ﭘﺎﺳﺦ داده اﺳﺖ ﻛﻪ‬ ‫ﻗﺎﻧﻮن اﮔﺮ ﺑﻪ ﻗﺼﺪ ﺗﺸﺮﻳﺢ ﻧﺒﺎﺷﺪ و ﺣﺎﻟﺖ ﻧﻈﺎمﻧﺎﻣﻪ را داﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺑﺪﻋﺖ ﻣﺤﺴﻮب ﻧﻤﻲﺷﻮد )ﻗﺎدري‪ ،1388 ،‬ص ‪.(240‬‬ ‫روﻳﻜﺮدي ﻛﻪ رﺳﺎﻟﻪ ﻣﻜﺎﻟﻤﺎت ﺑﻪ ﻗﺎﻧﻮن دارد اﻳﻦ اﺳﺖ ﻛﻪ ﺟﻌﻞ ﻗﻮاﻧﻴﻦ در ﻣﺠﻠﺲ داراﻟﺸﻮرا ﺑﺮ دو ﻗﺴﻢ ﻣﻲ ﺑﺎﺷﺪ؛ ﻳﻜﻲ‬ ‫ﺗﺮﺗﻴﺐ اﺻﻠﻲ ﻗﺎﻧﻮن ﺷﺮﻳﻌﺖ ﻛﻪ ﺑﻪ ﭼﻪ ﻗﺴﻢ‪ ،‬ﻗﻮاﻧﻴﻦ ﺷﺮﻋﻴﻪ را ﺟﺎري ﻧﻤﺎﻳﻨﺪ و ﻗﺴﻢ دﻳﮕﺮ‪ ،‬ﻗﺎﻧﻮن در اﻣﻮر ﻋﺮﻓﻴﻪ اﺳﺖ ﻛﻪ‬ ‫ﻗﺎﺑﻞ ﺗﻐﻴﻴﺮ و ﺗﺒﺪﻳﻞ اﺳﺖ‪ .‬ﻧﺎﺋﻴﻨﻲ در ﻗﺎﻟﺐ ﻳﻚ ﺗﻘﺴﻴﻢﺑﻨﺪي از ﻗﺎﻧﻮن آن را ﺑﻪ دو دﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻧﻤﻮدهاﺳﺖ؛ ﻳﻜﻲ اﻳﻨﻜﻪ‬ ‫ﺑﺮﺧﻲ از ﻗﻮاﻧﻴﻦ ﺑﻴﻦ ﻋﻤﻮم ﻣﺮدم ﻣﺸﺘﺮك اﺳﺖ و ﺑﺮﺧﻲ دﻳﮕﺮ ﻣﺨﺼﻮص ﺻﻨﻒ ﺧﺎﺻﻲ اﺳﺖ ﻛﻪ ﺑﺮ ﮔﺮوه وﻳﮋهاي اﻃﻼق‬ ‫ﻣﻲﺷﻮد‪ .‬دﺳﺘﻪ اول ﺑﺎﻳﺪ ﺑﺮاي ﻫﻤﻪ اﻓﺮاد ﻣﻠﺖ ﻳﻜﺴﺎن ﺟﺎري ﺷﻮﻧﺪ‪ .‬اﻣﺎ دﺳﺘﻪ دوم ﺗﻨﻬﺎ ﺑﺎﻳﺪ ﺑﻴﻦ ﺻﻨﻒ ﺧﺎص ﺧﻮد ﺑﻪ ﻃﻮر‬ ‫ﻣﺴﺎوي ﺟﺮﻳﺎن ﻳﺎﺑﺪ‪ .‬ﻣﺜﻼ ﻣﻮاردي ﭼﻮن اﻣﻨﻴﺖ ﺑﺮ ﻧﻔﺲ و ﻋﺮض و ﻣﺎل و ﻣﺴﻜﻦ و ﻋﺪم ﺗﻌﺮض ﺑﻪ ﻓﺮﻗﻪ ﺧﺎﺻﻲ اﺧﺘﺼﺎص‬ ‫ﻧﺪارد )ﻓﻴﺮﺣﻲ‪ ،1390 ،‬ص ‪.(279‬‬ ‫ه‪ .‬ﺷﻮرا‪ :‬رﺳﺎﻟﻪ ﻣﻜﺎﻟﻤﺎت در ﭘﺎﺳﺦ ﻣﺴﺎﻓﺮ ﺑﻪ ﺷﺒﻬﻪ ﺣﺎﺟﻲ ﻣﻘﻴﻢ ﻣﺒﻨﻲ ﺑﺮ اﺳﺘﻨﺎد ﺑﻪ آﻳﻪ ‪ 36‬ﺳﻮره اﺣﺰاب ﻛﻪ از ﻣﻮﻣﻨﻴﻦ و‬ ‫ﻣﻮﻣﻨﺎت‪ ،‬اﺧﺘﻴﺎر ﻫﺮﮔﻮﻧﻪ ﭼﻮن و ﭼﺮاﻳﻲ را در ﻣﻘﺎﺑﻞ ﺣﻜﻢ ﺧﺪا ﺳﻠﺐ ﻣﻲﻛﻨﺪ‪ ،‬و اﻳﻦﻛﻪ ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮان‪ ،‬ﻣﺸﻮرت را اﺻﻞ‬ ‫ﻗﺮار داد‪ ،‬آﻣﺪه اﺳﺖ در ﻣﻮاردي ﻛﻪ ﺧﺪاوﻧﺪ‪ ،‬ﺣﻜﻢ ﭼﻴﺰي را ﺻﺮﻳﺤﺎ ﻓﺮﻣﻮده ﻣﺜﻞ ﺣﻜﻢ ﻣﻴﺮاث‪ ،‬زﻧﺎ‪ ،‬ﻟﻮاط‪ ،‬ﺷﺮاب و ﻏﻴﺮه‪،‬‬

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‫ﻛﺴﻲ را ﺣﻖ ﭼﻮن و ﭼﺮا در ﻣﺸﻮرت ﻛﺮدن ﻧﻴﺴﺖ‪ ،‬اﻣﺎ ﺑﺮﺧﻲ اﻣﻮر وﺟﻮد دارﻧﺪ ﻛﻪ در ﻛﺘﺎب و ﺳﻨﺖ ﺑﺮاي آنﻫﺎ ﺣﻜﻢ و‬ ‫ﻗﺎﻧﻮن ﻣﻌﻴﻨﻲ وﺟﻮد ﻧﺪارد؛ ﻣﺜﻞ ﺣﻮادث اﺗﻔﺎﻗﻴﻪ و اﻧﺘﻈﺎم ﺑﻼد ﻛﻪ در اﻳﻦ ﻣﻮارد ﻣﺸﻮرت ﻛﺮدن ﺟﺎﻳﺰ اﺳﺖ )زرﮔﺮيﻧﮋاد‪،‬‬ ‫‪ ،1387‬ﺻﺺ ‪ .(302-303‬ﻧﺎﺋﻴﻨﻲ ﻫﻢﭼﻨﻴﻦ ﺑﺎ اﺳﺘﻨﺎد ﺑﻪ دو ﻧﻈﺮﻳﻪ درﺑﺎب ﺷﻮرا ﺑﺎ ﻋﻨﺎوﻳﻦ وﺟﻮب ﺗﻌﻠﻴﻤﻲ و ﻧﻔﺴﻲ ﺷﻮرا‪،‬‬ ‫ﺑﺮ اﺳﺎس ﻧﻈﺮﻳﻪ دوم ﺷﻮرﻛﺮدن در دوره ﻏﻴﺒﺖ را اﻣﺮي ﺿﺮوري ﺑﺮاي ﺣﺎﻛﻢ اﺳﻼﻣﻲ ﻣﻲداﻧﺪ )ﻓﻴﺮﺣﻲ‪ ،1390،‬ﺻﺺ‬ ‫‪.(297-298‬‬

‫‪ 3 .3 .3‬ﺑﺮرﺳﻲ وﻳﮋﮔﻲﻫﺎي ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻋﻪ ﺧﻮاﻫﻲ‬ ‫ﻣﻬﻢﺗﺮﻳﻦ ﻣﺨﺘﺼﺎت ﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪﺧﻮاﻫﻲ ﻋﺒﺎرﺗﻨﺪ از‪:‬‬ ‫اﻟﻒ‪ .‬ﺗﺎﻛﻴﺪ ﺑﺮ ﻓﻬﻢ ﺳﻨﺘﻲ در ﻓﻘﻪ ﺳﻴﺎﺳﻲ‪ :‬ﻧﮕﺮش ﻓﺮدي در ﻓﻘﻪ را اﺻﻞ ﻗﺮار ﻣﻲدﻫﺪ و ﺧﻄﺎﻫﺎ در ﺣﻮزه اﺟﺘﻤﺎﻋﻲ را‬ ‫ﻧﺎﺷﻲ از ﻋﺪم ﺧﻮدﺳﺎزي اﻓﺮاد ﻣﻲداﻧﺪ و ﺑﺮ اﻳﻦ ﺑﺎور اﺳﺖ ﻛﻪ اﺟﺮاي دﻗﻴﻖ اﺣﻜﺎم اﺳﻼﻣﻲ در ﺣﻮزه ﻓﺮدي ﻣﻨﺠﺮ ﺑﻪ‬ ‫ﺷﻜﻞﮔﻴﺮي ﺟﺎﻣﻌﻪ اﺳﻼﻣﻲ و اﺧﻼﻗﻲ ﺧﻮاﻫﺪ ﺷﺪ‪.‬‬ ‫ب‪ .‬ﻣﺨﺎﻟﻔﺖ ﺑﺎ ﻣﻈﺎﻫﺮ ﺗﻤﺪن‪ :‬روﻳﻜﺮد ﺳﻨﺘﻲ ﺑﻪ اﻗﺘﻀﺎي ﺗﻼش ﺑﺮاي ﺣﻔﻆ ﻧﻈﻢ ﻣﻮﺟﻮد‪ ،‬اﻛﺜﺮ ﻧﻤﺎدﻫﺎ و دﺳﺖآوردﻫﺎي‬ ‫ﻣﻌﺎﺻﺮ را رد ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮ اﻳﻦ اﺳﺎس ﻫﺮ ﻧﻮع ﺗﻐﻴﻴﺮي در ﻧﻈﻢ ﻣﻮﺟﻮد‪ ،‬از ﺟﻤﻠﻪ ﭘﺬﻳﺮش ﻧﻬﺎد دوﻟﺖ ﺟﺪﻳﺪ و ﻣﻔﺎﻫﻴﻢ ﻣﺎﻧﻨﺪ‬ ‫آن‪ ،‬ﺑﺪﻋﺖ اﺳﺖ )ﻃﺒﺎﻃﺒﺎﻳﻲ‪ ،1393 ،‬ص ‪.( 61 -65‬‬

‫‪ 4 .3 .3‬ﺑﺮرﺳﻲ ﺗﺤﻮل ﻣﻔﺎﻫﻴﻢ در ﺧﺮده ﮔﻔﺘﻤﺎن ﻣﺸﺮوﻋﻪﺧﻮاﻫﻲ‬ ‫در ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻋﻪﺧﻮاﻫﻲ ﻣﻔﺎﻫﻴﻤﻲ ﻣﺎﻧﻨﺪ ﻋﺪاﻟﺖ‪ ،‬آزادي‪ ،‬ﻣﺸﺮوﻃﻴﺖ‪ ،‬ﻗﺎﻧﻮن‪ ،‬ﺷﻮرا و ‪ ...‬ﺑﺎ روﻳﻜﺮدي ﺿﺪﻏﺮﺑﻲ و‬ ‫ﺿﺪ ﻣﺪرن ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ ﺷﺪهاﻧﺪ ﻛﻪ ذﻳﻼ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬ ‫اﻟﻒ‪ .‬ﻣﺸﺮوﻃﻴﺖ‪ :‬ﺷﻴﺦ ﻓﻀﻞاﷲ ﺑﺮ اﻳﻦ ﺑﺎور ﺑﻮد ﻛﻪ ﻣﺸﺮوﻃﻪ ﺑﺎ اﺳﻼم ﻣﻐﺎﻳﺮ اﺳﺖ و اﺳﺘﺪﻻﻟﺶ در ﺣﻤﺎﻳﺖ از ﻣﺤﻤﺪﻋﻠﻲ‬ ‫ﺷﺎه اﻳﻦ ﺑﻮد ﻛﻪ ﻣﺮدم ﻛﻪ ﺷﺎه را ﻣﻲﺧﻮاﻫﻨﺪ‪ ،‬ﻣﺤﺾ اﺳﻼم اﺳﺖ و اﮔﺮ ﺣﺎﻛﻢ‪ ،‬ﻋﻠﻢ ﺑﻪ اﺳﻼم را از دﺳﺖ ﺑﺪﻫﺪ‪ ،‬ﻣﻤﻠﻜﺖ‬ ‫دﭼﺎر اﻏﺘﺸﺎش ﻣﻲﺷﻮد )ﻣﻠﻚزاده‪ ،1387 ،‬ص ‪.(115‬‬ ‫ب‪ .‬آزادي‪ :‬ﻧﻮع روﻳﻜﺮد ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻋﻪﺧﻮاﻫﻲ ﺑﻪ ﻣﻘﻮﻟﻪ آزادي ﻣﺘﺎﺛﺮ از اﺻﻞ ﻓﻘﻬﻲ ﺗﻜﻠﻴﻒ ﻣﻲﺑﺎﺷﺪ‪ .‬ﻋﻠﻤﺎي‬ ‫ﺳﻨﺘﻲ ﻣﻌﺘﻘﺪﻧﺪ ﻛﻪ اﺳﺎﺳﺎ ﻓﻘﻪ ﺑﻪ دﻧﺒﺎل ﺑﺮﻗﺮاري ﻣﺤﺪودﻳﺖﻫﺎﻳﻲ در زﻧﺪﮔﻲ اﻧﺴﺎن اﺳﺖ اﻣﺎ از آنﺟﺎ ﻛﻪ اﻳﻦ ﻣﺤﺪودﻳﺖﻫﺎ‬ ‫را ﺧﺎﻟﻖ ﺑﺎ ﻫﺪف ﻣﺼﻠﺤﺖ ﻓﺮد ﺑﺮﻗﺮار ﻛﺮدهاﺳﺖ‪ ،‬ﻗﻄﻌﺎ ﺧﺎﻟﻲ از ﺣﻜﻤﺖ ﻧﺨﻮاﻫﺪﺑﻮد‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ اﻳﻦ ﺗﻜﺎﻟﻴﻒ ﻣﻮﺟﺐ ﻣﺤﺪودﻳﺖ‬ ‫اﻧﺴﺎن ﻧﻤﻲﺷﻮد‪ ،‬ﺑﻠﻜﻪ ﻣﻮﺟﺐ آزادي او ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﺟﺮﻳﺎن ﻣﺸﺮوﻋﻪﺧﻮاﻫﻲ ﺑﺎ ﺑﻬﺮهﮔﻴﺮي ازاﻳﻦ اﺻﻞ ﻓﻘﻬﻲ‪ ،‬ﺗﻔﺴﻴﺮ ﻣﻀﻴﻘﻲ‬

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‫از آزادي اراﺋﻪ ﻣﻲدﻫﺪ و ﺑﺮ اﻳﻦ اﺳﺎس ﻫﻨﮕﺎﻣﻲﻛﻪ ﺑﺎ ﻣﻔﻬﻮم آزادي ﺑﺮﮔﺮﻓﺘﻪ ﺷﺪه از ﻣﻌﺮﻓﺖ ﻏﺮﺑﻲ ﻣﻮاﺟﻪ ﻣﻲﺷﻮد‪ ،‬ﺗﻔﺴﻴﺮي‬ ‫ﺑﺴﻴﺎر ﻣﺘﻔﺎوت از آزادي ﺑﻪ ﻣﻔﻬﻮم ﻏﺮﺑﻲ آن اراﺋﻪ ﻣﻲدﻫﺪ )ﻃﺒﺎﻃﺒﺎﻳﻲﻓﺮ‪ ،1393 ،‬ص ‪ .(142‬از ﻧﻈﺮ ﻋﻠﻤﺎي ﻣﺸﺮوﻋﻪﺧﻮاه‪،‬‬ ‫آزادي ﻣﺨﺎﻟﻒ اﺳﻼم اﺳﺖ و ﭼﻮن اﺳﺎس ﻣﺸﺮوﻃﻪ ﺑﺮ اﻳﻦ اﺻﻞ اﺳﺘﻮار اﺳﺖ‪ ،‬ﭘﺲ ﻣﺸﺮوﻃﻪ ﻣﺨﺎﻟﻒ اﺳﻼم و ﺣﺮام اﺳﺖ‬ ‫)ﻓﻴﺮﺣﻲ‪ ،1390 ،‬ص ‪ .(274‬ﺷﻴﺦﻓﻀﻞاﷲ ﺿﻤﻦ اﻧﺘﻘﺎد از ﺗﻠﻘﻲ آزادي ﺑﻪ ﺷﻴﻮه ﻏﺮﺑﻲ‪ ،‬ﻣﻌﺘﻘﺪ اﺳﺖ ﻛﻪ آزادي ﺑﻪ ﺷﻴﻮه‬ ‫ﻏﺮﺑﻲ ﻛﻔﺮ اﺳﺖ و ﻣﻲﮔﻮﻳﺪ اﻳﻦ آزادي ﻛﻪ اﻳﻦ ﻣﺮدم )ﻣﺸﺮوﻃﻪﭼﻴﺎن( ﺗﺼﻮر ﻛﺮدهاﻧﺪ‪ ،‬ﻛﻔﺮ در ﻛﻔﺮ اﺳﺖ )ﺗﺮﻛﻤﺎن‪،1362 ،‬‬ ‫ﺻﺺ ‪ .(260-261‬از ﻧﮕﺎه ﺷﻴﺦ در ﻣﻨﻈﻮﻣﻪ ﻓﻜﺮ اﺳﻼﻣﻲ اﺳﺎس ﺣﺮﻳﺖ ﺑﺎ آزادي در ﺑﺴﺘﺮ ﻓﻜﺮي ﻏﺮب ﺗﻔﺎوت اﺳﺎﺳﻲ دارد‪.‬‬ ‫وي ﻣﻌﺘﻘﺪ اﺳﺖ ﻛﻪ در اﺳﻼم ﻣﻨﻈﻮر از ﺣﺮﻳﺖ اﻳﻦ اﺳﺖ ﻛﻪ اﻧﺴﺎن ﺑﻪ ﻏﻴﺮ از ﺧﺪا از ﻛﺲ دﻳﮕﺮي ﺗﺒﻌﻴﺖ ﻧﻜﻨﺪ و از‬ ‫ﺗﻌﻠﻘﺎت دﻧﻴﻮي ﺑﭙﺮﻫﻴﺰد‪ .‬در ﺣﺎﻟﻲ ﻛﻪ در ﻣﻐﺮب زﻣﻴﻦ آزادي از ﺣﺮﻳﺖ ﻣﺤﺪودﺗﺮ و ﺑﻪ ﻣﻌﻨﺎي ﭘﻴﻮﻧﺪ اﻧﺴﺎن ﺑﻪ دﻧﻴﺎ ﻣﻲﺑﺎﺷﺪ‬ ‫)آﺑﺎدﻳﺎن‪ ،1388 ،‬ص ‪.(99‬‬ ‫ج‪ .‬ﻋﺪاﻟﺖ‪ :‬ﻃﺮح ﻣﺴﺎوات در ﻓﻘﻪ ﺑﻪ دوره ﻣﺸﺮوﻃﻪ ﺑﺎز ﻣﻲﮔﺮدد‪ .‬زﻣﺎﻧﻲﻛﻪ در ﺗﺪوﻳﻦ ﻗﺎﻧﻮن اﺳﺎﺳﻲ ﻗﺎﻃﺒﻪ ﻣﺮدم ﻣﺨﺎﻃﺐ‬ ‫ﻗﺮار ﮔﺮﻓﺘﻨﺪ‪ ،‬اﻳﻦ واژه ﻣﻮﺟﺐ اﺧﺘﻼﻓﺎت ﺷﺪﻳﺪي ﺷﺪ و ﻫﻨﮕﺎم ﺗﺼﻮﻳﺐ اﺻﻞ ﻫﺸﺘﻢ ﻣﺘﻤﻢ ﻗﺎﻧﻮن اﺳﺎﺳﻲ ﻣﺸﺮوﻃﻪ درﺑﺎره‬ ‫ﺗﺴﺎوي ﺣﻘﻮق ﻣﻴﺎن ﻫﻤﻪ ﮔﺮوهﻫﺎ و ﻓﺮق ﻣﺬﻫﺒﻲ‪ ،‬درﮔﻴﺮي ﺳﺨﺘﻲ ﺑﻴﻦ ﺟﻨﺎحﻫﺎي ﻣﺨﺘﻠﻒ درﮔﺮﻓﺖ )ﻃﺒﺎﻃﺒﺎﻳﻲ ﻓﺮ‪،‬‬ ‫‪ ،1393‬ص ‪ .(171‬ﺷﻴﺦ ﻓﻀﻞاﷲ ﻧﻮري در ﺧﺼﻮص ﻣﻔﻬﻮم ﻋﺪاﻟﺖ ﺑﺮ اﻳﻦ ﺑﺎور اﺳﺖ ﻛﻪ ﺑﺮﺧﻼف ﭘﻨﺪار ﻣﺸﺮوﻃﻪ ﺧﻮاﻫﺎن‪،‬‬ ‫ﻣﺴﻠﻤﺎن و ﻏﻴﺮ ﻣﺴﻠﻤﺎن از ﻧﻈﺮ ﺣﻘﻮﻗﻲ ﺑﺎ ﻫﻢ ﺑﺮاﺑﺮ ﻧﻴﺴﺘﻨﺪ‪ .‬ﺷﻴﺦ ﻣﻌﺘﻘﺪ ﺑﻮد اﮔﺮ ﻣﺴﺎوات ﺑﻪ ﻣﻔﻬﻮم ﻏﺮﺑﻲ آن اﺟﺮا ﺷﻮد‪،‬‬ ‫اﺣﻜﺎم اﺳﻼﻣﻲ در ﺑﺎب ﻗﺼﺎص ﻣﻌﻠﻖ ﺧﻮاﻫﺪ ﻣﺎﻧﺪ و آنﮔﺎه ﻣﺴﻠﻤﺎن و ﻛﺎﻓﺮ ذﻣﻲ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺑﺮاﺑﺮ ﺧﻮاﻫﻨﺪ ﺷﺪ و اﮔﺮ ﭼﻨﻴﻦ‬ ‫ﺣﺎدﺛﻪاي اﺗﻔﺎق ﺑﻴﻔﺘﺪ‪ ،‬ازدواج ﺑﻴﻦ ﻃﺮﻓﺪاران ﻣﺬاﻫﺐ ﻣﺨﺘﻠﻒ رواج ﺧﻮاﻫﺪ ﻳﺎﻓﺖ )زرﮔﺮيﻧﮋاد‪ ،1377 ،‬ﺻﺺ ‪.(158-59‬‬ ‫ﻫﻢﭼﻨﻴﻦ در روزﻧﺎﻣﻪ ﻣﺠﻠﺲ ﺑﻪ ﺷﻤﺎره ‪ 162‬در ﻧﻘﻞ ﺧﻮاﺳﺘﻪﻫﺎي ﺷﻴﺦ ﻓﻀﻞاﷲ از ﺗﺤﺼﻦ در ﺣﺮم ﻋﺒﺪاﻟﻌﻈﻴﻢ در‬ ‫ﺧﺼﻮص ﺑﺮداﺷﺘﻦ ﻗﻴﺪ ﻣﺴﺎوات آﻣﺪهاﺳﺖ ﻛﻪ »اول اﻳﻦﻛﻪ ﻟﻔﻆ ﻣﺴﺎوات را ﻛﻪ ﺑﺎﻋﺚ ﺣﻘﻮق و ﺣﺪود ﻣﺴﻠﻢ و ﻣﺸﺮك اﺳﺖ‬ ‫از ﻗﻮاﻧﻴﻦ اﺳﺎﺳﻲ ﺑﺮدارﻧﺪ ﻛﻪ اﮔﺮ اﻳﻦ ﻛﻠﻤﻪ ﺑﺮﺟﺎي ﺑﻤﺎﻧﺪ‪ ،‬ﻛﻔﺮ و اﻳﻤﺎن در ﻳﻚ ﻛﻔﻪ و ﻣﻴﺰان ﻫﻤﺘﺮاز ﺧﻮاﻫﺪ ﺑﻮد« )ﺗﺮﻛﻤﺎن‪،‬‬ ‫‪ ،1362‬ص ‪.(260‬‬ ‫د‪ .‬ﻗﺎﻧﻮن‪ :‬ﺷﻴﺦ ﻓﻀﻞاﷲ‪ ،‬اﻧﻄﺒﺎق ﻗﻮاﻧﻴﻦ اﺑﺪي ﺷﺮﻳﻌﺖ ﺑﺎ اوﺿﺎع و اﺣﻮال ﻫﺮ ﻋﺼﺮ را ﺑﻪ ﻣﻌﻨﺎي زاﻳﻞ ﺷﺪن ﻗﻮاﻧﻴﻦ ﺛﺎﺑﺖ‬ ‫ﺷﺮﻋﻲ ﺗﻠﻘﻲ ﻣﻲﻛﺮد ﻛﻪ ﻣﻮﺟﺐ وﺣﺸﺖ روﺳﺎي روﺣﺎﻧﻲ و ﻗﺎﻃﺒﻪ ﻣﻘﺪﺳﻴﻦ و ﻣﺘﺪﻳﻨﻴﻦ ﻣﻲﺷﺪ )آﺑﺎدﻳﺎن‪ ،1388 ،‬ص‬ ‫‪ .(111‬وي ﻗﺎﻧﻮنﮔﺬاري را ﺧﻼف اﺳﻼم ﻣﻲداﻧﺴﺖ و ﺑﺮ اﻳﻦ ﺑﺎور ﺑﻮد ﻛﻪ ﺗﻐﻴﻴﺮ در اﺣﻜﺎم ﻣﺨﺼﻮص اﻧﺒﻴﺎﺳﺖ و اﮔﺮ ﻛﺴﻲ‬ ‫ﺗﺼﻮر ﻛﻨﺪ ﻛﻪ ﺑﺎ ﺗﻐﻴﻴﺮ اوﺿﺎع زﻣﺎﻧﻲ و ﻣﻜﺎﻧﻲ ﻣﻲﺗﻮان اﺣﻜﺎم را ﺗﻐﻴﻴﺮ داد‪ ،‬اﻳﻦ ﺑﺎ ﺧﺎﺗﻢ ﺑﻮدن ﭘﻴﺎﻣﺒﺮ در ﺗﻀﺎد اﺳﺖ‬ ‫)ﺗﺮﻛﻤﺎن‪ ،1362 ،‬ص ‪.(69‬‬

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‫‪ .4‬ﻧﺘﻴﺠﻪ‬ ‫ﻣﺤﻮرﻫﺎي ﮔﻔﺘﻤﺎن ﻣﺪرﻧﻴﺘﻪ در ارﺗﺒﺎط ﺑﺎ ﻧﻈﺎم ﺳﻴﺎﺳﻲ ﭘﻴﺮاﻣﻮن واژﮔﺎن آزادي‪ ،‬ﻋﺪاﻟﺖ‪ ،‬ﻗﺎﻧﻮن و دﻣﻮﻛﺮاﺳﻲ ﻗﺮار دارد ﻛﻪ از‬ ‫درون آنﻫﺎ ﺧﺮدهﮔﻔﺘﻤﺎنﻫﺎﻳﻲ ﻟﻴﺒﺮاﻟﻴﺴﻢ‪ ،‬ﺳﻮﺳﻴﺎﻟﻴﺴﻢ و دﻣﻮﻛﺮاﺗﻴﺴﻢ در ﻏﺮب ﭘﺪﻳﺪار ﮔﺸﺘﻪ اﺳﺖ‪ .‬روﺷﻨﻔﻜﺮان اﻳﺮاﻧﻲ در‬ ‫ﻗﺎﻟﺐ ﮔﻔﺘﻤﺎن ﻏﺮبﮔﺮاﻳﻲ‪ ،‬ﺑﺮ اﺳﺎس ﻧﻮع ﺗﻔﺴﻴﺮ و اﻟﻮﻳﺘﻲ ﻛﻪ ﺑﻪ ﻫﺮﻛﺪام از واژﮔﺎن ﻣﻲﻫﻨﺪ و ﻧﻮع ﺑﺮداﺷﺘﻲ ﻛﻪ از اﻳﻦ‬ ‫واژﮔﺎن در ﻓﻀﺎي دﻳﻨﻲ و ﺳﻨﺘﻲ ﺟﺎﻣﻌﻪ اﻳﺮان دارﻧﺪ‪ ،‬ﻳﻜﻲ از اﻳﺴﻢﻫﺎي ﻣﺬﻛﻮردر ﮔﻔﺘﻤﺎن آنﻫﺎ ﻏﻠﺒﻪ دارد‪ .‬از ﻫﻤﻴﻦ روﺳﺖ‬ ‫ﻛﻪ ﻣﺪرﻧﻴﺘﻪ در ﻧﮕﺎه ﻣﻠﻜﻢ ﺧﺎن ﺑﻪ ﻣﻌﻨﺎي دﻣﻮﻛﺮاﺳﻲ ﺑﺎ ﻣﺤﻮرﻳﺖ ﻗﺎﻧﻮن دﻳﺪه ﻣﻲﺷﻮد‪ .‬آﺧﻮﻧﺪزاده در اﻧﺪﻳﺸﻪ ﺧﻮد‪،‬‬ ‫ﻟﻴﺒﺮاﻟﻴﺴﻢ را ﺑﺎ ﻣﺤﻮرﻳﺖ آزادي ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﻣﻲدﻫﺪ و ﻃﺎﻟﺒﻮف ﻧﻴﺰ ﻣﺪرﻧﻴﺘﻪ را ﺑﻪ ﻣﻌﻨﺎي ﭘﻴﺸﺮﻓﺖ و ﺑﺮاﺑﺮي ﺗﺮﺟﻤﻪ‬ ‫ﻣﻲﻛﻨﺪ‪ .‬ﻟﺬا ﺧﻮاﻧﺶ روﺷﻨﻔﻜﺮان ﻏﺮبﮔﺮاي اﻳﺮاﻧﻲ از ﻣﻔﺎﻫﻴﻢ ﻣﺪرن ﻋﻠﻲرﻏﻢ ﺑﺴﺘﺮ ﻣﺸﺘﺮك ﮔﻔﺘﻤﺎﻧﻲ ﻛﻪ دارﻧﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬ ‫ﻧﻮع روﻳﻜﺮدي ﻛﻪ ﺑﻪ ﻣﺪرﻧﻴﺘﻪ دارﻧﺪ‪ ،‬ﺗﺎ ﺣﺪودي ﻣﺘﻤﺎﻳﺰ از ﻳﻜﺪﻳﮕﺮ ﺑﻪ ﻧﻈﺮ ﻣﻲرﺳﺪ‪ .‬اﻣﺎ واژﮔﺎن ﻣﺪرن درﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ ﺑﻪ‬ ‫ﺷﻴﻮه ﻣﺘﻤﺎﻳﺰ از ﮔﻔﺘﻤﺎن روﺷﻨﻔﻜﺮان ﻏﺮبﮔﺮا ﺗﺮﺟﻤﻪ ﺷﺪهاﺳﺖ‪ .‬در اﻳﻦ ﮔﻔﺘﻤﺎن‪ ،‬دو ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ ﻣﺸﺮوﻃﻪﺧﻮاه‬ ‫و ﻣﺸﺮوﻋﻪﺧﻮاه وﺟﻮد دارد ﻛﻪ ﻫﺮﻳﻚ ﺑﺮ اﺳﺎس ﻧﺴﺒﺘﻲ ﻛﻪ ﻣﻴﺎن دﻳﻦ‪ ،‬ﺳﻨﺖ و ﻣﺪرﻧﻴﺘﻪ ﺑﺮﻗﺮار ﻣﻲﻧﻤﺎﻳﺪ‪ ،‬ﺑﻪ ﺗﺮﺟﻤﻪ اﻳﻦ‬ ‫واژﮔﺎن ﻣﻲﭘﺮدازﻧﺪ‪ .‬از آنﺟﺎﻳﻲﻛﻪ ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ ﻣﺸﺮوﻃﻪﺧﻮاه ﺿﻤﻦ ﭘﺎﻳﺒﻨﺪي ﺑﻪ ﻣﺒﺎدي ﻣﻌﺮﻓﺘﻲ دﻳﻨﻲ در ﺻﺪد‬ ‫اﺳﺖ ﺗﺎ ﺧﻮد را ﺑﺎ ﺷﺮاﻳﻂ ﺟﺪﻳﺪ ﻫﻤﺴﻮ ﺳﺎزد‪ ،‬ﻟﺬا ﺑﺮ اﻳﻦ اﺳﺎس در ﺗﻼش اﺳﺖ ﺗﺎ واژﮔﺎن ﻣﺪرن را ﺑﺎ روﻳﻜﺮدي ﺣﺪاﻛﺜﺮي‬ ‫ﺗﺮﺟﻤﻪ ﻧﻤﺎﻳﺪ‪ ،‬اﻣﺎ ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺬﻫﺒﻲ ﻣﺸﺮوﻋﻪﺧﻮاه ﺑﻪ دﻟﻴﻞ ﺗﻌﻠﻘﺎﺗﻲ ﻛﻪ ﺑﻪ ﺳﻨﺖ دارد‪ ،‬ﻗﺎﺋﻞ ﺑﻪ ﺗﺮﺟﻤﻪ ﺣﺪاﻗﻠﻲ از‬ ‫واژﮔﺎن ﻣﺪرن اﺳﺖ‪ .‬ﻣﺜﻼ آﺧﻮﻧﺪ ﺧﺮاﺳﺎﻧﻲ ﺑﻪ ﻋﻨﻮان ﻧﻤﺎﻳﻨﺪه ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻃﻪ ﺧﻮاه‪ ،‬واژه آزادي را ﻣﻘﺎﺑﻠﻪ ﺑﺎ اﺳﺘﺒﺪاد‬ ‫ﺗﺮﺟﻤﻪ ﻣﻲﻛﻨﺪ‪ .‬در ﺣﺎﻟﻲﻛﻪ ﺷﻴﺦ ﻓﻀﻞاﷲ ﻧﻮري ﺑﻪ ﻋﻨﻮان ﻧﻤﺎﻳﻨﺪه ﺑﺮﺟﺴﺘﻪ ﺧﺮدهﮔﻔﺘﻤﺎن ﻣﺸﺮوﻋﻪ ﺧﻮاه‪ ،‬ﻫﻤﻴﻦ واژه را‬ ‫ﺿﺪ دﻳﻦ ﺗﺮﺟﻤﻪ و ﺗﻔﺴﻴﺮ ﻣﻲﻛﺮد‪.‬‬

‫ﻣﻨﺎﺑﻊ‬ ‫آﺑﺎدﻳﺎن‪ ،‬ح‪ .(1388) .‬ﻣﻔﺎﻫﻴﻢ ﻗﺪﻳﻢ و اﻧﺪﻳﺸﻪ ﺟﺪﻳﺪ )درآﻣﺪي ﺑﺮﻣﺸﺮوﻃﻪ اﻳﺮان(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻛﻮي‪.‬‬ ‫آﺑﺎدﻳﺎن‪ ،‬ح‪ .(1383) .‬ﺑﺤﺮان ﻣﺸﺮوﻃﻴﺖ در اﻳﺮان‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﻮﺳﺴﻪ ﻣﻄﺎﻟﻌﺎت و ﭘﮋوﻫﺶﻫﺎي ﺳﻴﺎﺳﻲ‪.‬‬ ‫اﺣﻤﺪي‪ ،‬ب‪ .(1373) .‬ﻣﺪرﻧﻴﺘﻪ و اﻧﺪﻳﺸﻪ اﻧﺘﻘﺎدي‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﺮﻛﺰ‪.‬‬ ‫ﭘﻨﺎﻫﻲ‪ ،‬ع‪ .(1391) .‬ﻣﺸﺮوﻃﻪ در اﻧﺪﻳﺸﻪﻫﺎي آﺧﻮﻧﺪﺧﺮاﺳﺎﻧﻲ‪ .‬ﻛﺘﺎب ﻣﺎه ﺗﺎرﻳﺦ وﺟﻐﺮاﻓﻴﺎ‪.54-51 ،(3)175 ،‬‬ ‫ﺗﺮﻛﻤﺎن‪ ،‬م‪ .(1362) .‬ﻣﻜﺘﻮﺑﺎت‪ ،‬اﻋﻼﻣﻴﻪﻫﺎ و ﭼﻨﺪﮔﺰارش ﭘﻴﺮاﻣﻮن ﻧﻘﺶ ﺷﻴﺦ ﻓﻀﻞ اﷲ ﻧﻮري در ﻣﺸﺮوﻃﻴﺖ‪ .‬ﺟﻠـﺪ دوم‪ .‬ﺗﻬـﺮان‪،‬‬ ‫اﻳﺮان‪ :‬ﻣﻮﺳﺴﻪ ﺧﺪﻣﺎت ﻓﺮﻫﻨﮕﻲ رﺳﺎ‪.‬‬ ‫ﺣﻘﻴﻘﺖ‪ ،‬ص‪ .(1385) .‬روش ﺷﻨﺎﺳﻲ ﻋﻠﻮم ﺳﻴﺎﺳﻲ‪ .‬ﻗﻢ‪ ،‬اﻳﺮان‪ :‬داﻧﺸﮕﺎه ﻣﻔﻴﺪ‪.‬‬ ‫دوﺳﺎﻧﺘﻴﻼﻧﺎ‪ ،‬ج‪ .(1345) .‬ﻋﺼﺮ ﺑﻠﻨﺪﮔﺮاﻳﻲ‪) .‬پ‪ .‬دارﻳﻮش‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻣﻴﺮﻛﺒﻴﺮ‪.‬‬

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‫دﻫﻘﺎﻧﻲ ﻓﻴﺮوزآﺑﺎدي‪ ،‬ج‪ .(1392) .‬ﺳﻴﺎﺳﺖ ﺧﺎرﺟﻲ ﺟﻤﻬﻮري اﺳﻼﻣﻲ اﻳﺮان‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﻤﺖ‪.‬‬

‫راﺳﺦ‪ ،‬م‪ .‬و ﺑﺨﺸﻲزاده‪ ،‬ف‪ .(1393) .‬ﭘﻴﺶزﻣﻴﻨﻪ ﻣﻔﻬﻮم ﻗﺎﻧﻮن در ﻋﺼﺮﻣﺸﺮوﻃﻪ‪ :‬از ﻣﺎﻟﻚاﻟﺮﻗﺎﺑﻲ ﺗـﺎ ﺗﻨﻈﻴﻤـﺎت‪ .‬ﻣﺠﻠـﻪ ﺣﻘـﻮﻗﻲ‬ ‫دادﮔﺴﺘﺮي‪ .67-31 ،(3)83 ،‬‬ ‫رﻫﺒﺮي‪ ،‬م‪ .(1387) .‬ﻣﺸﺮوﻃﻪ ﻧﺎﻛﺎم‪ :‬ﺗﺎﻣﻠﻲ در روﻳﺎروﻳﻲ اﻳﺮاﻧﻴﺎن ﺑﺎﭼﻬﺮه ژاﻧﻮﺳﻲ ﺗﺠﺪد‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻛﻮﻳﺮ‪.‬‬ ‫زرﮔﺮيﻧﮋاد‪ ،‬غ‪ .‬ح‪ .(1377) .‬رﺳﺎﺋﻞ ﻣﺸﺮوﻃﻴﺖ ‪18‬رﺳﺎﻟﻪ و ﻻﻳﺤﻪ درﺑﺎره ﻣﺸﺮوﻃﻴﺖ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻛﺸﻮر‪.‬‬ ‫ﻓﻴﺮﺣﻲ‪ ،‬د‪ .(1390) .‬ﻓﻘﻪ و ﺳﻴﺎﺳﺖ در اﻳﺮان ﻣﻌﺎﺻﺮ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﻲ‪.‬‬ ‫ﻗﺎدري‪ ،‬ح‪ .(1379) .‬اﻧﺪﻳﺸﻪﻫﺎي ﺳﻴﺎﺳﻲ در اﺳﻼم و اﻳﺮان‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﻤﺖ‪.‬‬ ‫ﻃﺎﻟﺒﻮف‪ ،‬ع‪ .(1357) .‬آزادي و ﺳﻴﺎﺳﺖ ﺑﻪ ﻛﻮﺷﺶ اﻳﺮج اﻓﺸﺎر‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﺤﺮ‪.‬‬ ‫ﻃﺎﻟﺒﻮف‪ ،‬ع‪) .‬ﺑﻲﺗﺎ(‪ .‬ﻛﺘﺎب اﺣﻤﺪ‪ ،‬ﺑﻪ ﻛﻮﺷﺶ ﺑﺎﻗﺮ ﻣﻮﻣﻨﻲ‪ .‬ﺑﻲ ﺟﺎ‪.‬‬ ‫ﻃﺒﺎﻃﺒﺎﻳﻲ ﻓﺮ‪ .‬م‪ .(1393) .‬وﺟﻮه ﻓﻘﻬﻲ ﻧﻘﺶ ﻣﺮدم در ﺣﻜﻮﻣﺖ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﻲ‪.‬‬ ‫ﻃﺒﺎﻃﺒﺎﻳﻲ ﻓﺮ‪ .‬م‪) .‬ﺑﻲﺗﺎ(‪ .‬رﺳﺎﻟﻪ دﻓﺘﺮ ﺗﻨﻈﻴﻤﺎت‪ ،‬ﻣﺠﻤﻮﻋﻪ آﺛﺎر ﻣﻴﺮزا ﻣﻠﻜﻢ ﺧﺎن‪ .‬ﺑﺮﻟﻴﻦ‪ ،‬آﻟﻤﺎن‪ :‬ﮔﺮدون‪.‬‬ ‫ﮔﺮوه ﭘﮋوﻫﺸﮕﺮ‪ .(1388) .‬ﻣﺸﺮوﻃﻪ ﺷﺮﻋﻲ‪ ،‬ﻣﺸﺮوﻋﻪ ﺷﺮﻃﻲ‪ ،‬ﺑﺎزﺧﻮاﻧﻲ ﻧﻈﺮﻳﺎت ﻣﻴﺮزاي ﻧﺎﺋﻴﻨﻲ وﺷﻴﺦ ﻓﻀـﻞ اﷲ ﻧـﻮري‪ .‬ﺗﻬـﺮان‪،‬‬ ‫اﻳﺮان‪ :‬ﻃﺮح ﻓﺮدا‪.‬‬ ‫ﻛﺴﺮاﻳﻲ‪ ،‬م‪ .‬و ﭘﻮزش ﺷﻴﺮازي ع‪ .(1388) .‬ﻧﻈﺮﻳﻪ ﮔﻔﺘﻤﺎن ﻻﻛﻼو و ﻣﻮﻓﻪ اﺑـﺰار ﻛﺎرآﻣـﺪ ﻓﻬـﻢ و ﺗﺒﻴـﻴﻦ ﭘﺪﻳـﺪه ﻫـﺎي ﺳﻴﺎﺳـﻲ‪.‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﺳﻴﺎﺳﺖ‪.360-339 ،(3)11 ،‬‬ ‫ﻣﻠﻚ زاده‪ ،‬م‪ .(1387) .‬ﺗﺎرﻳﺦ اﻧﻘﻼب ﻣﺸﺮوﻃﻴﺖ اﻳﺮان‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﺨﻦ‪.‬‬

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‫ﺑﺮرﺳﻲ ﺷﻴﻮهﻫﺎي ﺗﺮﺟﻤﻪ در ﻣﺘﻮن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﺮ اﺳﺎس ﻓﺮﮔﺮد ﺳﻮم ﻧﺴﺨﻪ زﻧﺪ وﻧﺪﻳﺪاد‬ ‫ﻛﺘﺎﻳﻮن ﻧﻤﻴﺮاﻧﻴﺎن‬

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‫ﮔﺮوه زﺑﺎنﻫﺎي ﺧﺎرﺟﻲ و زﺑﺎنﺷﻨﺎﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﺷﻴﺮاز‬ ‫ﺳﻤﻴﻪ اﺳﺪي‬

‫ﮔﺮوه زﺑﺎنﻫﺎي ﺧﺎرﺟﻲ و زﺑﺎنﺷﻨﺎﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﺷﻴﺮاز‬ ‫ﭼﻜﻴﺪه‪ .‬ﺗﺮﺟﻤﻪ ﻳﻜﻲ از ﻣﺒﺎﻧﻲ اﺻﻠﻲ ﺗﺒﺎدل ﻓﺮﻫﻨﮓﻫﺎي ﺟﻬﺎﻧﻲ اﺳﺖ ﻛﻪ ﻗﺪﻣﺖ آن در اﻳﺮان ﺑﺎﺳﺘﺎن ﺑﻪ ﺗﺎرﻳﺦ اﺑﺪاع ﺧﻂ‬ ‫ﺑﺎز ﻣﻲﮔﺮدد‪ .‬ﻳﻜﻲ از ﻧﻤﻮﻧﻪﻫﺎي ﺑﺎرز آن ﺗﺮﺟﻤﻪ ﺑﺨﺸﻲ از ﻣﺘﻮن اوﺳﺘﺎﻳﻲ ﺑﻪ زﺑﺎن راﻳﺞ آن زﻣﺎن ﻳﻌﻨﻲ ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ اﺳﺖ‪.‬‬ ‫اﻳﻦ ﻧﻮع ﺗﺮﺟﻤﻪ ﻛﻪ از زﺑﺎن اوﺳﺘﺎﻳﻲ ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ اﻧﺠﺎم ﻣﻲﺷﺪ و ﺗﻔﺴﻴﺮ ﻣﺘﻮن را ﻧﻴﺰ در ﺑﺮ ﻣﻲﮔﺮﻓﺖ‪ ،‬در اﺻﻄﻼح‬ ‫» زﻧﺪ« ﻧﺎﻣﻴﺪه ﻣﻲﺷﺪ‪ .‬وﻧﺪﻳﺪاد ﺑﻪ ﻋﻨﻮان ﻳﻜﻲ از ﻣﺘﻮن ﺑﺎزﻣﺎﻧﺪه زﺑﺎن اوﺳﺘﺎﻳﻲ ﺗﻨﻬﺎ ﺑﺨﺸﻲ از اﻳﻦ زﺑﺎن اﺳﺖ ﻛﻪ ﺗﺮﺟﻤﻪ و‬ ‫ﺗﻔﺴﻴﺮ آن ﺑﻪ ﺻﻮرت ﻛﺎﻣﻞ ﺑﻪ دﺳﺖ ﻣﺎ رﺳﻴﺪه اﺳﺖ‪ .‬اﻳﻦ ﻧﻮﺷﺘﺎر ﺿﻤﻦ ﺑﺮرﺳﻲ ﻓﺮﮔﺮد ﺳﻮم زﻧﺪ وﻧﺪﻳﺪاد ﺑﻪ واﻛﺎوي‬ ‫دﺳﺘﻮري و ﻣﻌﻨﺎﻳﻲ ﻣﺘﻦ و ﻗﻮاﻧﻴﻦ و ﭼﺎرﭼﻮبﻫﺎي ﺧﺎص ﺗﺮﺟﻤﻪ ﻣﺘﻮن ﻣﺬﻫﺒﻲ ﻣﻲﭘﺮدازد‪ .‬روش ﺟﻤﻊ آوري اﻃﻼﻋﺎت ﺑﺮ‬ ‫اﺳﺎس ﺗﺠﺰﻳﻪ و ﺗﺤﻠﻴﻞ دﺳﺘﻮري و ﻣﻌﻨﺎﻳﻲ ﻣﺘﻦ و دادهﻫﺎي ﺣﺎﺻﻞ از آن ﻣﻲﺑﺎﺷﺪ‪ .‬ﻳﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﺷﺎﻣﻞ اﺻﻮل و‬ ‫ﭼﻬﺎرﭼﻮبﻫﺎي ﺧﺎص ﺗﺮﺟﻤﻪ ﻣﺘﻮن ﻣﺬﻫﺒﻲ اﺳﺖ‪ .‬ﻛﺎري ﻛﻪ ﺗﺎﻛﻨﻮن در اﻳﻦ ﺣﻮزه اﻧﺠﺎم ﻧﺸﺪه اﺳﺖ‪ .‬از ﻣﺤﺪودﻳﺖﻫﺎي‬ ‫ﺗﺤﻘﻴﻖ ﻣﻲﺗﻮان ﺑﻪ ﻋﺪم دﺳﺘﺮﺳﻲ ﻛﺎﻓﻲ ﺑﻪ ﻫﻤﺎن ﻣﻨﺎﺑﻊ ﻣﺤﺪود و ﻧﻴﺰ ﺷﻜﺎف زﻣﺎﻧﻲ ﻣﻮﺟﻮد ﻣﻴﺎن ﺗﺮﺟﻤﻪ ﻣﺘﻮن در ﻋﺼﺮ‬ ‫ﺑﺎﺳﺘﺎن و ﭘﮋوﻫﺶﻫﺎي ﻣﻌﺎﺻﺮ اﺷﺎره ﻛﺮد‪ .‬ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از اﻳﻦ اﺛﺮ ﻣﻲﺗﻮاﻧﺪ ﻗﻮاﻧﻴﻦ ﺗﺮﺟﻤﻪ در ﻛﻬﻦﺗﺮﻳﻦ دورهﻫﺎي زﻣﺎﻧﻲ را‬ ‫آﺷﻜﺎر ﻛﻨﺪ و ﺑﺮاي اﻧﺠﺎم ﻫﺮ ﭼﻪ ﮔﺴﺘﺮدهﺗﺮ و ﻋﻠﻤﻲﺗﺮ ﭘﮋوﻫﺶﻫﺎي زﺑﺎنﻫﺎي ﺑﺎﺳﺘﺎﻧﻲ اﻳﺮان ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﻴﺮد‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬اوﺳﺘﺎ‪ ،‬ﺗﺮﺟﻤﻪ‪ ،‬زﻧﺪ‪ ،‬ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ‪ ،‬وﻧﺪﻳﺪاد‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫ﺑﺨﺶ ﻣﻬﻤﻲ از ﻣﺪارك و ﻣﻨﺎﺑﻊ ﺑﺎزﻣﺎﻧﺪه از زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻛﺘﺐ و رﺳﺎﻻﺗﻲ اﺳﺖ ﻛﻪ در ﻗﺎﻟﺐ ﻣﺘﻮن »زﻧﺪ‪ «2‬و در ﻋﻬﺪ‬

‫‪ ‬‬ ‫‪ -1‬ﻧﻮﻳﺴﻨﺪه ﻣﺴﺌﻮل‪ .‬راﻳﺎﻧﺎﻣﻪ‪ [email protected] :‬‬ ‫‪2. Zand‬‬

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‫ﺳﺎﺳﺎﻧﻲ‪ ،‬از زﺑﺎن اوﺳﺘﺎﻳﻲ ﺑﻪ زﺑﺎن راﻳﺞ آن روزﮔﺎر‪ ،‬ﻳﻌﻨﻲ ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﺪهاﻧﺪ‪ .‬ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻳﻜﻲ از زﺑﺎنﻫﺎي‬ ‫اﻳﺮاﻧﻲ اﺳﺖ ﻛﻪ در زﻣﺎن ﺳﺎﺳﺎﻧﻴﺎن ﺑﻪﻋﻨﻮان زﺑﺎن رﺳﻤﻲ ﻫﻤﻪ اﻣﭙﺮاﺗﻮري اﻳﺮان ﺗﺎ ﻗﺒﻞ از اﺳﻼم رواج داﺷﺘﻪاﺳﺖ‪ .‬از آنﺟﺎ‬ ‫ﻛﻪ زﺑﺎن اوﺳﺘﺎﻳﻲ در اﻳﻦ دوران زﺑﺎﻧﻲ ﺧﺎﻣﻮش ﺑﻪ ﺷﻤﺎر ﻣﻲآﻣﺪ ﻛﻪ ﺗﻨﻬﺎ روﺣﺎﻧﻴﻮن دﻳﻨﻲ زرﺗﺸﺘﻲ آن را ﻣﻲآﻣﻮﺧﺘﻨﺪ‪ ،‬ﻟﺬا‬ ‫آنﭼﻪ ﻛﻪ از اوﺳﺘﺎ ﺑﻪ ﺻﻮرت ﻣﺪون و ﻣﻜﺘﻮب ﮔﺮدآوري ﺷﺪه ﺑﻮد ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺗﺮﺟﻤﻪ و ﺑﻪ ﺧﻂ ﻣﺨﺘﺺ اﻳﻦ زﺑﺎن‬ ‫ﻛﻪ ﭘﻬﻠﻮي‪ 1‬ﻧﺎم دارد ﺑﻪ ﻧﮕﺎرش درآﻣﺪ )ﺗﻔﻀﻠﻲ‪ ،1376 ،‬ص ‪.(115‬‬ ‫ﺗﺎرﻳﺦ دﻗﻴﻖ ﺷﻜﻞﮔﻴﺮي ﻣﺘﻮن زﻧﺪ ﺑﻪ درﺳﺘﻲ روﺷﻦ ﻧﻴﺴﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ اﻳﻦ اﺣﺘﻤﺎل وﺟﻮد دارد ﻛﻪ ﻛﺘﺎﺑﺖ و ﻧﻴﺰ ﺗﺮﺟﻤﻪ‬ ‫اوﺳﺘﺎ ﺑﻪ ﺻﻮرت ﻫﻤﺰﻣﺎن در دوره ﺳﺎﺳﺎﻧﻴﺎن اﻧﺠﺎم ﺷﺪه ﺑﺎﺷﺪ )ﺟﻮزﻓﺴﻮن‪ ،1997 ،‬ص ‪ .(10‬ﺗﻤﺎﻣﻲ آﺛﺎر ﺗﺮﺟﻤﻪﺷﺪه ﺑﻪ‬ ‫زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ دﺳﺖ ﻣﺎ ﻧﺮﺳﻴﺪهاﻧﺪ اﻣﺎ ﻣﻄﺎﻟﻌﻪ ﻫﻤﻴﻦ ﻣﺨﺘﺼﺮ آﺛﺎر ﺑﺎﻗﻲﻣﺎﻧﺪه ﻧﻴﺰ ﺑﺮاي ﭘﻲ ﺑﺮدن ﺑﻪ ﺗﺤﻮﻻت زﺑﺎن‬ ‫ﻓﺎرﺳﻲ از اﻫﻤﻴﺖ ﺑﺴﻴﺎري ﺑﺮﺧﻮردار اﺳﺖ و ﺿﺮورت اﻧﺠﺎم ﭘﮋوﻫﺶﻫﺎي ﻫﺮﭼﻪ ﮔﺴﺘﺮدهﺗﺮ و ﻋﻠﻤﻲﺗﺮ در اﻳﻦ ﺣﻮزه را‬ ‫آﺷﻜﺎر ﻣﻲﻛﻨﺪ‪ .‬در ﻧﻮﺷﺘﺎر ﭘﻴﺶ رو ﺳﻌﻲ ﺑﺮ آن اﺳﺖ ﺗﺎ ﺿﻤﻦ ارزش ﻧﻬﺎدن ﺑﻪ ﺗﻼشﻫﺎي ﻧﻴﺎﻛﺎن ﺧﻮد در ﺣﻔﻆ ﻣﻴﺮاث‬ ‫زﺑﺎن ﻓﺎرﺳﻲ‪ ،‬ﺑﻪ ﺑﺮرﺳﻲ اﺻﻮل و ﺷﻴﻮه ﻫﺎﻳﻲ ﻛﻪ ﻣﺘﺮﺟﻤﺎن ﺑﺮاي ﺑﺎزﮔﺮداﻧﻲ ﻣﺘﻦ وﻧﺪﻳﺪاد‪ 2‬در ﻧﻈﺮ داﺷﺘﻪ و ﻳﺎ از آنﻫﺎ‬ ‫ﭘﻴﺮوي ﻛﺮدهاﻧﺪ‪ ،‬ﭘﺮداﺧﺘﻪ ﺷﻮد‪.‬‬ ‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﺗﺤﻘﻴﻖ ‪ ‬‬ ‫روﻧﺪ رﺷﺪ ﻣﻄﺎﻟﻌﺎت در زﻣﻴﻨﻪ ﺗﺮﺟﻤﻪﻫﺎي اوﺳﺘﺎ ﺑﻪ ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻫﻤﻮاره ﺑﺴﻴﺎر ﻛﻨﺪ ﺑﻮدهاﺳﺖ‪ ،‬ﭼﺮاﻛﻪ ﻣﺤﻘﻘﺎن زﺑﺎنﻫﺎي‬ ‫ﺑﺎﺳﺘﺎﻧﻲ ﺑﺮ اﻳﻦ ﻋﻘﻴﺪهاﻧﺪ ﻛﻪ ﻣﺘﻮن زﻧﺪ ﺑﻪ دﻟﻴﻞ ﺑﺮﺧﻮرداري از ﺳﺎﺧﺘﺎر دﺳﺘﻮري و ﻣﻌﻨﺎﻳﻲ ﺧﺎص ﺧﻮد‪ ،‬ﻛﻤﻚ ﭼﻨﺪاﻧﻲ ﺑﻪ‬ ‫درك ﻣﺘﻮن اوﺳﺘﺎﻳﻲ ﻧﻤﻲﻛﻨﺪ‪ .‬ﻧﺨﺴﺘﻴﻦ ﺗﺮﺟﻤﻪﻫﺎي ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ از اوﺳﺘﺎ ﺗﻮﺳﻂ ﻓﺮدرﻳﻚ اﺷﭙﻴﮕﻞ‪ 3‬آﻟﻤﺎﻧﻲ )‪(1858‬‬ ‫ﻣﻨﺘﺸﺮ ﺷﺪ‪ .‬ﭘﺲ از او ﻫﻮﺑﺸﻤﺎن‪ 4‬زﺑﺎنﺷﻨﺎس ﺑﺮﺟﺴﺘﻪ آﻟﻤﺎﻧﻲ )‪ (1872‬ﻧﺨﺴﺘﻴﻦ ﻧﻘﺪ و ﺑﺮرﺳﻲ ﺧﻮد درﺑﺎره وﻳﮋﮔﻲﻫﺎي‬ ‫ﻣﺘﻮن زﻧﺪ را اراﻳﻪ ﻛﺮد‪ .‬ﺟﺎﻣﺎﺳﺐ آﺳﺎﻧﺎ‪ (1907) 5‬ﻧﻴﺰ در ﻛﺘﺎﺑﺶ ﺑﻪ ﺑﺮرﺳﻲ ﻣﺘﻦ اوﺳﺘﺎﻳﻲ و ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ وﻧﺪﻳﺪاد‬ ‫ﭘﺮداﺧﺘﻪاﺳﺖ‪ .‬ﻣﻄﺎﻟﻌﺎت ﭼﻨﺪاﻧﻲ درﺑﺎره اﺻﻮل و ﭼﻬﺎرﭼﻮبﻫﺎي ﺑﺮﮔﺮدان اﻳﻦ ﻣﺘﻮن ﺑﻪ ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ اﻧﺠﺎم ﻧﺸﺪهاﺳﺖ‪.‬‬ ‫ﺑﺮﺧﻲ ﭘﮋوﻫﺶﻫﺎ ﻧﻴﺰ ﻛﻪ ﺑﻪ ﺻﻮرت ﺗﺨﺼﺼﻲ ﺑﻪ اﻳﻦ ﺣﻮزه ﭘﺮداﺧﺘﻪاﻧﺪ ﻋﻤﻮﻣﺎ ﺗﺮﺟﻤﻪﻫﺎي ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ ﺳﺎﻧﺴﻜﺮﻳﺖ را‬ ‫ﻣﺪﻧﻈﺮ دارﻧﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل دﮔﻨﺮ‪ 6‬آﻟﻤﺎﻧﻲ )‪ (1991‬در ﻣﻘﺎﻟﻪاي ﺑﻪ ﺗﺤﻠﻴﻞ ﺗﺮﺟﻤﻪ ﻧﺮﻳﻮﺳﻨﮓ از ﻛﺘﺎب ﺷﻜﻨﺪ ﮔﻤﺎﻧﻴﻚ وزار از‬ ‫زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ ﺳﺎﻧﺴﻜﺮﻳﺖ ﭘﺮداﺧﺘﻪاﺳﺖ و در اﻳﻦ اﺛﺮ ﺷﻴﻮهﻫﺎي ﺑﺎزﮔﺮداﻧﻲ دﺳﺘﻮري و واژﮔﺎﻧﻲ را ﺑﺮرﺳﻲ‬

‫‪ ‬‬ ‫‪1. Pahlavi ‬‬ ‫‪2. Vandidad‬‬ ‫‪3. Friedrich Spiegel‬‬ ‫‪4. Hübschmann‬‬ ‫‪5. Jamaspji Dastur Minochehrji Jamasp-Asana‬‬ ‫‪6. Degener, A.‬‬

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‫ﻛﺮدهاﺳﺖ‪ .‬در ﻣﻘﺎﻟﻪ دﻳﮕﺮي‪ ،‬ﮔﺮاپ‪ 1‬ﺑﺎﺳﺘﺎنﺷﻨﺎس آﻟﻤﺎﻧﻲ )‪ (1991‬ﺗﻔﺴﻴﺮﻫﺎي زاداﺳﭙﺮم ﺑﺮ دﻋﺎي اﻫﻮﻧﻪ وﺋﻴﺮﻳﻮ ﻛﻪ ﻳﻜﻲ از‬ ‫ادﻋﻴﻪ ﻣﻬﻢ دﻳﻦ زرﺗﺸﺘﻲ ﻣﺤﺴﻮب ﻣﻲﺷﻮد را ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻗﺮار دادهاﺳﺖ‪ .‬در ﺳﺎلﻫﺎي اﺧﻴﺮ ﻧﻴﺰ آﺛﺎر دو زﺑﺎﻧﻪ ﻣﺘﻌﺪدي‬ ‫ﻣﺸﺘﻤﻞ ﺑﺮ ﻣﺘﻮن زﻧﺪ اوﺳﺘﺎ و ﻧﻴﺰ واژهﻧﺎﻣﻪ و ﻳﺎدداﺷﺖﻫﺎي ﻣﺮﺑﻮط ﻣﻨﺘﺸﺮ ﺷﺪهاﺳﺖ‪ .‬ﺑﺮﺧﻲ از اﻳﻦ آﺛﺎر ﺗﺮﺟﻤﻪ ﻣﺘﻦ ﻓﺎرﺳﻲ‬ ‫ﻣﻴﺎﻧﻪ ﺑﻪ اﻧﮕﻠﻴﺴﻲ را ﻧﻴﺰ در ﺑﺮ دارﻧﺪ‪ .‬از آن ﺟﻤﻠﻪ ﻣﻲﺗﻮان ﺑﻪ ﻛﺘﺎب اﻧﻜﻠﺴﺎرﻳﺎ‪ 2‬ﻫﻨﺪي )‪ (1949‬ﻛﻪ در آن ﻧﺴﺨﻪ زﻧﺪ‬ ‫وﻧﺪﻳﺪاد ﺑﻪ ﻫﻤﺮاه ﺗﺮﺟﻤﻪ اﻧﮕﻠﻴﺴﻲ و ﻧﻴﺰ واژهﻧﺎﻣﻪاي ﻛﻪ ﺑﺮ اﺳﺎس اﻳﻦ ﻣﺘﻦ ﺗﻬﻴﻪ و ﺗﺪوﻳﻦ ﺷﺪهاﺳﺖ اﺷﺎره ﻛﺮد‪ .‬ﻋﻼوه ﺑﺮ‬ ‫آن‪ ،‬ﺟﻮزﻓﺴﻮن‪ 3‬ﻧﻴﺰ در ﻛﺘﺎب ﺧﻮد اﺻﻮل ﺗﺮﺟﻤﻪ ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﺮ اﺳﺎس ﻣﺘﻦ ﻫﻮم ﻳﺸﺖ را ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻗﺮار‬ ‫دادهاﺳﺖ‪ .‬ﺑﺎ اﻳﻦ ﺣﺎل‪ ،‬اﺛﺮي ﻛﻪ ﺑﻪ ﻃﻮر ﺟﺎﻣﻊ و ﻛﺎﻣﻞ ﺑﻪ ﻣﻄﺎﻟﻌﻪ ﻣﺘﻦ وﻧﺪﻳﺪاد از اﻳﻦ ﺟﻨﺒﻪ ﭘﺮداﺧﺘﻪ ﺑﺎﺷﺪ را در دﺳﺖ‬ ‫ﻧﺪارﻳﻢ‪.‬‬ ‫‪ .3‬روش ﺗﺤﻘﻴﻖ‬ ‫در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ‪ ،‬ﻓﺮﮔﺮد ﺳﻮم وﻧﺪﻳﺪاد و ﺗﺮﺟﻤﻪ آن ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻣﻘﺎﻳﺴﻪ ﺷﺪهاﺳﺖ‪ .‬ﺳﭙﺲ ﻣﻌﻨﺎي واژﮔﺎن و ﻧﻴﺰ ﻧﻘﺶ‬ ‫دﺳﺘﻮري آنﻫﺎ در زﺑﺎن اوﺳﺘﺎﻳﻲ و ﻣﻌﺎدﻟﻲ ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺮاي ﻫﺮ واژه ﺑﺮﮔﺰﻳﺪه ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺘﻪاﻧﺪ‪ .‬در ﻧﻬﺎﻳﺖ ﺑﺮ‬ ‫اﺳﺎس ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از ﻣﻄﺎﻟﻌﻪ ﻣﺘﻦ و ﻣﻨﺎﺑﻊ ﻣﺮﺑﻮط ﺑﻪ آن‪ ،‬اﺻﻮل و ﭼﻬﺎرﭼﻮبﻫﺎ ﺑﻪ دو دﺳﺘﻪ اﺻﻮل دﺳﺘﻮري و اﺻﻮل‬ ‫ﻣﻌﻨﺎﻳﻲ ﺗﻘﺴﻴﻢ ﺑﻨﺪي ﺷﺪه اﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻧﻤﻮﻧﻪﻫﺎي ﺑﻪدﺳﺖ آﻣﺪه ﺑﺮاي ﻫﺮ ﻳﻚ از اﻳﻦ ﺗﻘﺴﻴﻢﺑﻨﺪيﻫﺎ ﻣﺘﻌﺪد اﺳﺖ اﻣﺎ ﺑﻪ‬ ‫دﻟﻴﻞ ﻣﺤﺪودﻳﺖ ﺣﺠﻢ واژﮔﺎن‪ ،‬ﻧﻮﻳﺴﻨﺪه ﺑﻪ ذﻛﺮ ﺗﻌﺪاد اﻧﺪﻛﻲ از اﻳﻦ ﻣﺜﺎلﻫﺎ اﻛﺘﻔﺎ ﻛﺮدهاﺳﺖ‪ .‬ﻣﻨﺎﺑﻊ اﺻﻠﻲ اﻳﻦ ﻣﻄﺎﻟﻌﻪ‬ ‫ﻓﺮﻫﻨﮓ ﻟﻐﺎت اوﺳﺘﺎﻳﻲ و ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ و ﻛﺘﺐ دﺳﺘﻮر زﺑﺎن ﻣﺮﺑﻮﻃﻪ و ﻧﻴﺰ ﻣﻨﺎﺑﻌﻲ ﻣﺸﺘﻤﻞ ﺑﺮ ﻳﺎدداﺷﺖﻫﺎي ﻓﺮﮔﺮد ﺳﻮم‬ ‫وﻧﺪﻳﺪاد اﺳﺖ‪ .‬ﺷﺎﻳﺎن ذﻛﺮ اﺳﺖ ﻛﻪ آواﻧﻮﻳﺴﻲ ﺑﻨﺪﻫﺎي اوﺳﺘﺎﻳﻲ وﻧﺪﻳﺪاد ﺑﺮ اﺳﺎس ﺷﻴﻮه ﻫﺎﻓﻤﻦ‪ 4‬اﻧﺠﺎم ﺷﺪه و آواﻧﻮﻳﺴﻲ‬ ‫ﺑﻨﺪﻫﺎي ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻧﻴﺰ از ﻧﺴﺨﻪ اﻧﻜﻠﺴﺎرﻳﺎ اﻗﺘﺒﺎس ﺷﺪهاﺳﺖ‪.‬‬ ‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ‬ ‫‪ 1 .4‬وﻧﺪﻳﺪاد‬ ‫ﻳﻜﻲ از ﻧﻤﻮﻧﻪﻫﺎي ارزﺷﻤﻨﺪ ﺗﺮﺟﻤﻪ در اﻳﺮان ﺑﺎﺳﺘﺎن زﻧﺪ وﻧﺪﻳﺪاد اﺳﺖ‪ .‬اﻳﻦ واژه در اوﺳﺘﺎﻳﻲ ‪ vīdēvdāta-‬ﺑﻪ ﻣﻌﻨﺎي‬ ‫»ﻗﺎﻧﻮن ﺟﺪاﻳﻲ از دﻳﻮان« ﻣﻲﺑﺎﺷﺪ‪ .‬دﻳﻮﻫﺎ ﺧﺪاﻳﺎن ﻛﻬﻦ ﻫﻨﺪو اﻳﺮاﻧﻲ ﺑﻮدﻧﺪ ﻛﻪ زرﺗﺸﺖ آنﻫﺎ را ﻣﻄﺮود داﻧﺴﺘﻪاﺳﺖ‪.‬‬ ‫)آﻣﻮزﮔﺎر‪ ،1381 ،‬ﺻﺺ ‪ .(28-27‬وﻧﺪﻳﺪاد ﻳﻜﻲ از ﻧﺴﻚﻫﺎي ﭘﻨﺞﮔﺎﻧﻪ اوﺳﺘﺎي اﻣﺮوزي اﺳﺖ ﻛﻪ ‪ 22‬ﺑﺨﺶ دارد و ﻫﺮ‬

‫‪ ‬‬ ‫‪1. G. Gropp‬‬ ‫‪2. Bahramgore T. Ankelsaria‬‬ ‫‪3. Judith Josephson‬‬ ‫‪4. Hoffman‬‬

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‫ﺑﺨﺶ را ﻳﻚ »ﻓﺮﮔﺮد‪ «1‬ﻳﺎ ﻓﺼﻞ ﮔﻮﻳﻨﺪ‪ .‬ﺗﺎﻟﻴﻒ وﻧﺪﻳﺪاد را ﻣﻌﻤﻮﻻ ﺑﻪ دوران ﭘﺲ از ﻫﺨﺎﻣﻨﺸﺎن ﻧﺴﺒﺖ ﻣﻲدﻫﻨﺪ )ﺗﻔﻀﻠﻲ‪،‬‬ ‫‪ ،1376‬ﺻﺺ ‪ .(62-61‬اﻳﻦ ﻛﺘﺎب ﻛﻪ ﻋﻤﻮﻣﺎ ﻣﺠﻤﻮﻋﻪاي از آداب و ﻗﻮاﻧﻴﻦ ﻣﺮﺑﻮط ﺑﻪ ﻃﻬﺎرت‪ ،‬آداب دﻳﻨﻲ‪ ،‬ﮔﻨﺎﻫﺎن و‬ ‫ﺗﺎوان آنﻫﺎﺳﺖ‪ ،‬ﻣﻄﺎﻟﺒﻲ ﻛﻪ ارﺗﺒﺎط ﻣﺴﺘﻘﻴﻢ ﺑﺎ اﻳﻦ ﻣﻮﺿﻮﻋﺎت ﻧﺪارﻧﺪ را ﻧﻴﺰ در ﺑﺮ ﻣﻲﮔﻴﺮد‪ .‬ﺑﺎ اﻳﻦ ﻫﻤﻪ‪ ،‬وﻧﺪﻳﺪاد ﮔﻨﺞ‬ ‫ﺷﺎﻳﮕﺎﻧﻲ از رﻳﺸﻪدارﺗﺮﻳﻦ و ﺑﻨﻴﺎديﺗﺮﻳﻦ ﺑﻦﻣﺎﻳﻪﻫﺎي اﺳﻄﻮرهﻫﺎي زرﺗﺸﺘﻴﺎن اﺳﺖ )دوﺳﺖﺧﻮاه‪ ،1377 ،‬ص ‪.(646‬‬ ‫‪ 2 .4‬ﻓﺮﮔﺮد ﺳﻮم وﻧﺪﻳﺪاد‬ ‫اﻳﻦ ﻓﺮﮔﺮد‪ ،‬ﭼﻬﺎر ﺑﺨﺶ و ‪ 42‬ﺑﻨﺪ دارد‪ .‬در ﺑﺨﺶ ﻧﺨﺴﺖ‪ ،‬ﺑﻨﺪﻫﺎي ‪ ،6-1‬از ﭘﻨﺞ ﺧﻮشﺗﺮﻳﻦ ﺟﺎي زﻣﻴﻦ و در ﺑﺨﺶ دوم‪،‬‬ ‫ﺑﻨﺪﻫﺎي ‪ ،11-7‬از ﭘﻨﺞ ﺑﺪﺗﺮﻳﻦ ﺟﺎي زﻣﻴﻦ ﻧﺎم ﺑﺮده ﺷﺪهاﺳﺖ‪ .‬در ﺑﺨﺶ ﺳﻮم‪ ،‬ﺑﻨﺪﻫﺎي ‪ ،35-12‬ﭘﻨﺞ ﻛﺴﻲ ﻛﻪ زﻣﻴﻦ را‬ ‫ﺑﻴﺶ از ﻫﻤﻪ ﺷﺎد ﻣﻲ ﻛﻨﺪ ﻧﺎم ﺑﺮده ﺷﺪهاﺳﺖ و در ﺑﺨﺶ ﭼﻬﺎرم‪ ،‬ﺑﻨﺪﻫﺎي ‪ ،42-36‬از ﮔﻨﺎه دﻓﻦ ﻣﺮدار ﺳﮓ و ﻳﺎ ﻣﺮده‬ ‫اﻧﺴﺎن و ﺗﺎوان ﺑﻴﺮون ﻧﻴﺎوردن آن ﺳﺨﻦ رﻓﺘﻪاﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ اﻳﻦ ﻓﺮﮔﺮد ﻛﻪ ﺷﺎﻣﻞ رﺳﻮم و ﭘﻨﺪاﺷﺖﻫﺎﻳﻲ اﺳﺖ ﻛﻪ‬ ‫اﻣﺮوزه ﺑﻪ ﻓﺮاﻣﻮﺷﻲ ﺳﭙﺮده ﺷﺪهاﻧﺪ‪ ،‬اﻣﺎ زﻳﺒﺎﻳﻲ و دﻟﭙﺬﻳﺮي آن در اﺣﺘﺮاﻣﻲ ﻛﻪ ﺑﺮاي ﺣﻴﺎت و روﻧﻖ و ﺷﺎداﺑﻲ آن ﻗﺎﺋﻞ‬ ‫اﺳﺖ را ﻣﻲﺗﻮان درك ﻛﺮد‪ .‬در اﻳﻦ ﺑﺨﺶ ﭘﺲ از ﺑﺮرﺳﻲ ﻣﺘﻦ‪ ،‬اﺻﻮل و ﭼﻬﺎرﭼﻮبﻫﺎي ﺗﺮﺟﻤﻪ ﺑﻪ دو دﺳﺘﻪ اﺻﻮل‬ ‫دﺳﺘﻮري و ﻣﻌﻨﺎﻳﻲ ﺗﻘﺴﻴﻢﺑﻨﺪي ﺷﺪه اﺳﺖ ﻛﻪ ﻫﺮ ﻳﻚ ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪ ﺧﻮد در زﻳﺮ ﻣﺠﻤﻮﻋﻪﻫﺎي دﻳﮕﺮي ﻗﺮار ﻣﻲﮔﻴﺮد‪.‬‬ ‫‪ 3 .4‬اﺻﻮل دﺳﺘﻮري‬ ‫‪ 1 .3 .4‬در اوﻟﻴﻦ و راﻳﺞﺗﺮﻳﻦ ﻧﻮع از ﺗﻐﻴﻴﺮات ﻣﺘﺮﺟﻢ ﺑﺮاي اراﻳﻪ ﻧﺰﻳﻚﺗﺮﻳﻦ ﻣﻌﺎدل ﻛﻪ ﻫﻤﺎن ﻣﻔﻬﻮم اﺻﻠﻲ را اﻧﺘﻘﺎل دﻫﺪ‬ ‫ﻧﺎﭼﺎر ﺑﻪ اﻧﺘﺨﺎب واژهاي اﺳﺖ ﻛﻪ در دو زﺑﺎن ﻣﺘﻌﻠﻖ ﺑﻪ ﮔﺮوهﻫﺎي واژﮔﺎﻧﻲ ﻣﺘﻔﺎوﺗﻲ ﻫﺴﺘﻨﺪ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ ﻣﻤﻜﻦ اﺳﺖ‬ ‫واژه در اوﺳﺘﺎﻳﻲ اﺳﻢ و ﻧﺰدﻳﻚﺗﺮﻳﻦ ﻣﻌﺎدل ﺑﻪ آن در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻓﻌﻞ‪ ،‬ﺻﻔﺖ و ‪ ....‬ﺑﺎﺷﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪،3:15‬‬ ‫واژه ‪ frastarətəm‬ﺑﻪ ﻣﻌﻨﺎي »ﮔﺴﺘﺮده ﺷﺪه« ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ در ﻧﻘﺶ اﺳﻢ ﻣﻔﻌﻮﻟﻲ ﻣﻔﺮد اﺳﺖ )ﺟﻜﺴﻮن‪،1892 ،‬‬ ‫ص‪ (70‬و ﻣﻌﺎدل آن ﺑﻪ ﺻﻮرت ‪ frâz-(vi)start‬آﻣﺪه ﻛﻪ از ﭘﻴﺸﻮﻧﺪ ‪ frâz‬ﺑﻪ ﻫﻤﺮاه ﻓﻌﻞ ‪ start‬ﺗﺸﻜﻴﻞ ﺷﺪه و ﺳﺎﺧﺘﺎر‬ ‫ﻓﻌﻞ ﮔﺬﺷﺘﻪ ﻻزم را ﺗﺸﻜﻴﻞ ﻣﻲدﻫﺪ )ﮔﻮﻳﻮا‪ ،1379 ،‬ص ‪.(146‬‬ ‫‪ 2 .3 .4‬در اﻳﻦ ﻧﻮع از ﺗﻐﻴﻴﺮات ﻣﺘﺮﺟﻢ واژهاي از ﻳﻚ ﮔﺮوه دﺳﺘﻮري ﺑﺎ وﻳﮋﮔﻲ ﺧﺎص را ﺑﺎ ﻫﻤﺎن ﮔﺮوه دﺳﺘﻮري داراي‬ ‫وﻳﮋﮔﻲ دﻳﮕﺮي ﺟﺎﻳﮕﺰﻳﻦ ﻣﻲﻛﻨﺪ؛ ﻣﺎﻧﻨﺪ ﺑﺮﺧﻮرداري اﺳﻢ از ﺳﻪ ﺟﻨﺲ ﻣﺬﻛﺮ و ﻣﺆﻧﺚ و ﺧﻨﺜﻲ و ﺳﻪ ﺷﻤﺎر‪ ،‬ﻣﻔﺮد و ﻣﺜﻨﻲ‬ ‫و ﺟﻤﻊ ﻛﻪ در زﺑﺎنﻫﺎي ﺑﺎﺳﺘﺎﻧﻲ اﻳﺮان از ﺟﻤﻠﻪ اوﺳﺘﺎﻳﻲ وﺟﻮد داﺷﺘﻪ وﻟﻲ ﺑﻪ زﺑﺎنﻫﺎي دوره ﻣﻴﺎﻧﻪ ﻧﺮﺳﻴﺪهاﺳﺖ‬ ‫)ﺟﻜﺴﻮن‪ ،1892 ،‬ص ‪ .(62‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،3:23‬واژه ‪ urwaranąm‬ﺑﻪ ﻣﻌﻨﺎي »درﺧﺘﺎن و رﺳﺘﻨﻲﻫﺎ«‪ ،‬اﺳﻢ‬

‫‪ ‬‬ ‫‪1. Fargard ‬‬

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‫ﻣﻮﻧﺚ )ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ ،(401‬در ﻓﺮﮔﺮد ‪ 3:14‬واژه ‪ hizumaţ‬ﺑﻪﻣﻌﻨﺎي »زﺑﺎن«‪ ،‬اﺳﻢ ﺧﻨﺜﻲ )ﺑﺎرﺗﻮﻟﻮﻣﻪ‪،1904 ،‬‬ ‫ص ‪ (1816‬و در ﻓﺮﮔﺮد ‪ 13 :3‬واژه ‪ daxma‬ﺑﻪ ﻣﻌﻨﺎي »دﺧﻤﻪ« اﺳﻢ ﻣﺬﻛﺮ اﺳﺖ از رﻳﺸﻪ ‪ daz-‬ﺑﻪ ﻣﻌﻨﺎي ﺳﻮزاﻧﺪن‬ ‫)ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ (675‬ﻛﻪ ﺳﻮﺧﺘﻦﮔﺎه و ﻣﺤﻞ ﺳﻮزاﻧﺪن ﻣﺮدﮔﺎن ﺑﻮدهاﺳﺖ‪.‬‬ ‫در ﻣﻌﺎدلﻫﺎي ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪﺗﺮﺗﻴﺐ ﺳﻪ واژه ‪ hȗzvãn ،aȗrvar‬و ﻧﻴﺰ ‪ dêz‬ﺑﻪ ﻛﺎر رﻓﺘﻪاﺳﺖ‪ .‬اﻳﻦ ﻣﻌﺎدلﻫﺎ در ﺑﺮرﺳﻲ‬ ‫زﺑﺎﻧﻲ ﻫﻴﭻ ﻳﻚ ﺣﺎﻣﻞ ﺟﻨﺲ واژه ﻧﻴﺴﺘﻨﺪ‪ .‬ﻫﻢﭼﻨﻴﻦ در ﻓﺮﮔﺮد ‪ ،3:14‬واژه ‪ cašmanaţ‬ﺑﻪ ﻣﻌﻨﺎي »ﭼﺸﻢ« داراي ﺷﻤﺎر‬ ‫ﻣﺜﻨﻲ اﺳﺖ )ﺟﻜﺴﻮن‪ ،1892 ،‬ص ‪ (88‬وﻟﻲ در ﺗﺮﺟﻤﻪ ﻣﻌﺎدل ‪ chasm‬ﺑﻪ ﺻﻮرت ﻣﻔﺮد آﻣﺪهاﺳﺖ‪ .‬ﺣﺘﻲ اﮔﺮ ﻣﺘﺮﺟﻢ‬ ‫ﻋﻼﻣﺖ ﺟﻤﻊ را ﻧﻴﺰ ﺑﻪ اﻳﻦ واژه ﻣﻲاﻓﺰود‪ ،‬ﻛﻠﻤﻪ ﺟﺪﻳﺪ ﺑﺎز ﻫﻢ ﺑﻪ ﺷﻤﺎر ﻣﺜﻨﻲ دﻻﻟﺖ ﻧﻤﻲﻛﺮد ﭼﺮاﻛﻪ زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ‬ ‫ﺧﻮد ﻓﺎﻗﺪ اﻳﻦ وﻳﮋﮔﻲ اﺳﺖ‪.‬‬ ‫‪ 3 .3 .4‬در اﻳﻦ ﺣﺎﻟﺖ ﻣﺘﺮﺟﻢ در ﻋﻤﻠﻜﺮد ﻧﺤﻮي درون ﻳﻚ ﺳﺎﺧﺘﺎر زﺑﺎﻧﻲ ﺗﻐﻴﻴﺮ اﻳﺠﺎد ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد‬ ‫‪ ،3:12‬ﻓﻌﻞ ‪ uskənti‬ﺑﻪ ﻣﻌﻨﺎي »ﺑﻴﺮون ﺑﻴﺎورد« از رﻳﺸﻪ ‪ kar-‬ﺑﻪ ﻣﻌﻨﺎي اﻧﺠﺎم دادن ﻛﻪ ﺑﺎ ﭘﻴﺸﻮﻧﺪ ‪ us‬در اﻳﻨﺠﺎ ﻣﻔﻬﻮم‬ ‫ﺑﻴﺮون آوردن را اﻟﻘﺎ ﻣﻲﻛﻨﺪ ) ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ .(404‬در زﻣﺎن ﻣﻀﺎرع‪ ،‬وﺟﻪ اﺧﺒﺎري اﺳﺖ )ﺟﻜﺴﻮن‪ ،1892 ،‬ص‬ ‫‪ .(142‬در اوﺳﺘﺎ از اﻳﻦ وﺟﻪ ﺑﺮاي ﺑﻴﺎن اﻓﻌﺎﻟﻲ ﻛﻪ در زﻣﺎن ﺑﻴﺎن ﻣﻄﻠﺐ اﻣﻜﺎن وﻗﻮع دارﻧﺪ اﺳﺘﻔﺎده ﻣﻲﺷﻮد‪ .‬ﻣﻌﺎدل اﻳﻦ‬ ‫ﻓﻌﻞ در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ ﺻﻮرت ‪ aȗlâ-kand‬آﻣﺪهاﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺎ اﻓﺰودن ﭘﻴﺸﻮﻧﺪ ‪ aȗlâ‬ﺳﻌﻲ در اﻟﻘﺎي‬ ‫ﻫﻤﺎن ﻣﻔﻬﻮم داﺷﺘﻪ اﻣﺎ ﻓﻌﻞ در زﻣﺎن ﮔﺬﺷﺘﻪ ﺳﺎده ﺻﺮف ﺷﺪه ﻛﻪ ﻋﻤﻮﻣﺎ ﺑﺮاي ﺑﻴﺎن روﻳﺪاد اﻓﻌﺎل در ﮔﺬﺷﺘﻪ ﺑﻪ ﺻﻮرت‬ ‫ﻣﻄﻠﻖ ﺑﻪ ﻛﺎر ﻣﻲرود )ﮔﻮﻳﻮا‪ ،1379 ،‬ص ‪ .(146‬ﻫﻢﭼﻨﻴﻦ در ﻓﺮﮔﺮد ‪ ،3:13‬ﻓﻌﻞ ‪ niδaiieinte‬ﺑﻪ ﻣﻌﻨﺎي »ﺟﺎي داده ﺷﺪه‬ ‫اﺳﺖ« ﻣﻲﺑﺎﺷﺪ‪ .‬اﻳﻦ واژه از رﻳﺸﻪ ‪ dā-‬ﺑﻪ ﻣﻌﻨﺎي ﻗﺮار دادن ﻫﻤﺮاه ﺑﺎ ﭘﻴﺸﻮﻧﺪ ‪ ni‬ﻣﻔﻬﻮم ﺟﺎيدادن در ﻣﻜﺎن ﭘﺎﻳﻴﻦ را ﻧﺸﺎن‬ ‫ﻣﻲدﻫﺪ )ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ (711‬و در زﻣﺎن ﻣﻀﺎرع‪ ،‬وﺟﻪ اﺧﺒﺎري و ﻣﻴﺎﻧﻪ‪ 1‬ﻳﺎ ﻧﺎﮔﺬر اﺳﺖ‪ .‬وﺟﻪ اﺧﺒﺎري ﻫﻤﺎنﮔﻮﻧﻪ‬ ‫ﻛﻪ ذﻛﺮ ﺷﺪ ﺑﺮاي ﺑﻴﺎن اﻓﻌﺎﻟﻲ ﻛﻪ در زﻣﺎن ﺑﻴﺎن ﻣﻄﻠﺐ اﻣﻜﺎن وﻗﻮع دارﻧﺪ ﺑﻪﻛﺎر ﻣﻲرود و ﺑﺎب ﻣﻴﺎﻧﻪ در اوﺳﺘﺎ ﺑﺮاي ﺑﻴﺎن‬ ‫ﻋﻤﻠﻲ اﺳﺖ ﻛﻪ ﺑﺪون دﺧﺎﻟﺖ ﻓﺮد در ﻣﻮرد او اﻧﺠﺎم ﺷﺪه و ﻧﻴﺮوﻳﻲ اﺟﺒﺎري در آن دﺧﻴﻞ اﺳﺖ )ﺟﻜﺴﻮن‪ ،1892 ،‬ﺻﺺ‬ ‫‪ .(143-127‬ﻣﻌﺎدل آن در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻓﻌﻞ )‪ bê dât (estêt‬ﻛﻪ در زﻣﺎن ﮔﺬﺷﺘﻪ ﻧﻘﻠﻲ و ﺑﺮاي ﺑﻴﺎن روﻳﺪادي ﻛﻪ در‬ ‫زﻣﺎن ﻧﺎﻣﻌﻴﻨﻲ در ﮔﺬﺷﺘﻪ ﺑﻪ اﺗﻤﺎم رﺳﻴﺪه اﺳﺖ )ﮔﻮﻳﻮا‪ ،1379 ،‬ص ‪ .(158‬ﻫﻢﭼﻨﻴﻦ ﻣﻔﻬﻮﻣﻲ ﻛﻪ ﺗﻮﺳﻂ ﺑﺎب ﻣﻴﺎﻧﻪ ﻳﺎ‬ ‫ﻧﺎﮔﺬر ﺑﻪ ﻓﻌﻞ اﻓﺰوده ﺷﺪه ﻧﻴﺰ در واژه ﻣﻌﺎدل دﻳﺪه ﻧﻤﻲﺷﻮد‪.‬‬ ‫‪ 4 .3 .4‬اﻳﻦ ﻧﻮع ﺗﻐﻴﻴﺮ زﻣﺎﻧﻲ روي ﻣﻲدﻫﺪ ﻛﻪ ﻣﺘﺮﺟﻢ ﻣﻌﺎدﻟﻲ را ﺑﺮاي ﻳﻚ واژه ﺑﺮ ﻣﻲﮔﺰﻳﻨﺪ ﻛﻪ از ﻧﻈﺮ ﺳﻠﺴﻠﻪ ﻣﺮاﺗﺐ‬ ‫دﺳﺘﻮري در اوﺳﺘﺎ و ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ در دو ﺳﻄﺢ ﻣﺘﻔﺎوت اﺳﺖ‪ .‬ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ واژهاي ﻛﻪ در زﺑﺎن اوﺳﺘﺎﻳﻲ ﻳﻚ ﻛﻠﻤﻪ واﺣﺪ‬ ‫اﺳﺖ‪ ،‬ﻫﻨﮕﺎم ﺑﺮﮔﺮدان ﺗﺒﺪﻳﻞ ﺑﻪ ﻋﺒﺎرت ﺣﺮف اﺿﺎﻓﻪاي ﻳﺎ ﻋﺒﺎرت اﺳﻤﻲ ﻣﻲﺷﻮد‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،3:18‬واژه‬

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‫‪ pairi.daēząn‬ﺑﻪ ﻣﻌﻨﺎي »ﭘﻴﺮاﻣﻮن و ﻣﺤﻮﻃﻪ« ﻛﻪ ﻳﻚ واﺣﺪ اﺳﻤﻲ اﺳﺖ ﺑﺎ ﻋﺒﺎرت ﺣﺮف اﺿﺎﻓﻪاي‪pa-pêra(mȗn)-‬‬

‫‪ dêzisnȋh‬ﺟﺎﻳﮕﺰﻳﻦ ﺷﺪه اﺳﺖ ﻛﻪ در آن ‪ pa‬ﺣﺮف اﺿﺎﻓﻪ و ‪ pairi‬ﻛﻪ در اوﺳﺘﺎ ﭘﻴﺸﻮﻧﺪ ﻓﻌﻠﻲ اﺳﺖ در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ‬ ‫ﻋﻨﻮان ﻗﻴﺪ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪه و ﺑﺎ ﻗﻴﺪ )‪ pêra(mȗn‬ﺑﺮﮔﺮدان ﻣﻲﺷﻮد و‪ dêzisnȋh‬ﻧﻴﺰ اﺳﻢ ﻣﺼﺪر )در ﻗﺎﻟﺐ اﺳﻢ ﻣﻌﻨﺎ(‬ ‫ﺗﺮﺟﻤﻪ ﺷﺪه اﺳﺖ‪.‬‬ ‫‪ 5 .3 .4‬اﻳﻦ ﻧﻮع ﺗﻐﻴﻴﺮ زﻣﺎﻧﻲ روي ﻣﻲدﻫﺪ ﻛﻪ راﺑﻄﻪ ﺑﻴﻦ ﻛﻠﻤﺎت ﻛﻪ در زﺑﺎن اوﺳﺘﺎﻳﻲ از ﻃﺮﻳﻖ ﺻﺮف ﻧﺸﺎن داده‬ ‫ﻣﻲﺷﻮد‪ ،‬در زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ ﺻﻮرت واژﮔﺎﻧﻲ ﺑﻴﺎن ﺷﻮد‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،23 :3‬واژهﻫﺎي )‪(dātārə‬‬ ‫‪ gāeϑanąm astuuāitinąm‬ﺑﻪ ﻣﻌﻨﺎي )آﻓﺮﻳﺪﮔﺎر( ﺟﻬﺎن اﺳﺘﻮﻣﻨﺪ )ﻣﺎدي( ﻛﻪ از ﻧﻈﺮ دﺳﺘﻮري در ﺣﺎﻟﺖ اﺿﺎﻓﻲ‪ ،1‬ﺟﻤﻊ‪،‬‬ ‫ﻣﻮﻧﺚ ﻗﺮار ﻣﻲﮔﻴﺮد )ﺟﻜﺴﻮن‪ ،1892 ،‬ص ‪ (70‬و ﺣﺎﻟﺖ ﻣﻀﺎف و ﻣﻀﺎف اﻟﻴﻪ ﺑﻮدن اﻳﻦ دو واژه از ﻃﺮﻳﻖ ﺻﺮف ﻣﺸﺨﺺ‬ ‫ﻣﻲﺷﻮد‪ ،‬در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﺎ ﻣﻌﺎدل ‪ [Dâtâr] ȋ-gehān ȋ-ast-aȗmandān‬آﻣﺪه اﺳﺖ؛ ﺑﺪﻳﻦ ﻣﻌﻨﺎ ﻛﻪ ﺣﺎﻟﺖ اﺿﺎﻓﻲ ﺑﺎ‬ ‫ﻛﺴﺮه اﺿﺎﻓﻪ ‪ -ȋ-‬ﻧﺸﺎن داده ﻣﻲﺷﻮد‪ .‬ﻧﻤﻮﻧﻪ دﻳﮕﺮ در ﻓﺮﮔﺮد‪ ،3:40‬واژهﻫﺎي ‪aeibiiō…āstauuanaēibiiō (daēnąm‬‬

‫)‪ māzdaiiasnīm‬ﻛﻪ ﺑﻪ ﻣﻌﻨﺎي اﻳﻦ ﺳﺘﺎﻳﻨﺪﮔﺎن )دﻳﻦ ﻣﺰداﭘﺮﺳﺘﻲ( ﻛﻪ در ﺣﺎﻟﺖ ﺻﺮﻓﻲ ﻣﻔﻌﻮل ازي‪ ،2‬ﺟﻤﻊ )ﺟﻜﺴﻮن‪،‬‬ ‫‪ ،1892‬ص ‪ (72‬اﺳﺖ‪ ،‬در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﺎ اﻓﺰودن ﺣﺮف اﺿﺎﻓﻪ »از« ﺑﻪ ﺻﻮرت ‪ as awar-asnȏp‬ﺑﺮﮔﺮدان ﺷﺪه اﺳﺖ‪.‬‬ ‫اﻟﺒﺘﻪ ﻣﺮزﻫﺎي ﻛﺎرﺑﺮد اﻳﻦ ﻣﻌﺎدلﻫﺎ در اوﺳﺘﺎﻳﻲ و ﻣﻴﺎﻧﻪ ﻫﻤﻮاره ﻣﺎﻧﻨﺪ ﻫﻢ ﻧﻴﺴﺖ؛ ﺑﺮاي ﻣﺜﺎل‪ ،‬ﻫﻤﻴﺸﻪ ﻧﻤﻲﺗﻮاﻧﻴﻢ ﺑﺮاي‬ ‫ﺣﺎﻟﺖ اﺿﺎﻓﻲ ﻛﺴﺮه اﺿﺎﻓﻪ و ﺑﺮاي ﺣﺎﻟﺖ ﻣﻔﻌﻮل ازي ﺣﺮف اﺿﺎﻓﻪ ‪ as‬را در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﺑﻪ ﻛﺎر ﺑﺒﺮﻳﻢ‪.‬‬ ‫‪ 4 .4‬اﺻﻮل واژﮔﺎﻧﻲ‬ ‫‪ 1 .4 .4‬ارﺟﺤﻴﺖ ﻣﺘﺮﺟﻢ ﻋﻤﻮﻣﺎ ﮔﺰﻳﻨﺶ ﻣﻌﺎدﻟﻲ اﺳﺖ ﻛﻪ از ﻧﻈﺮ رﻳﺸﻪﺷﻨﺎﺳﻲ ﺑﻪ واژه اﺻﻠﻲ ﻣﺮﺗﺒﻂ اﺳﺖ‪ .‬اﻳﻦ ﻧﻮع‬ ‫ﮔﺰﻳﻨﺶ ﺷﺎﻳﺪ ﺑﻪ اﻳﻦ دﻟﻴﻞ اﻧﺠﺎم ﻣﻲﺷﺪه ﻛﻪ واژه ﻣﻌﺎدل در ﺣﻘﻴﻘﺖ راﻳﺞﺗﺮﻳﻦ ﻛﻠﻤﻪاي ﺑﻮده ﻛﻪ در آن زﻣﺎن ﺗﻮﺳﻂ‬ ‫ﮔﻮﻳﻨﺪﮔﺎن زﺑﺎن ﺑﻪ ﻛﺎر ﻣﻲرﻓﺘﻪ و ﺑﻪ دﻟﻴﻞ اﻳﻨﻜﻪ ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ اﻣﺮوز زﺑﺎﻧﻲ ﺧﺎﻣﻮش اﺳﺖ‪ ،‬ﻗﻀﺎوت در اﻳﻦﺑﺎره ﺑﺲ ﻣﺸﻜﻞ‬ ‫اﺳﺖ‪ .‬دﻟﻴﻞ دﻳﮕﺮ ﻣﻲﺗﻮاﻧﺪ وﻓﺎداري ﻣﺘﺮﺟﻢ ﺑﻪ ﻣﻔﻬﻮم اﺻﻠﻲ ﺑﺮاي ﺣﻔﻆ ﺗﻘﺪس دﻳﻨﻲ ﻛﻼم ﺑﺎﺷﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد‬ ‫‪ ،3:15‬ﺑﺮاي واژه ‪ yaoždātō‬ﺑﻪ ﻣﻌﻨﺎي »ﭘﺎكﺗﺮﻳﻦ« ﻛﻪ از رﻳﺸﻪ ‪ yaoždā-‬ﺑﻪ ﻣﻌﻨﺎي ﭘﺎكﻛﺮدن و ﺗﻄﻬﻴﺮ ﻛﺮدن اﺳﺖ‬ ‫)ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ ،(1234‬ﻣﺘﺮﺟﻢ ﻣﻌﺎدل ‪ yȏsdâsar‬را ﺑﺮﮔﺰﻳﺪه اﺳﺖ ﻛﻪ از ﻫﻤﺎن رﻳﺸﻪ اوﺳﺘﺎﻳﻲ اﺳﺖ‪ .‬در ﻫﻤﺎن‬ ‫ﺑﻨﺪ ﺑﺮاي واژه ‪ frastarətəm‬ﻛﻪ از ﭘﻴﺸﻮﻧﺪ ‪ fra‬و واژه ‪ starətəm‬ﺑﻪ ﻣﻌﻨﺎي »ﮔﺴﺘﺮده ﺷﺪه« ﻛﻪ ﺻﻔﺖ ﻣﻔﻌﻮﻟﻲ و از رﻳﺸﻪ‬ ‫‪ star‬در ﻣﻔﻬﻮم ﮔﺴﺘﺮدن آﻣﺪه‪ ،‬ﻣﺘﺮﺟﻢ ﻣﻌﺎدل ‪ frâz-(vi)start‬را ﻛﻪ از ﭘﻴﺸﻮﻧﺪ ‪ frâz‬و ﻓﻌﻞ ‪ start‬ﺑﻪ ﻣﻌﻨﺎي ﮔﺴﺘﺮد ﺑﺎ‬‫ﻫﻤﺎن رﻳﺸﻪ را اﻧﺘﺨﺎب ﻛﺮدهاﺳﺖ‪.‬‬

‫‪ ‬‬ ‫‪1. Genetive‬‬ ‫‪2. Ablotive ‬‬

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‫‪ 2 .4 .4‬ﻳﻜﻲ دﻳﮕﺮ از اﺻﻮل راﻳﺞ ﻛﻪ ﺗﻮﺳﻂ ﻣﺘﺮﺟﻤﺎن ﻛﺎرﺑﺮد ﺑﺴﻴﺎري دارد‪ ،‬اﻧﺘﻘﺎل اﺳﺎﻣﻲ ﺧﺎص‪ ،‬واژﮔﺎن آﻳﻴﻨﻲ و ‪ ...‬ﺑﻪ‬ ‫ﻫﻤﺎن ﺻﻮرت اﺻﻠﻲ آنﻫﺎﺳﺖ‪ .‬اﻳﻦ ﻧﻮع ﺑﺮﮔﺮدان ﺷﺎﻣﻞ واژهﻫﺎﻳﻲ اﺳﺖ ﻛﻪ ﺷﺎﻳﺪ ﺗﺮﺟﻤﻪ آنﻫﺎ از ارزش و اﻫﻤﻴﺖ ﻣﺘﻦ‬ ‫ﻣﻲﻛﺎﻫﺪ و ﺷﺎﻳﺴﺘﻪﺗﺮﻳﻦ راه اﻧﺘﻘﺎل آنﻫﺎ ﺑﻪ ﻫﻤﺎن ﺻﻮرت اﺻﻠﻲ اﺳﺖ ﺗﺎ ﺗﻘﺪس ﻛﻼم و ﺻﺤﺖ ﻣﻄﻠﺐ در ﺟﺎي ﺧﻮد دﺳﺖ‬ ‫ﻧﺨﻮرده ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،3:1‬واژه ‪ Spitama Zaraϑuštra‬ﺑﻪ ﻣﻌﻨﺎي »ﺳﭙﻴﺘﻤﻪ زرﺗﺸﺖ‪ ،«1‬ﺑﻪ ﺻﻮرت‬ ‫‪2‬‬

‫‪ Spȋtamân Zaratȗst‬و در ﻓﺮﮔﺮد ‪ ،3:7‬واژه ‪ arəzūrahe grīuuaiia‬ﺑﻪ ﻣﻌﻨﺎي »ارزور ﮔﺮﻳﻮه « ﺑﻪ ﺻﻮرت ‪Arzȗr-‬‬ ‫‪3‬‬

‫‪ grȋva‬آﻣﺪه اﺳﺖ‪ .‬ﻫﻢﭼﻨﻴﻦ در ﻓﺮﮔﺮد ‪ ،3:35‬واژه ‪ Spəntaiiå ārmatōiš‬ﺑﻪ ﻣﻌﻨﺎي »ﺳﭙﻨﺪارﻣﺬ « ﺑﻪ ﺻﻮرت ‪Spend-‬‬

‫‪ ،armart‬در ﻓﺮﮔﺮد‪ ،3:20‬واژه ‪ kahrkāsąm-‬ﻧﺎﻣﻲ اﺳﺖ ﺑﺮاي »ﻛﺮﻛﺲ‪ «4‬ﻛﻪ ﺑﻪ ﺻﻮرت ‪ karkâs‬آﻣﺪه اﺳﺖ‪.‬‬ ‫‪ 3 .4 .4‬ﮔﺎهﮔﺎه ﻣﺘﺮﺟﻢ ﻣﻌﺎدﻟﻲ را ﺑﺮ ﻣﻲﮔﺰﻳﻨﺪ ﻛﻪ ﺗﻨﻬﺎ ﻳﻚ ﺑﺨﺶ ﻣﻌﻨﺎﻳﻲ واژه را در ﺑﺮ ﻣﻲﮔﻴﺮد‪ .‬اﻳﻦ ﻋﻤﻞ ﺷﺎﻳﺪ ﺑﻪ‬ ‫دﻟﻴﻠﻲ ﻣﺤﺪودﻳﺖ ﮔﻨﺠﻴﻨﻪ ﻟﻐﺎت زﺑﺎن ﻓﺎرﺳﻲ ﺑﻮده و ﻳﺎ اﻳﻦﻛﻪ آنﭼﻪ ﻛﻪ اﻣﺮوزه ﺗﻮﺳﻂ زﺑﺎنﺷﻨﺎﺳﺎن و از ﻃﺮﻳﻖ‬ ‫ﺑﺮرﺳﻲﻫﺎي ﻋﻠﻤﻲ زﺑﺎﻧﻲ و ﻣﻘﺎﻳﺴﻪ زﺑﺎنﻫﺎي ﮔﻮﻧﺎﮔﻮن ﺑﺎ ﻳﻜﺪﻳﮕﺮ از ﻳﻚ واژه درك و درﻳﺎﻓﺖ ﻣﻲﺷﻮد‪ ،‬در آن روزﮔﺎر ﺑﻪ‬ ‫ﻃﻮر ﻛﻠﻲ ﺑﺮ ﻣﺘﺮﺟﻢ ﻣﻜﺸﻮف ﻧﺒﻮده اﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،3:1‬ﺑﺮاي واژه ‪ gao.zastō‬ﺑﻪ ﻣﻌﻨﺎي »ﺷﻴﺮ در دﺳﺖ«‪،‬‬ ‫ﻣﺘﺮﺟﻢ واژه ‪ gâv-dast‬را آوردهاﺳﺖ‪ .‬در ﺣﺎﻟﻲﻛﻪ از واژه ‪ gâv‬ﻣﻔﻬﻮم ﺷﻴﺮ درﻳﺎﻓﺖ ﻧﻤﻲﺷﻮد )ﻧﻴﺒﺮگ‪ ،1974 ،‬ص ‪.(81‬‬ ‫اﻟﺒﺘﻪ در ﻳﺴﻦ ‪ 11:4‬از ﮔﻮﺷﺖ ﻗﺮﺑﺎﻧﻲ ﻛﻪ آن را روي ﻧﻮﻋﻲ ﮔﻴﺎه ﻗﺮار ﻣﻲدادﻧﺪ ﻧﻴﺰ ﻳﺎد ﺷﺪهاﺳﺖ )رﺿﻲ‪ ،1385 ،‬ص‬ ‫‪ ،(364‬اﻣﺎ ﺣﺘﻲ ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ اﻳﻦ ﻣﻔﻬﻮم ﻧﻴﺰ ﻣﺘﺮﺟﻢ ﻣﻲﺗﻮاﻧﺴﺖ ﻣﻌﺎدل دﻗﻴﻖﺗﺮي را اﻧﺘﺨﺎب ﻛﻨﺪ‪.‬‬ ‫‪ 4 .4 .4‬ﮔﺎه ﻣﺘﺮﺟﻢ ﻣﻌﺎدﻟﻲ را ﺑﺮاي ﻳﻚ واژه ﺑﺮﻣﻲﮔﺰﻳﻨﺪ ﻛﻪ ﻗﺎدر ﺑﻪ اﻧﺘﻘﺎل ﻣﻌﻨﺎي ﺿﻤﻨﻲ آن در زﺑﺎن اوﺳﺘﺎﻳﻲ ﻧﻴﺴﺖ‪.‬‬ ‫ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،3:39‬واژه ‪ mraoţ-‬از رﻳﺸﻪ ‪ mrav-‬ﺑﻪ ﻣﻌﻨﺎي ﮔﻔﺘﻦ اﺳﺖ )ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ (1192‬ﻛﻪ از‬ ‫ﻛﺎرﺑﺮد ﻣﺘﻌﺪد آن در ﻣﺘﻮن اوﺳﺘﺎﻳﻲ ﺑﺮاي اﻫﻮراﻣﺰدا‪ ،‬ﺧﺪاي ﻳﮕﺎﻧﻪ دﻳﻦ زرﺗﺸﺘﻲ و ﻧﻴﺰ ﭘﻴﺎﻣﺒﺮ زرﺗﺸﺖ ﻣﻔﻬﻮم ﺗﻘﺪس و‬ ‫اﺣﺘﺮام از آن اﺳﺘﻨﺒﺎط ﻣﻲﺷﻮد؛ اﻣﺎ ﻣﺘﺮﺟﻢ در ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻣﻌﺎدل ‪ gȗpt‬از رﻳﺸﻪ ‪gaob-‬ﺑﻪ ﻣﻌﻨﺎي ﺳﺨﻦ ﺑﻪ زﺑﺎن آوردن‬ ‫)ﺑﺎرﺗﻮﻟﻮﻣﻪ‪ ،1904 ،‬ص ‪ (482‬را اﻧﺘﺨﺎب ﻛﺮدهاﺳﺖ‪ .‬اﻳﻦ در ﺣﺎﻟﻲ اﺳﺖ ﻛﻪ ﻣﻔﻬﻮم ﺗﻘﺪس ﻳﺎ اﺣﺘﺮام در ﻣﻌﺎدل ﻓﻌﻠﻲ‬ ‫اﻧﺘﺨﺎب ﺷﺪه ﺑﻪ ﭼﺸﻢ ﻧﻤﻲﺧﻮرد‪ .‬در ﻓﺮﮔﺮد ‪ ،3:20‬واژه ‪ kamərəϑəm-‬ﺑﻪ ﻣﻌﻨﺎي ﺳﺮ ﻳﺎ ﻛﻠﻪ داراي ﺑﺎر اﻫﺮﻳﻤﻨﻲ اﺳﺖ و‬

‫‪ ‬‬ ‫‪ -1‬ﭘﻴﺎﻣﺒﺮ دﻳﻦ زرﺗﺸﺘﻲ ﻛﻪ زﻣﺎن او را ﺣﺪود ‪ 628-551‬و ﺑﺮﺧﻲ ‪ 1000‬ﺳﺎل ﭘﻴﺶ از ﻣﻴﻼد ﻣﻲ داﻧﻨﺪ‪.‬‬ ‫‪ -2‬ﺑﺮ اﺳﺎس ﮔﺰارش ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻧﺎم دﻳﻮي ﻛﻪ ﭘﺴﺮ اﻫﺮﻳﻤﻦ اﺳﺖ‪ ,‬ﻧﻴﺰ دروازه دوزخ و ﺑﻨﺎ ﺑﺮ اوﺳﺘﺎي ﻣﺘﺎﺧﺮ ﻧﺎم ﻛﻮﻫﻲ ﻛﻪ ﻗﻠﻪ آن ﻣﺤﻞ‬ ‫اﺟﺘﻤﺎع دﻳﻮان و دروﺟﺎن اﺳﺖ‪.‬ر‪.‬ك‪ :.‬ﻫﺎﺷﻢ رﺿﻲ‪» :‬وﻧﺪﻳﺪاد‪ ،‬ﻛﻬﻦ ﺗﺮﻳﻦ ﮔﻨﺠﻴﻨﻪ ﻣﻜﺘﻮب اﻳﺮان ﺑﺎﺳﺘﺎن«‪ ،‬ج ‪ ،1385 ،2‬ﺻﺺ ‪.377-375‬‬ ‫‪ -3‬ﻧﺎم ﭘﻨﺠﻤﻴﻦ اﻣﺸﺎﺳﭙﻨﺪ ﺑﻪ ﻣﻌﻨﺎي اﺧﻼص و ﺑﺮدﺑﺎري ﻣﻘﺪس و ﻧﺎم او اﻏﻠﺐ ﻣﺘﺮادف ﻧﺎم زﻣﻴﻦ اﺳﺖ‪ .‬ر‪.‬ك‪ :.‬ﺧﺴﺮو ﻗﻠﻲ زاده‪» :‬ﻓﺮﻫﻨﮓ‬ ‫اﺳﺎﻃﻴﺮ اﻳﺮاﻧﻲ ﺑﺮ ﭘﺎﻳﻪ ﻣﺘﻮن ﭘﻬﻠﻮي«‪ ،1392 ،‬ﺻﺺ‪.261-259‬‬ ‫‪ -4‬ﻧﺎم ﭘﺮﻧﺪه اي ﻛﻪ در ﻣﺘﻮن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ ﻧﻤﺎﻳﻨﺪه اﻳﺰدان در آﻳﻴﻦ ﻗﺮﺑﺎﻧﻲ اﺳﺖ‪ .‬ﺑﻨﺎﺑﺮ ﺑﻨﺪﻫﺸﻦ ﺑﺮاي ﺧﻮردن ﻧﺴﺎ )ﻣﺮدار( آﻓﺮﻳﺪه ﺷﺪ‪ .‬ر‪.‬ك‪:.‬‬ ‫ﺧﺴﺮو ﻗﻠﻲ زاده‪» :‬داﻧﺸﻨﺎﻣﻪ اﺳﺎﻃﻴﺮي ﺟﺎﻧﻮران«‪ ،1392 ،‬ص‪.182‬‬

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‫ﻣﻌﺎدل آن ﻛﻪ ﺑﻪ ﺻﻮرت ‪ kamâr‬و در ﻗﺴﻤﺖ ﺗﻮﺿﻴﺢ ﺑﻪ ﺻﻮرت ‪ sar‬آﻣﺪه ﺑﻪ دﻟﻴﻞ ﻋﺪم ﺑﺮﺧﻮرداري زﺑﺎن از وﻳﮋﮔﻲ‬ ‫ﺛﻨﻮﻳﺖ ﻗﺎدر ﺑﻪ اﻧﺘﻘﺎل اﻳﻦ ﺑﺎر ﻣﻌﻨﺎﻳﻲ ﻧﻤﻲﺑﺎﺷﺪ‪ .‬در ﻓﺮﮔﺮد ‪ 3:7‬ﻧﻴﺰ ﻓﻌﻞ ‪ handuuarənti‬ﺑﻪ ﻣﻌﻨﺎي ﺑﺎ ﻫﻢ ﺑﺸﺘﺎﺑﻨﺪ )ﺑﺎ‬ ‫ﻫﻢ ﺣﻤﻠﻪ ﻛﻨﻨﺪ( از رﻳﺸﻪ ‪ dvar-‬ﺑﻪ ﻣﻌﻨﺎي رﻓﺘﻦ و ﻳﺎ ﮔﺮﻳﺨﺘﻦ ﺑﺮاي ﻣﻮﺟﻮدات اﻫﺮﻳﻤﻨﻲ ﺑﻪ ﻛﺎر ﻣﻲرود )ﺑﺎرﺗﻮﻟﻮﻣﻪ‪،‬‬ ‫‪ ،1904‬ص ‪ (765‬و ﻣﻌﺎدل آن ‪ ham-dȏbârênd‬اﺳﺖ ﻛﻪ اﻳﻦ ﻣﻔﻬﻮم را در ﺧﻮد ﺟﺎي ﻧﻤﻲدﻫﺪ‪.‬‬ ‫‪ 5 .4 .4‬ﻳﻜﻲ از وﻳﮋﮔﻲﻫﺎي ﺑﺎرز ﺗﺮﺟﻤﻪ وﻧﺪﻳﺪاد ﺗﻔﺴﻴﺮﻫﺎ و ﺗﻮﺿﻴﺤﺎﺗﻲ اﺳﺖ ﻛﻪ ﻋﻼوه ﺑﺮ ﺗﺮﺟﻤﻪ واژه ﺑﻪ واژه در ﻣﺘﻦ‬ ‫اﺻﻠﻲ آﻣﺪه اﺳﺖ‪ .‬ﺑﺴﻴﺎري از اﻳﻦ ﺗﻔﺴﻴﺮﻫﺎ ﺑﺪون ذﻛﺮ ﻧﺎم ﻣﻔﺴﺮ اﺳﺖ و ﺑﺎ اﻳﻦ ﺟﻤﻠﻪ ﺷﺮوع ﻣﻲﺷﻮد‪» :‬ﻛﺴﻲ اﺳﺖ ﻛﻪ‬ ‫ﮔﻮﻳﺪ‪ ،‬ﺑﻪ ﻧﻈﺮ ﺑﻌﻀﻲ‪ «...‬در ﭘﺎﻳﺎنﺑﻨﺪﻫﺎي ﻣﺘﻌﺪدي از ﻧﺴﺨﻪ زﻧﺪ ﻋﺒﺎرت ]…‪ [Hast ke aêtȗn gȗyêt,‬ﺑﻪ ﭼﺸﻢ‬ ‫ﻣﻲﺧﻮرد ﻛﻪ در اداﻣﻪ ﻧﻴﺰ ﻣﺘﺮﺟﻢ ﺗﻮﺿﻴﺤﺎﺗﻲ را ﺑﺮ ﻣﺘﻦ اﺻﻠﻲ اﻓﺰوده اﺳﺖ‪ .‬ﺑﺮاي ﻣﺜﺎل‪ ،‬در ﻓﺮﮔﺮد ‪ ،3:1‬ﻣﺘﺮﺟﻢ در ﺗﻮﺿﻴﺢ‬ ‫واژهﻫﺎي ﻗﺒﻠﻲ ﻛﻪ درﺑﺎره درﺧﻮاﺳﺖ آراﻣﺶ ﻛﺮدن از ﻃﺮﻳﻖ ﺧﻮاﻧﺪن ادﻋﻴﻪ دﻳﻨﻲ ﺑﻮده ﻋﺒﺎرت ﻣﻘﺎﺑﻞ را آورده اﺳﺖ‪:‬‬ ‫]‪.[Hast ke aêtȗn gȗyêt: “Râmisn-acha khvarȏm-acha kȗnêt‬‬ ‫‪ .5‬ﻧﺘﻴﺠﻪ‬ ‫ﻣﻄﺎﻟﻌﻪ و ﺑﺮرﺳﻲ ﻓﺮﮔﺮد ﺳﻮم وﻧﺪﻳﺪاد ﻣﺎ را ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲرﺳﺎﻧﺪ ﻛﻪ ﺑﻪ ﻣﻨﻈﻮر اراﻳﻪ ﻧﺰدﻳﻚﺗﺮﻳﻦ ﻣﻌﺎدل از زﺑﺎن‬ ‫اوﺳﺘﺎﻳﻲ ﺑﻪ زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ‪ ،‬ﻣﺘﺮﺟﻢ ﻣﻠﺰم ﺑﻪ اﻧﺠﺎم ﺑﺮﺧﻲ ﺟﺎﺑﻪﺟﺎﻳﻲﻫﺎ و ﻳﺎ ﺗﻐﻴﻴﺮات در زﺑﺎن ﺑﻮده ﻛﻪ اﻳﻦ ﺗﻐﻴﻴﺮات ﺑﺮ‬ ‫اﺳﺎس ﻣﺎﻫﻴﺖ ﻓﺮآﻳﻨﺪ اﻧﺠﺎم ﺷﺪه ﺑﻪ دو ﮔﺮوه ﻋﻤﺪه اﺻﻮل دﺳﺘﻮري و اﺻﻮل ﻣﻌﻨﺎﻳﻲ ﺗﻘﺴﻴﻢﺑﻨﺪي ﻣﻲﺷﻮد‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ‬ ‫ﻣﺤﺘﻤﻞ اﺳﺖ ﺑﺎ اﻧﺠﺎم ﻣﻄﺎﻟﻌﺎت ﺑﻴﺸﺘﺮ ﺑﺘﻮاﻧﻴﻢ دﺳﺘﻪﺑﻨﺪيﻫﺎي دﻳﮕﺮي ﻧﻴﺰ ﺑﻪ اﻳﻦ ﻧﻮﺷﺘﺎر ﺑﻴﻔﺰاﻳﻴﻢ ﻛﻪ از ﺣﻮﺻﻠﻪ و ﻣﺠﺎل‬ ‫اﻳﻦ ﺑﺤﺚ ﺧﺎرج و ﻧﻴﺎزﻣﻨﺪ ﺻﺮف زﻣﺎن و ﭘﮋوﻫﺶﻫﺎي ﮔﺴﺘﺮدهﺗﺮي اﺳﺖ‪ .‬ﺑﺮرﺳﻲ دﺳﺘﻮري ﻣﺘﻦ ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ‬ ‫ارﺟﺤﻴﺖ ﻣﺘﺮﺟﻢ ﻋﻤﻮﻣﺎ ﮔﺰﻳﻨﺶ ﻣﻌﺎدﻟﻲ اﺳﺖ ﻛﻪ ﺑﻪ دﺳﺘﻮر زﺑﺎن ﻣﻴﺎﻧﻪ ﻧﺰدﻳﻚ اﺳﺖ‪ .‬ﮔﺎه ﻧﻴﺰ ﻣﺘﺮﺟﻢ ﻗﺎدر ﺑﻪ اﻧﺘﻘﺎل ﺑﺮﺧﻲ‬ ‫ﻣﻔﺎﻫﻴﻢ ﻧﻴﺴﺖ‪ .‬ﭼﺮا ﻛﻪ زﺑﺎنﻫﺎي دوره ﻣﻴﺎﻧﻪ ﺑﻪ دﻟﻴﻞ ﺗﺤﻮﻻت زﻣﺎﻧﻲ و زﺑﺎﻧﻲ‪ ،‬ﺑﺴﻴﺎري از وﻳﮋﮔﻲﻫﺎي زﺑﺎنﻫﺎي دوره‬ ‫ﺑﺎﺳﺘﺎن از ﺟﻤﻠﻪ ﺟﻨﺲ واژه و ﺷﻤﺎر ﻣﺜﻨﻲ را از دﺳﺖ ﻣﻲدﻫﻨﺪ‪ .‬در ﺑﺨﺶ ﻣﻌﻨﺎﻳﻲ ﻧﻴﺰ ﻣﺘﺮﺟﻢ ﻋﻤﻮﻣﺎ ﺑﺮ اﺳﺎس اﺷﺘﺮاﻛﺎت‬ ‫رﻳﺸﻪﺷﻨﺎﺳﻲ و ﺑﺎ در ﻧﻈﺮﮔﺮﻓﺘﻦ ﻣﻼﺣﻈﺎت دﻳﻨﻲ دﺳﺖ ﺑﻪ اﻧﺘﺨﺎب واژﮔﺎﻧﻲ ﻣﻲزﻧﺪ ﻛﻪ ﺑﻴﺸﺘﺮﻳﻦ ﺷﺒﺎﻫﺖ را ﺑﻪ واژه‬ ‫اوﺳﺘﺎﻳﻲ دارد‪ .‬ﮔﺎه ﻧﻴﺰ ﻣﺘﺮﺟﻢ ﻣﻌﺎدﻟﻲ را ﺑﺮ ﻣﻲﮔﺰﻳﻨﺪ ﻛﻪ ﺗﻨﻬﺎ ﻳﻚ ﺑﺨﺶ ﻣﻌﻨﺎﻳﻲ واژه را در ﺑﺮ ﻣﻲﮔﻴﺮد‪ .‬ﻫﻢﭼﻨﻴﻦ از‬ ‫آنﺟﺎ ﻛﻪ ﻓﺎﺻﻠﻪ زﻣﺎﻧﻲ ﻣﻴﺎن دوره ﻣﻴﺎﻧﻪ و ﺑﺎﺳﺘﺎن‪ ،‬ﺷﻜﺎﻓﻲ ﺑﺲ ﻋﻈﻴﻢ در ﻛﺎر ﺟﻤﻊآوري ﻣﺘﻮن ﻣﺬﻫﺒﻲ ﺑﻪ وﺟﻮد‬ ‫آوردهاﺳﺖ‪ ،‬ﻋﺪمآﮔﺎﻫﻲ ﻣﺘﺮﺟﻢ از ﺑﺴﻴﺎري از اﺻﻄﻼﺣﺎت آﻳﻴﻨﻲ و ﺣﺘﻲ اﺳﺎﻣﻲ ﺧﺎص ﺟﻐﺮاﻓﻴﺎﻳﻲ‪ ،‬ﻣﺬﻫﺒﻲ و ﻏﻴﺮه و اﻧﺘﻘﺎل‬ ‫آنﻫﺎ ﺑﻪ ﻫﻤﺎن ﺻﻮرت اﺻﻠﻲ ﻧﻜﺘﻪاي ﺑﺲ راﻳﺞ و ﺗﻮﺟﻴﻪﭘﺬﻳﺮ اﺳﺖ‪ .‬ﻫﺮ ﭼﻨﺪ ﻛﻪ ﻣﻄﺎﻟﻌﺎت اﻧﺠﺎمﺷﺪه در اﻳﻦ ﺣﻮزه اﻏﻠﺐ ﻣﺎ‬ ‫را ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲرﺳﺎﻧﺪ ﻛﻪ ﺗﺮﺟﻤﻪﻫﺎ اﻏﻠﺐ ﺑﻪ ﺻﻮرت ﻛﻠﻤﻪ ﺑﻪ ﻛﻠﻤﻪ اﻧﺠﺎم ﺷﺪه و ﺳﺎﺧﺖ ﻃﺒﻴﻌﻲ زﺑﺎن ﻣﻴﺎﻧﻪ را دارا‬ ‫ﻧﻴﺴﺖ و ﺣﺘﻲ در ﺑﺴﻴﺎري از ﻣﻮارد ﻛﻤﻜﻲ ﺑﻪ درك ﻣﻔﻬﻮم اوﺳﺘﺎﻳﻲ ﻧﻤﻲﻛﻨﺪ‪ ،‬اﻣﺎ در اﻳﻦ ﻧﻮﺷﺘﺎر ﺳﻌﻲ ﺑﺮ آن ﺑﻮده ﺗﺎ ﻋﻼوه‬

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‫ﺑﺮ ﺗﻌﻴﻴﻦ ﭼﻬﺎرﭼﻮبﻫﺎي ﺧﺎص ﺗﺮﺟﻤﻪ ﺑﻪ ﻣﺤﺪودﻳﺖﻫﺎﻳﻲ ﻛﻪ ﻣﺘﺮﺟﻤﺎن ﺑﺎ آن رو ﺑﻪ رو ﺑﻮدهاﻧﺪ ﻧﻴﺰ اﺷﺎره و ﻛﻮﺷﺶﻫﺎي‬ ‫ﻧﻴﺎﻛﺎﻧﻤﺎن ﺑﺮاي ﺣﻔﻆ ﻣﻴﺮاث ﭼﻨﺪ ﻫﺰار ﺳﺎﻟﻪ زﺑﺎن ﻓﺎرﺳﻲ ارج ﻧﻬﺎده ﺷﻮد‪ .‬اﻣﻴﺪ اﺳﺖ ﻛﻪ ﺑﺘﻮاﻧﻴﻢ ﭘﺎﺳﺪار اﻣﻴﻦ اﻳﻦ ﻣﻴﺮاث‬ ‫ﮔﺮانﻗﺪر ﺑﺮاي ﻓﺎرﺳﻲزﺑﺎﻧﺎن ﻧﺴﻞﻫﺎي آﻳﻨﺪه ﺑﺎﺷﻴﻢ‪.‬‬

‫ﻣﻨﺎﺑﻊ‬ ‫آﻣﻮزﮔﺎر‪ ،‬ژ‪ .(1381) .‬اوﺳﺘﺎ‪ ،‬ﻛﺘﺎب ﻣﻘﺪس ﭘﺎرﺳﻴﺎن‪ ,‬ﻣﻘﺪﻣﻪ و ﺗﺼﺤﻴﺢ ﻛﺎرل ﻓﺮدرﻳﺶ ﮔﻠﺪﻧﺮ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﺳﺎﻃﻴﺮ‪.‬‬ ‫ﺗﻔﻀﻠﻲ‪ ،‬ا‪ .(1376) .‬ﺗﺎرﻳﺦ ادﺑﻴﺎت اﻳﺮان ﭘﻴﺶ از اﺳﻼم‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺳﺨﻦ‪.‬‬ ‫دوﺳﺘﺨﻮاه‪ ،‬ج‪ .(1377) .‬اوﺳﺘﺎ‪ ،‬ﻛﻬﻦ ﺗﺮﻳﻦ ﺳﺮودﻫﺎي اﻳﺮاﻧﻴﺎن‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﺮوارﻳﺪ‪.‬‬ ‫رﺿﻲ‪ ،‬ه‪ .(1385) .‬وﻧﺪﻳﺪاد‪ ،‬ﻛﻬﻦﺗﺮﻳﻦ ﮔﻨﺠﻴﻨﻪ ﻣﻜﺘﻮب اﻳﺮان ﺑﺎﺳﺘﺎن‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﺑﻬﺠﺖ‪.‬‬ ‫راﺳﺘﺎرﮔﻮﻳﻮا‪ ،‬و‪ .‬س‪ .(1379) .‬دﺳﺘﻮر زﺑﺎن ﻓﺎرﺳﻲ ﻣﻴﺎﻧﻪ‪) .‬و‪ .‬ﺷﺎدان‪ ،‬ﻣﺘـﺮﺟﻢ(‪ .‬ﺗﻬـﺮان‪ ،‬اﻳـﺮان‪ :‬اﻧﺠﻤـﻦ آﺛـﺎر و ﻣﻔـﺎﺧﺮ ﻓﺮﻫﻨﮕـﻲ‬ ‫داﻧﺸﮕﺎه ﺗﻬﺮان‪.‬‬ ‫ﻗﻠﻲ زاده‪ ،‬خ‪ .(1392) .‬داﻧﺸﻨﺎﻣﻪ اﺳﺎﻃﻴﺮي ﺟﺎﻧﻮران و اﺻﻄﻼﺣﺎت واﺑﺴﺘﻪ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﭘﺎرﺳﻪ‪.‬‬ ‫ﻗﻠﻲ زاده‪ ،‬خ‪ .(1392) .‬ﻓﺮﻫﻨﮓ اﺳﺎﻃﻴﺮ اﻳﺮاﻧﻲ ﺑﺮ ﭘﺎﻳﻪ ﻣﺘﻮن ﭘﻬﻠﻮي‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﭘﺎرﺳﻪ‪.‬‬ ‫‪Anklesaria, B.T. (1949). Pahlavi vendidad, zand-i-jvit-dev-dat. Mumbai: Cama Oriental‬‬ ‫‪Institute.‬‬ ‫‪Chr, B. (1904). Altiranisches Wörterbuch. Strassburg, Germany: Trübner.‬‬ ‫‪Hoffmann, K., & Forssman, B. (1996). Avestische laut-und flexionslehre. Inst. für‬‬ ‫‪Sprachwiss. D. Univ. Innsbruck.‬‬ ‫‪Jackson, A. V. W. (1892). An Avesta grammar in comparison with Sankrit. Stuttgart,‬‬ ‫‪Germany: W. kohlhammer.‬‬ ‫‪Josephson, J. (1997). The Pahlavi translation technique as illustrated by Hōm YaŠt‬‬ ‫‪(Doctoral thesis). Upsala University, Sweden.‬‬ ‫‪Nyberg. H. S. (1964-1974). A manual of Pahlavi, part I: texts; part II: glossary. Wiesbaden,‬‬ ‫‪Germany: Harrassowitz.‬‬

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‫ﺑﺮرﺳﻲ رﻋﺎﻳﺖ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه در ﺑﺮﮔﺮدان آﺳﻮﻣﻮار اﻣﻴﻞ زوﻻ ﺗﺮﺟﻤﻪ ﻓﺮﻫﺎد ﻏﺒﺮاﻳﻲ ‪ ‬‬ ‫‪ ‬‬ ‫ﻣﺤﻤﺪرﺿﺎ ﻓﺎرﺳﻴﺎن‪ 1‬‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬ ‫ﻣﻪﺟﺒﻴﻦ آﻳﺘﻲ ‪ ‬‬

‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت ﻓﺮاﻧﺴﻪ‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬

‫ﭼﻜﻴﺪه‪ .‬ﺑﺪﻳﻬﻲ اﺳﺖ ﻛﻪ ﻓﺮآﻳﻨﺪ ﺗﺮﺟﻤﻪ ﺑﻪ ﻋﻨﻮان ﭘﻴﻮﻧﺪدﻫﻨﺪه دو ﻓﺮﻫﻨﮓ ﻣﺘﻔﺎوت ﺗﻨﻬﺎ ﺑﻪ اراﺋﻪي ﻣﻌﻨﺎ و ﻣﻔﻬﻮم واژﮔﺎن‬ ‫و ﺟﻤﻼت ﺑﺴﻨﺪه ﻧﻤﻲﻛﻨﺪ‪ .‬ﺑﻠﻜﻪ ﻣﺴﺌﻠﻪ دﻳﮕﺮي ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺎ آن رو ﺑﻪ رو اﺳﺖ‪ ،‬ﻣﺴﺌﻠﻪ ﺑﺎزآﻓﺮﻳﻨﻲ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه در‬ ‫ﺗﺮﺟﻤﻪ ادﺑﻲ اﺳﺖ‪ .‬ﺗﺎﻛﻨﻮن ﻧﻈﺮﻳﺎﺗﻲ در اﻳﻦ زﻣﻴﻨﻪ اراﺋﻪ ﺷﺪه اﺳﺖ و ﻣﻘﺎﻻﺗﻲ در ﻣﺠﻼت ﻋﻠﻤﻲ‪-‬ﭘﮋوﻫﺸﻲ ﺑﻪ ﭼﺎپ رﺳﻴﺪه‬ ‫اﺳﺖ‪ .‬ﺗﻮﺟﻪ اﻳﻦ ﻧﻮﺷﺘﺎر ﺑﻪ ﺑﺮرﺳﻲ ﺳﺒﻚﺷﻨﺎﺧﺘﻲ ﺗﺮﺟﻤﻪ آﺳﻮﻣﻮار اﻣﻴﻞ زوﻻ ﻫﻔﺘﻤﻴﻦ رﻣﺎن از ﻣﺠﻤﻮﻋﻪ روﮔﻦ ﻣﺎﻛﺎر‬ ‫اﺧﺘﺼﺎص ﻳﺎﻓﺘﻪ اﺳﺖ ﻛﻪ در ﺳﺎل ‪ 1877‬ﺑﻪ ﭼﺎپ رﺳﻴﺪ و در اﻳﺮان در ﺳﺎل ‪ 1361‬ﺗﻮﺳﻂ ﻓﺮﻫﺎد ﻏﺒﺮاﻳﻲ ﺗﺮﺟﻤﻪ و در‬ ‫اﻧﺘﺸﺎرات ﻧﻴﻠﻮﻓﺮ ﺑﻪ ﭼﺎپ رﺳﻴﺪ‪ .‬اﺳﺘﻔﺎده از زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ و ﺷﻴﻮه ﻧﻘﻞ ﻗﻮل ﻏﻴﺮﻣﺴﺘﻘﻴﻢ آزاد از وﻳﮋﮔﻲﻫﺎي ﺳﺒﻜﻲ زوﻻ در‬ ‫اﻳﻦ اﺛﺮ اﺳﺖ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ در ﻓﺮاﻳﻨﺪ ﺗﺮﺟﻤﻪ ﻣﺸﻜﻼﺗﻲ ﭘﻴﺶ روي ﻣﺘﺮﺟﻢ ﻗﺮار دﻫﺪ‪ .‬در ﻣﻘﺎﻟﻪي ﺣﺎﺿﺮ ﺳﻌﻲ دارﻳﻢ ﺗﺎ ﺑﺎ‬ ‫ﺑﺮرﺳﻲ ﻣﺴﺌﻠﻪ ﺳﺒﻚ در ﺗﺮﺟﻤﻪ‪ ،‬ﺑﻪ ﻣﻄﺎﻟﻌﻪ ﺳﺒﻚ اﻣﻴﻞ زوﻻ در ﭘﺮداﺧﺖ آﺳﻮﻣﻮار ﺑﭙﺮدازﻳﻢ‪ .‬ﺳﭙﺲ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ روﻳﻜﺮد ﻣﻮﻧﺎ‬ ‫ﺑﻴﻜﺮ ﺑﻪ اﻳﻦ ﭘﺮﺳﺶ ﭘﺎﺳﺦ دﻫﻴﻢ ﻛﻪ ﻣﺘﺮﺟﻢ ﺗﺎ ﭼﻪ اﻧﺪازه در ﺑﺎزآﻓﺮﻳﻨﻲ ﺳﺒﻚ زوﻻ ﻣﻮﻓﻖ ﺑﻮده اﺳﺖ‪ .‬اﻣﻴﺪ اﺳﺖ ﻛﻪ ﻧﺘﺎﻳﺞ‬ ‫اﻳﻦ ﺗﺤﻘﻴﻖ ﻳﺎريرﺳﺎن ﻣﺘﺮﺟﻤﻴﻦ در ﻣﻮاﺟﻬﻪ ﺑﺎ ﺗﺮﺟﻤﻪ اﻧﻮاع ﺳﺒﻚﻫﺎي ادﺑﻲ ﺑﻪﺧﺼﻮص آﺛﺎري ﻛﻪ ﺑﺎ اﺳﺘﻔﺎده از زﺑﺎن‬ ‫ﻋﺎﻣﻴﺎﻧﻪ ﭘﺮداﺧﺖ ﺷﺪهاﻧﺪ ﺑﺎﺷﺪ‪.‬‬

‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﺗﺮﺟﻤﻪ‪ ،‬ﺳﺒﻚ‪ ،‬ﺑﻴﻜﺮ‪ ،‬اﻣﻴﻞ زوﻻ‪ ،‬آﺳﻮﻣﻮار‬

‫‪ .1‬ﻣﻘﺪﻣﻪ ‪ ‬‬ ‫ﺑﺎ ﺟﺴﺘﺠﻮ در ﺣﻮزه ﭼﻴﺴﺘﻲ ﺗﺮﺟﻤﻪ در ﻣﻲﻳﺎﺑﻴﻢ ﻛﻪ اﻳﻦ ﻣﺴﺌﻠﻪ ﺑﺎ دﻗﺖ و ﻣﻮﺷﻜﺎﻓﻲ ﺑﺴﻴﺎري ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﺑﻮده اﺳﺖ و‬ ‫ﺑﻪﺧﺼﻮص در ﻧﻴﻢﻗﺮن اﺧﻴﺮ ﺗﺤﺖ ﻋﻨﺎوﻳﻨﻲ از ﻗﺒﻴﻞ ﻣﻄﺎﻟﻌﺎت ﺗﺮﺟﻤﻪ‪ ،‬ﺗﺮﺟﻤﻪ ﺷﻨﺎﺳﻲ و ﻋﻠﻢ ﺗﺮﺟﻤﻪ ﻣﻮرد ﺑﺤﺚ و ﺑﺮرﺳﻲ‬


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‫ﻣﺘﺨﺼﺼﺎن رﺷﺘﻪﻫﺎي ﮔﻮﻧﺎﮔﻮن ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ )ﺣﻘﺎﻧﻲ‪ ،1386 ،‬ص ‪ .(13‬اﻏﻠﺐ روﻳﻜﺮدﻫﺎي اراﺋﻪﺷﺪه ﺑﺮ اﻳﻦ ﺗﻌﺮﻳﻒ از‬ ‫ﺗﺮﺟﻤﻪ اﺗﻔﺎق ﻧﻈﺮ دارﻧﺪ ﻛﻪ ﺗﺮﺟﻤﻪ ﻋﺒﺎرﺗﺴﺖ از‪ :‬ﺑﺮﻗﺮاري ﺗﻌﺎدل ﻣﻌﻨﺎﻳﻲ ﺑﻴﻦ زﺑﺎنﻫﺎي ﻣﺒﺪأ و ﻣﻘﺼﺪ‪ ،‬اﻧﺘﻘﺎل ﭘﻴﺎم‬ ‫ﻧﻮﻳﺴﻨﺪهي اﺻﻠﻲ ﺑﻪ زﺑﺎن ﻣﻘﺼﺪ و رﻋﺎﻳﺖ اﻣﺎﻧﺖ در ﭘﻴﺎم ﻣﺘﻦ ﻣﺒﺪأ )ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ‪ ،‬ﺷﻔﻴﻌﻲ‪ ،1392 ،‬ص ‪ .(3‬اﻣﺎ‬ ‫ﻣﺴﺌﻠﻪ اﺻﻠﻲ ﺷﻔﺎفﺳﺎزي اﻳﻦ ﺗﻌﺎرﻳﻒ و اراﺋﻪي راهﻛﺎرﻫﺎي دﻗﻴﻖ اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ را از ﺳﺮدرﮔﻤﻲ ﺑﺮﻫﺎﻧﺪ‪.‬‬ ‫ﻳﻜﻲ از ﻣﺴﺎﺋﻞ ﻣﻬﻢ در ﺗﺮﺟﻤﻪ‪ ،‬ﻣﺴﺌﻠﻪي ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه اﺳﺖ‪ .‬در ﺗﻌﺮﻳﻒ ﺳﺒﻚ ﻧﻴﺰ ﺗﻌﺎرﻳﻒ ﮔﻮﻧﺎﮔﻮﻧﻲ ﻣﻄﺮح ﺷﺪه اﺳﺖ‪.‬‬ ‫ﺳﺎدهﺗﺮﻳﻦ ﺗﻌﺮﻳﻒ ﺳﺒﻚ اﻳﻦ اﺳﺖ ﻛﻪ ﻣﻲﮔﻮﻳﻨﺪ ﺳﺒﻚ ﻧﺤﻮه و ﻧﻮع ﺑﻴﺎن اﺳﺖ )ﺷﻤﻴﺴﺎ‪ ،1388 ،‬ص ‪ .(16‬اﻣﺎ ﺟﺎﻣﻊﺗﺮﻳﻦ‬ ‫ﻣﻔﻬﻮم ﺳﺒﻚ را ﻣﻲﺗﻮان اﻳﻦ ﮔﻮﻧﻪ در ﻧﻈﺮ ﮔﺮﻓﺖ‪ :‬ﺳﺒﻚ در اﺻﻄﻼح ادﺑﻴﺎت ﻋﺒﺎرت اﺳﺖ از روش ﺧﺎص ادراك و ﺑﻴﺎن‬ ‫اﻓﻜﺎر ﺑﻪوﺳﻴﻠﻪي ﺗﺮﻛﻴﺐ و اﻧﺘﺨﺎب اﻟﻔﺎظ و ﻃﺮز ﺗﻌﺒﻴﺮ‪ .‬ﺳﺒﻚ ﺑﻪ ﻳﻚ اﺛﺮ ادﺑﻲ وﺟﻬﻪي ﺧﺎص ﺧﻮد را از ﻟﺤﺎظ ﺻﻮرت و‬ ‫ﻣﻌﻨﻲ اﻟﻘﺎء ﻣﻲﻛﻨﺪ و آن ﻧﻴﺰ ﺑﻪ ﻧﻮﺑﻪي ﺧﻮﻳﺶ واﺑﺴﺘﻪ ﺑﻪ ﻃﺮز ﺗﻔﻜﺮ ﮔﻮﻳﻨﺪه ﻳﺎ ﻧﻮﻳﺴﻨﺪه درﺑﺎرهي ﺣﻘﻴﻘﺖ ﻣﻲﺑﺎﺷﺪ )ﺑﻬﺎر‪،‬‬ ‫‪ ،1369‬ص ‪.(18‬‬ ‫در واﻗﻊ‪ ،‬ﻫﺮ ﻧﻮﻳﺴﻨﺪهاي ﺑﺎ در ﻧﻈﺮﮔﺮﻓﺘﻦ اﺻﻮل و روشﻫﺎﻳﻲ‪ ،‬ﺳﻌﻲ در اﻧﺘﻘﺎل آراء و ﻋﻘﺎﻳﺪ ﺧﻮد ﺑﻪ ﺧﻮاﻧﻨﺪه دارد‪ .‬ﮔﺎه‬ ‫رﻋﺎﻳﺖ اﻳﻦ اﺻﻮل در ﺗﺮﺟﻤﻪ ﺑﺎ دﺷﻮاريﻫﺎﻳﻲ ﻫﻤﺮاه ﻣﻲﺷﻮد‪ .‬ﺑﻪ ﺧﺼﻮص ﻫﻨﮕﺎﻣﻲﻛﻪ ﻣﺘﻦ ﺑﺎ ﻣﻘﻮﻻت ﻓﺮﻫﻨﮕﻲ ﺧﺎص ﻳﻚ‬ ‫زﺑﺎن ﻫﻤﺮاه ﻣﻲﮔﺮدد‪ .‬در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺳﻌﻲ ﺑﺮ اﻳﻦ دارﻳﻢ ﺗﺎ ﺑﺎ ﺑﺮرﺳﻲ وﻳﮋﮔﻲﻫﺎي ﺳﺒﻜﻲ اﻣﻴﻞ زوﻻ در ﭘﺮداﺧﺖ‬ ‫آﺳﻮﻣﻮار‪ ،‬ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ روﻳﻜﺮد ﺑﻴﻜﺮ‪ ،‬ﻧﺤﻮهي ﺗﺮﺟﻤﻪ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه در ﺗﺮﺟﻤﻪي آﺳﻮﻣﻮار را ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار دﻫﻴﻢ‪.‬‬ ‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﺗﺤﻘﻴﻖ ‪ ‬‬ ‫در ﺧﺼﻮص ﻣﺴﺌﻠﻪ رﻋﺎﻳﺖ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه در ﺗﺮﺟﻤﻪ ﺗﺎﻛﻨﻮن ﭘﮋوﻫﺶﻫﺎﻳﻲ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ‪ .‬اﻣﺎ ﺗﻮﺟﻪ ﻣﺎ ﻣﻌﻄﻮف ﺑﻪ‬ ‫ﭘﮋوﻫﺶﻫﺎﻳﻲ اﺳﺖ ﻛﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ روﻳﻜﺮد ﺑﻴﻜﺮ ﺻﻮرت ﮔﺮﻓﺘﻪاﻧﺪ‪:‬‬ ‫ ﻋﻠﻲ ﺧﺰاﺋﻲ ﻓﺮﻳﺪ و اﻋﻈﻢ ﻏﻤﺨﻮاه در ﻣﻘﺎﻟﻪاي ﺑﺎ ﻋﻨﻮان »ﻣﻘﺎﻳﺴﻪ ﻛﻤﻲ ﺳﺒﻚ ﻣﺘﻦ اﺻﻠﻲ و ﻣﺘﻦ ﺗﺮﺟﻤﻪ ﺷﺪه‬‫)ﻣﻮردﭘﮋوﻫﻲ‪ :‬ﺳﻪ ﺗﺮﺟﻤﻪ از ﭘﻴﺎﻣﺒﺮ و ﻳﻚ ﺗﺮﺟﻤﻪ از ﻏﺮﺑﺰدﮔﻲ(« ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﻬﺎﻧﻲﻫﺎي ﺗﺮﺟﻤﻪ ﺑﻴﻜﺮ ﺑﻪ ﺑﺮرﺳﻲ‬ ‫ﭘﺎراﻣﺘﺮﻫﺎي ﻛﻤﻲ ﺳﺒﻚ ﻳﻌﻨﻲ ﻧﺴﺒﺖ واژﮔﺎن ﻣﺘﻔﺎوت ﺑﻪ ﺗﻌﺪاد ﻛﻞ واژﮔﺎن و ﻫﻨﺠﺎر ﻃﻮل ﺗﺮﺟﻤﻪ ﭘﺮداﺧﺘﻪاﻧﺪ و ﺑﻪ اﻳﻦ‬ ‫ﻧﺘﻴﺠﻪ رﺳﻴﺪهاﻧﺪ ﻛﻪ اﺧﺘﻼف ﻣﻌﻨﺎداري ﺑﻴﻦ ﺗﻨﻮع واژﮔﺎن اﺻﻠﻲ و ﺗﺮﺟﻤﻪﻫﺎي ﻛﺘﺎب ﭘﻴﺎﻣﺒﺮ وﺟﻮد ﻧﺪارد‪ .‬اﻣﺎ در ﻣﻮرد‬ ‫ﺗﺮﺟﻤﻪ ﻏﺮﺑﺰدﮔﻲ دو ﺟﻬﺎﻧﻲ ﺗﺮﺟﻤﻪ اﺛﺒﺎت ﻣﻲﺷﻮد‪ .‬ﺑﻪ ﻋﺒﺎرت دﻳﮕﺮ‪ ،‬ﻧﺴﺒﺖ واژﮔﺎن ﻣﺘﻔﺎوت ﺑﺮ ﺗﻌﺪاد ﻛﻞ واژﮔﺎن در‬ ‫ﺗﺮﺟﻤﻪ ﻏﺮﺑﺰدﮔﻲ آل اﺣﻤﺪ ﻛﻤﺘﺮ اﺳﺖ و در ﻛﻞ‪ ،‬ﻧﺜﺮ ﻣﻮﺟﺰ و ﻓﺸﺮده آل اﺣﻤﺪ ﺑﻪ ﻳﻚ ﻧﺜﺮ ﺳﺎده و ﻗﺎﺑﻞ ﻓﻬﻢ در ﺗﺮﺟﻤﻪ‬ ‫ﺗﺒﺪﻳﻞ ﺷﺪه اﺳﺖ )ﺧﺰاﻋﻲ ﻓﺮﻳﺪ و ﻏﻤﺨﻮاه‪ ،1390 ،‬ص ‪ .(103‬ﻣﻴﺎﻧﮕﻴﻦ ﻃﻮل ﺟﻤﻠﻪ ﻧﻴﺰ در ﺗﺮﺟﻤﻪﻫﺎي ﭘﻴﺎﻣﺒﺮ ﺗﻐﻴﻴﺮ‬ ‫ﭼﻨﺪاﻧﻲ ﻧﺪاﺷﺘﻪ اﺳﺖ اﻣﺎ در ﺗﺮﺟﻤﻪ ﻏﺮﺑﺰدﮔﻲ ﻣﻴﺎﻧﮕﻴﻦ ﻃﻮل ﺟﻤﻼت زﻳﺎدﺗﺮ ﺷﺪه اﺳﺖ‪ .‬‬

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‫ اﺑﺮاﻫﻴﻢ ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬ﺳﻮﺳﻦ اﺷﺮﻓﻲ و ﺳﻤﺎﻧﻪ ﺷﺮﻳﻔﻲ در ﻣﻘﺎﻟﻪاي ﺑﺎ ﻋﻨﻮان »ﺑﺮرﺳﻲ ﺳﺒﻚﺷﻨﺎﺧﺘﻲ ﺗﺮﺟﻤﻪي داﺳﺘﺎن‬‫ﻛﻮﺗﺎه ﺑﭽﻪي ﻣﺮدم« ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻧﻈﺮﻳﺎت ﺑﻴﻜﺮ‪ ،‬ﺑﻪ ﺑﺮرﺳﻲ ﺳﺒﻚﺷﻨﺎﺳﻲ ﺗﺮﺟﻤﻪ اﻳﻦ اﺛﺮ ﭘﺮداﺧﺘﻪ و ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ رﺳﻴﺪه‬ ‫اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ در ﺑﺴﻴﺎري از ﻣﻮارد ﺑﻪ ﺗﻐﻴﻴﺮ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه دﺳﺖ زده اﺳﺖ‪ [...] .‬اﻳﻦ ﺗﻐﻴﻴﺮ در ﺳﺒﻚ ﻣﻲﺗﻮاﻧﺪ در‬ ‫ﺑﺮﺧﻲ از ﻣﻮارد ﻣﻮﺟﺐ ﺗﻐﻴﻴﺮ در ﻣﺤﺘﻮا ﺷﻮد )ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ و ﺷﺮﻳﻔﻲ‪ ،1392 ،‬ص ‪ .(21‬‬ ‫ ﺣﺮي )‪ (1390‬در ﻣﻘﺎﻟﻪاي ﺗﺤﺖ ﻋﻨﻮان »ﺳﺒﻚ در ﺗﺮﺟﻤﻪ‪ :‬راهﻛﺎرﻫﺎي ﻓﺮدي ﺻﺎﻟﺢ ﺣﺴﻴﻨﻲ از رﻫﮕﺬر ﻫﻤﮕﺎﻧﻲﻫﺎي‬‫ﺗﺮﺟﻤﻪ در ﺗﺮﺟﻤﻪي ﺧﺸﻢ و ﻫﻴﺎﻫﻮ« ﺑﻪ ﺑﺮرﺳﻲ ﺳﺒﻚ ﻣﺘﺮﺟﻢ ﺑﺎ ﺗﻜﻴﻪ ﺑﺮ ﻫﻤﮕﺎﻧﻲﻫﺎي ﺗﺮﺟﻤﻪ ﭘﻴﺸﻨﻬﺎدي ﺑﻴﻜﺮ ﻣﻲﭘﺮدازد‬ ‫و در ﭘﺎﻳﺎن ﺑﻪ اﻳﻦ ﻧﺘﻴﺠﻪ ﻣﻲرﺳﺪ ﻛﻪ ﻣﺘﺮﺟﻢ ﻧﻴﺰ ﺻﺎﺣﺐ ﺳﺒﻚ ﺑﻮده و از ﻃﺒﻴﻌﻲﺳﺎزي ﺑﻴﺸﺘﺮ از ﺳﺎﻳﺮ روشﻫﺎ در‬ ‫ﺗﺮﺟﻤﻪي ﻣﺘﻦ اﺳﺘﻔﺎده ﻛﺮده اﺳﺖ‪ .‬‬ ‫‪ .3‬روش ﺗﺤﻘﻴﻖ ‪ ‬‬ ‫ﻳﻜﻲ از دﻏﺪﻏﻪﻫﺎي ﻣﺘﺮﺟﻢ در ﺗﺮﺟﻤﻪي آﺛﺎر ادﺑﻲ‪ ،‬ﻣﻮﺿﻮع اﻧﺘﻘﺎل ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه در ﻛﻨﺎر اﻧﺘﻘﺎل ﻣﻌﻨﺎ اﺳﺖ و اﻳﻦﻛﻪ‬ ‫ﭼﮕﻮﻧﻪ ﻣﻲﺗﻮان ﺑﺪون ﺧﺪﺷﻪدار ﻛﺮدن ﻳﻜﻲ‪ ،‬از ﭘﺲ ﺗﺮﺟﻤﻪي ﻫﺮ دو ﻋﻨﺼﺮ ﺑﺮآﻣﺪ‪ .‬ﺑﺎﻳﺪ ﺗﺄﻛﻴﺪ را ﺑﺮ زﺑﺎن ﻣﺒﺪأ ﮔﺬاﺷﺖ ﻳﺎ‬ ‫زﺑﺎن ﻣﻘﺼﺪ؟ ﺑﻪ ﻃﻮر ﻛﻠﻲ‪ ،‬ﺗﻀﺎد ﺑﻴﻦ دو دﻳﺪﮔﺎه اﺻﻠﻲ در ﺗﺮﺟﻤﻪﺷﻨﺎﺳﻲ ﻳﻌﻨﻲ ﺑﻮﻣﻲﺳﺎزي و ﺑﻴﮕﺎﻧﻪﺳﺎزي در ﺣﻮزهي‬ ‫ادﺑﻴﺎت و ﺗﺮﺟﻤﻪي ادﺑﻲ ﺑﻪ ﺷﻜﻠﻲ دﻳﮕﺮ و در ﻗﺎﻟﺐ دو اﺻﻄﻼح »ادراك ﻣﺤﻮر« و »ﺗﻮﻟﻴﺪ ﻣﺤﻮر« ﺗﺠﻠﻲ ﻳﺎﻓﺘﻪ اﺳﺖ‪.‬‬ ‫ﺗﺮﺟﻤﻪي ادراك ﻣﺤﻮر ﻫﻤﺎﻧﻨﺪ ﺑﻮﻣﻲﺳﺎزي در ﺗﺮﺟﻤﻪ‪ ،‬ﺑﻪ ﻣﺨﺎﻃﺒﺎن ﻓﺮﻫﻨﮓ و ﺟﺎﻣﻌﻪي زﺑﺎن ﻣﻘﺼﺪ ﮔﺮاﻳﺶ دارد )ﺣﻘﺎﻧﻲ‪،‬‬ ‫‪ ،1386‬ص ‪ .(161‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﺗﺮﺟﻤﻪ ادراك ﻣﺤﻮر را ﻧﻮﻋﻲ ﺗﺮﺟﻤﻪي آزاد ﻣﻲﺧﻮاﻧﻨﺪ‪ .‬اﻣﺎ در ﺗﺮﺟﻤﻪي ﺗﻮﻟﻴﺪ ﻣﺤﻮر‬ ‫ﺿﻤﻦ درﻧﻈﺮ ﮔﺮﻓﺘﻦ و ﺗﺄﻛﻴﺪ ﺑﺮ زﺑﺎن ﻣﺒﺪأ و ﻧﻮﻳﺴﻨﺪهي ﻣﺘﻦ‪ ،‬اﺻﺮار ﺑﺮ اﻧﺘﻘﺎل ﻧﺤﻮهي ﺑﻴﺎن ﻣﻄﻠﺐ در زﺑﺎن ﻣﺒﺪأ و‬ ‫ﻧﻮﻳﺴﻨﺪهي ﻣﺘﻦ اﺳﺖ و ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﺳﺎﺧﺘﺎرﻫﺎي ﻣﻮﺟﻮد در زﺑﺎن ﻣﺒﺪأ ﺗﺎ ﺣﺪ اﻣﻜﺎن در زﺑﺎن ﻣﻘﺼﺪ ﺑﺎزﺳﺎزي‬ ‫ﻣﻲﺷﻮﻧﺪ‪ .‬ﻣﻲﺗﻮان ﮔﻔﺖ‪ ،‬ﺗﺮﺟﻤﻪي ﺗﻮﻟﻴﺪ‪-‬ﻣﺤﻮر ﺑﻪ ﻧﻮﻋﻲ ﺑﺎ ﺗﺮﺟﻤﻪي ﻟﻔﻆ ﺑﻪ ﻟﻔﻆ ﻫﻢﺧﻮاﻧﻲ دارد‪ .‬ﺗﺮﺟﻤﻪي ﺗﻮﻟﻴﺪ‪-‬ﻣﺤﻮر‬ ‫از دﻳﺪﮔﺎﻫﻲ دﻳﮕﺮ ﻣﺘﺮادف ﺑﺎ ﺗﺮﺟﻤﻪي آزاد ﻧﻴﺰ ﻫﺴﺖ ]‪) [...‬ﺣﻘﺎﻧﻲ‪ ،1386 ،‬ص ‪.(162‬‬ ‫ﺑﺮ اﺳﺎس ﻧﻈﺮﻳﻪي ﻧﺎﻳﺪا‪ ،‬ﺗﺮﺟﻤﻪ در دو ﻧﻮع ﺻﻮري و ﭘﻮﻳﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮد‪ .‬ﺗﺮﺟﻤﻪي ﺻﻮري ﺗﺮﺟﻤﻪاي وﻓﺎدار ﺑﻪ‬ ‫ﺻﻮرت ﻣﺘﻦ اﺳﺖ و از ﻣﻨﻈﺮ روش ﺑﻪ ﺗﺮﺟﻤﻪي ﻟﻔﻆ ﺑﻪ ﻟﻔﻆ ﺷﺒﺎﻫﺖ دارد )ﺣﻘﺎﻧﻲ‪ ،1386 ،‬ص ‪ .(74‬در ﻣﻘﺎﺑﻞ ﺗﺮﺟﻤﻪي‬ ‫ﺻﻮري‪ ،‬ﺗﺮﺟﻤﻪي ﭘﻮﻳﺎ ﺑﺎ ﺗﺄﻛﻴﺪ ﺑﺮ اﻧﺘﻘﺎل ﭘﻴﺎم ﺳﻌﻲ در اﻳﺠﺎد ﺗﺄﺛﻴﺮات ﻣﺸﺎﺑﻪ در ﻣﺨﺎﻃﺐ ﻣﻘﺼﺪ دارد‪ .‬در واﻗﻊ‪ ،‬ﺗﺮﺟﻤﻪي‬ ‫ﭘﻮﻳﺎ ﺑﺎ ﺗﻌﺪﻳﻼت ﻓﺮاواﻧﻲ در ﻣﺘﻦ ﻫﻤﺮاه اﺳﺖ‪ ،‬ﺑﻪ ﮔﻮﻧﻪاي ﻛﻪ ﻣﻲﺗﻮان ﺑﺨﺶﻫﺎﻳﻲ از ﻣﺘﻦ را ﺣﺬف ﻛﺮد‪ ،‬ﻣﻄﺎﻟﺒﻲ اﺿﺎﻓﻲ ﺑﻪ‬ ‫ﺗﺮﺟﻤﻪ اﻓﺰود و ﻳﺎ ﺣﺘﻲ ﺻﻮرت آن را ﺗﻐﻴﻴﺮ داد ]‪) [...‬ﺣﻘﺎﻧﻲ‪ ،1386 ،‬ص ‪ .(74‬در دﻳﺪﮔﺎه ﻧﺸﺎﻧﻪﺷﻨﺎﺳﻲ‪ ،‬ﻧﻴﻮﺑﺮت ﻣﻌﺘﻘﺪ‬ ‫اﺳﺖ ﻛﻪ ﻣﻌﺎدل ﻣﻌﻨﺎﻳﻲ ﺑﻪ ﻣﻌﺎدل ﻧﺤﻮي و ﻣﻌﺎدل ﻧﺤﻮي ﺑﻪ ﻣﻌﺎدل ﻣﻨﻈﻮري ارﺟﺤﻴﺖ دارد و در ﻋﻴﻦ ﺣﺎل ﻣﻌﺎدل‬ ‫ﻣﻨﻈﻮري‪ ،‬ﻣﻌﺎدل ﻣﻌﻨﺎﻳﻲ و ﻣﻌﺎدل ﻧﺤﻮي را ﻛﻨﺘﺮل ﻣﻲﻛﻨﺪ و ﺑﺮ آنﻫﺎ ﺗﺄﺛﻴﺮ ﻣﻲﮔﺬارد )ﻓﺮح زاد‪ ،1383 ،‬ص ‪.(11‬‬

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‫ﺑﻴﻜﺮ ﻣﻌﺘﻘﺪ اﺳﺖ ﻣﺘﺮﺟﻢ ﻧﻤﻲﺗﻮاﻧﺪ‪ -‬در واﻗﻊ ﻧﺒﺎﻳﺪ‪ -‬ﺳﺒﻚ ﺧﺎص ﺧﻮد را داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬وﻇﻴﻔﻪي ﻣﺘﺮﺟﻢ اﻳﻦ اﺳﺖ ﻛﻪ ﺗﺎ‬ ‫ﺣﺪ اﻣﻜﺎن‪ ،‬ﺳﺒﻚ ﻣﺘﻦ اﺻﻠﻲ را در زﺑﺎن ﻣﻘﺼﺪ ﺑﺎزآﻓﺮﻳﻨﻲ ﻛﻨﺪ )ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ‪ ،‬ﺷﻔﻴﻌﻲ‪ ،1392 ،‬ص ‪ .(8‬وي در‬ ‫ﺑﺮرﺳﻲﻫﺎي ﺳﺒﻚﺷﻨﺎﺧﺘﻲ ﺧﻮﻳﺶ ﭼﻬﺎر وﻳﮋﮔﻲ ﻣﺘﻤﺎﻳﺰ ﺗﺮﺟﻤﻪ را از ﻳﻜﺪﻳﮕﺮ ﺑﺎز ﻣﻲﺷﻨﺎﺳﺪ‪ :‬ﺗﺼﺮﻳﺢ )‪،(explication‬‬ ‫ﻣﺘﻮازنﺳﺎزي )‪ ،(leveling out‬ﺳﺎدهﺳﺎزي )‪ (simplification‬و ﻃﺒﻴﻌﻲﺳﺎزي )‪) (normalization‬ﺣﺮي‪ ،1390 ،‬ص‬ ‫‪ .(27‬در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺳﻌﻲ ﺑﺮ اﻳﻦ دارﻳﻢ ﺗﺎ ﺑﺎ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﭼﻬﺎر وﻳﮋﮔﻲ ﺑﻴﻜﺮ‪ ،‬ﺑﻪ ﺑﺮرﺳﻲ ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه از ﺧﻼل‬ ‫ﺗﺮﺟﻤﻪي اﻳﻦ اﺛﺮ ﺑﭙﺮدازﻳﻢ‪.‬‬

‫‪ 1 .3‬وﻳﮋﮔﻲﻫﺎي ﺳﺒﻜﻲ زوﻻ در آﺳﻮﻣﻮار‬ ‫آﺳﻮﻣﻮار ‪ ،‬ﻫﻔﺘﻤﻴﻦ رﻣﺎن از ﻣﺠﻤﻮﻋﻪي روﮔﻦ ﻣﺎﻛﺎر ﻳﻜﻲ از ﺑﺮﺟﺴﺘﻪﺗﺮﻳﻦ آﺛﺎر اﻣﻴﻞ زوﻻ‪ ،‬ﺗﺌﻮرﻳﺴﻴﻦ ﻣﻜﺘﺐ ﻧﺎﺗﻮراﻟﻴﺴﻢ‬ ‫اﺳﺖ ﻛﻪ در ﺳﺎل ‪ 1877‬ﺑﻪ ﭼﺎپ رﺳﻴﺪ‪ .‬زوﻻ در اﻳﻦ اﺛﺮ ﺑﻪ ﺑﺮرﺳﻲ زﻧﺪﮔﻲ ﻃﺒﻘﻪ ﻛﺎرﮔﺮ و ﺗﺄﺛﻴﺮ اﻟﻜﻞ در زﻧﺪﮔﻲ اﻳﻦ ﻗﺸﺮ‬ ‫ﻣﻲﭘﺮدازد و ﺗﺼﻮﻳﺮي واﻗﻊﮔﺮاﻳﺎﻧﻪ از ﺗﺄﺛﻴﺮات ﻣﺤﻴﻂ و ﺗﻮارث در زﻧﺪﮔﻲ اﻧﺴﺎنﻫﺎ اراﺋﻪ ﻣﻲﻛﻨﺪ‪ .‬در اﻳﻦ داﺳﺘﺎن ژروز‬ ‫رﺧﺘﺸﻮي ﺑﺎ ﻛﺎرﮔﺮي ﺑﻪ ﻧﺎم ﻛﻮﭘﻮ ازدواج ﻣﻲﻛﻨﺪ و ﭘﺲ از ﺣﺎدﺛﻪاي ﻛﻪ ﺑﺮاي ﻛﻮﭘﻮ ﭘﻴﺶ ﻣﻲآﻳﺪ اﺑﺘﺪا ﺧﻮد ﻛﻮﭘﻮ و در‬ ‫اﻧﺘﻬﺎي داﺳﺘﺎن ژروز ﺑﻪ اﻟﻜﻞ روي آورده و ﻏﺮق در ﻓﻘﺮ و ﮔﺮﺳﻨﮕﻲ از ﺑﻴﻦ ﻣﻲروﻧﺪ‪.‬‬ ‫آﺳﻮﻣﻮار در زﻣﺎن ﭼﺎپ‪ ،‬ﻫﻢ ﺑﻪ ﻟﺤﺎظ ﺳﺎﺧﺘﺎري و ﻫﻢ ﺑﻪ ﻟﺤﺎظ ﻣﺤﺘﻮا ﻣﻮرد ﺗﻮﺟﻪ ﻣﻨﺘﻘﺪﻳﻦ ﻗﺮار ﮔﺮﻓﺖ‪ .‬ﻳﻜﻲ از‬ ‫وﻳﮋﮔﻲﻫﺎي ﺳﺒﻜﻲ زوﻻ در اﻳﻦ اﺛﺮ اﺳﺘﻔﺎده از زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ اﺳﺖ‪ .‬در ﺗﻌﺮﻳﻒ زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ ﻣﻲ ﺗﻮان ﮔﻔﺖ‪» :‬واژﮔﺎن و‬ ‫اﺻﻄﻼﺣﺎت ﻏﻴﺮرﺳﻤﻲ و ﻏﻴﺮﻣﻌﻴﺎر ﻛﻪ ﻣﻌﻤﻮﻻً ﺗﻨﻬﺎ ﺑﺮاي اﻓﺮاد ﻳﻚ ﮔﺮوه اﺟﺘﻤﺎﻋﻲ ﻳﺎ ﻧﺎﺣﻴﻪاي ﺧﺎص ﻗﺎﺑﻞ درك اﺳﺖ«‬ ‫)ﻗﺸﻘﺎﻳﻲ‪ ،‬اﻳﻨﺎﻟﻮﻳﻲ‪ ،1390 ،‬ص ‪ .(158‬اﻳﻦ وﻳﮋﮔﻲ‪ ،‬آﺳﻮﻣﻮار را در زﻣﺮهي ﻧﺨﺴﺘﻴﻦ رﻣﺎنﻫﺎي ﻓﺮاﻧﺴﻮي ﻗﺮار ﻣﻲدﻫﺪ ﻛﻪ‬ ‫زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ را وارد داﺳﺘﺎنﻧﻮﻳﺴﻲ ﻓﺮاﻧﺴﻪ ﻛﺮده اﺳﺖ‪ .‬ﺑﻪ ﻋﻨﻮان ﻣﺜﺎل‪:‬‬ ‫‪"Faut pas gronder, la bourgeoise, dit le zingueur. Nous sommes sages, tu vois..." (Zola, 1961, p.‬‬ ‫)‪596‬‬

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‫»ﻏﺮﻏﺮ ﻧﻜﻦ ﻋﻴﺎل‪ ،‬ﺧﻮدت ﻣﻲ ﺑﻴﻨﻲ ﻛﻪ دﺳﺖ از ﭘﺎ ﺧﻄﺎ ﻧﻜﺮده اﻳﻢ‪) «...‬زوﻻ‪ ،1361 ،‬ص ‪ (249‬‬

‫وﻳﮋﮔﻲ دﻳﮕﺮ ﺳﺒﻚ زوﻻ در آﺳﻮﻣﻮار‪ ،‬اﺳﺘﻔﺎده از ﮔﻔﺘﻤﺎن ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ آزاد اﺳﺖ‪ :‬ﻳﻜﻲ از ﺷﮕﺮدﻫﺎي رواﻳﺖﻫﺎي داﺳﺘﺎﻧﻲ‬ ‫ﻣﺪرن‪ ،‬ﺑﺎزﻧﻤﺎﻳﻲ اﺷﻜﺎل ﻣﺨﺘﻠﻒ ﮔﻔﺘﺎر و اﻧﺪﻳﺸﻪي ﺷﺨﺼﻴﺖﻫﺎي داﺳﺘﺎﻧﻲ اﺳﺖ‪ .‬ﮔﺎﻫﻲ‪ ،‬راوي ﺳﺨﻨﺎن و اﻓﻜﺎر اﺷﺨﺎص را‬ ‫ﺳﺮراﺳﺖ در اﺧﺘﻴﺎر ﺧﻮاﻧﻨﺪه ﻣﻲﮔﺬارد )ﮔﻔﺘﻤﺎن ﻣﺴﺘﻘﻴﻢ(؛ ﮔﺎﻫﻲ ﻏﻴﺮﻣﺴﺘﻘﻴﻢ )ﮔﻔﺘﻤﺎن ﻏﻴﺮﻣﺴﺘﻘﻴﻢ( و ﮔﺎﻫﻲ ﺗﺮﻛﻴﺒﻲ از‬ ‫ﻣﺴﺘﻘﻴﻢ و ﻏﻴﺮﻣﺴﺘﻘﻴﻢ‪ .‬ﺗﻠﻔﻴﻖ ﻫﻨﺮﻣﻨﺪاﻧﻪي ﺻﺪا و اﻓﻜﺎر راوي ﺑﺎ ﺻﺪا و اﻓﻜﺎر ﺷﺨﺼﻴﺖ را ﮔﻔﺘﻤﺎن ﻏﻴﺮﻣﺴﺘﻘﻴﻢ آزاد ) ‪free‬‬

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‫‪ (indirect discourse‬ﻣﻲﻧﺎﻣﻨﺪ )ﺣﺮي‪ ،1389 ،‬ص ‪ .(20‬اﻣﻴﻞ زوﻻ در آﺳﻮﻣﻮار ﺑﻪ ﻃﻮر ﭼﺸﻢﮔﻴﺮي از اﻳﻦ ﺷﻴﻮهي‬ ‫ﮔﻔﺘﻤﺎن اﺳﺘﻔﺎده ﻛﺮده اﺳﺖ‪ .‬ﺑﻪ ﻃﻮر ﻣﺜﺎل‪:‬‬ ‫‪"Et il partit, après lui avoir offert d’aller chercher son lait, si elle ne voulait pas sortir : elle était‬‬ ‫‪une belle et brave femme, elle pouvait compter sur lui, le jour où elle serait dans la peine" (Zola,‬‬ ‫‪1961, p. 377).‬‬

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‫»ﺑﻪ ژروز ﮔﻔﺖ ﻛﻪ اﮔﺮ ﻧﻤﻲﺧﻮاﻫﺪ ﺑﻴﺮون ﺑﺮود‪ ،‬او ﻣﻲﺗﻮاﻧﺪ ﺑﺮاﻳﺶ ﺷﻴﺮ ﺑﺨﺮد‪ ،‬ژروز زن زﻳﺒﺎ و ﺧﻮﺑﻲ‬ ‫اﺳﺖ و اﮔﺮ روزي‪ ،‬روزﮔﺎري اﺣﺘﻴﺎج ﺑﻪ ﭼﻴﺰي داﺷﺖ ﻣﻲﺗﻮاﻧﺪ روي ﻛﻤﻚ او ﺣﺴﺎب ﻛﻨﺪ« )زوﻻ‪،‬‬ ‫‪ ،1361‬ص ‪.(20‬‬

‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ‬ ‫‪ 1 .4‬ﺗﺼﺮﻳﺢ‬ ‫ﺗﺼﺮﻳﺢ در ﻣﺘﻦ ﺑﻪ اﻳﻦ ﺻﻮرت اﺳﺖ ﻛﻪ اﺑﻬﺎﻣﺎت ﻣﺘﻦ ﺑﺮﻃﺮف ﺷﺪه و ﺗﻠﻮﻳﺤﺎت آﺷﻜﺎر ﻣﻲﮔﺮدﻧﺪ و ﺣﺮوف اﺿﺎﻓﻪ ﺑﺮاي‬ ‫اﻓﺰاﻳﺶ ﺧﻮاﻧﺶﭘﺬﻳﺮي ﺑﻪ ﻣﺘﻦ اﺿﺎﻓﻪ ﻣﻲﺷﻮﻧﺪ‪ .‬در واﻗﻊ ﺗﺼﺮﻳﺢ ﺷﻴﻮهاي اﺳﺖ ﻛﻪ ﺑﻪ ﺷﺮح ﻣﻮﺿﻮع‪ ،‬ﻫﻤﺮاه ﺑﺎ اﻓﺰودن‬ ‫اﻃﻼﻋﺎت اﺿﺎﻓﻲ ﺑﻪ آن ﻣﻲﭘﺮدازد )ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ‪ ،‬ﺷﻔﻴﻌﻲ‪ ،1392 ،‬ص ‪ .(17‬در ﺗﺮﺟﻤﻪي آﺳﻮﻣﻮار‪ ،‬در ﻣﻮاردي در‬ ‫ﻣﺤﺪودهي واژﮔﺎﻧﻲ از اﻳﻦ روش اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‪ .‬در ﻣﻮاردي ﻛﻪ ﻧﻴﺎز ﺑﻪ ﺗﻮﺿﻴﺢ ﺑﻴﺸﺘﺮي ﺑﻮدهاﺳﺖ ﻣﺘﺮﺟﻢ در ﭘﺎﻧﻮﺷﺖ‬ ‫ﺗﻮﺿﻴﺤﺎت ﻻزم را اراﺋﻪ ﻛﺮدهاﺳﺖ ‪:‬‬ ‫‪"[…] d’avoir un trou un peu propre pour dormir, vous savez, un lit, une table et deux chaises,‬‬ ‫)‪pas davantage..." (Zola, 1961, p. 410‬‬

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‫»ﻳﻚ ﺟﺎﻳﻲ ﻫﻢ ﺑﺮاي ﺧﻮاﺑﻴﺪن داﺷﺘﻪ ﺑﺎﺷﻢ ﻛﻪ ﻛﻤﻲ ﺗﺮ و ﺗﻤﻴﺰ ﺑﺎﺷﺪ‪ ،‬ﻳﻚ ﺗﺨﺖ‪ ،‬ﻳﻚ ﻣﻴﺰ و دو ﺗﺎ‬ ‫ﺻﻨﺪﻟﻲ‪ ،‬ﻧﻪ ﺑﻴﺸﺘﺮ‪) «...‬زوﻻ‪ ،1361 ،‬ص ‪ (55‬‬

‫در ﻣﺜﺎل ﺑﺎﻻ ﻣﺘﺮﺟﻢ ﺑﺮاي اﻧﺘﻘﺎل ﺑﻬﺘﺮ زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ از دو واژه ﺑﺮاي ﺗﺮﺟﻤﻪي ﻳﻚ ﺻﻔﺖ اﺳﺘﻔﺎده ﻛﺮدهاﺳﺖ‪.‬‬ ‫‪"Au premier, on serait parfaitement bien" (Zola, 1961, p. 432).‬‬

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‫»در ﻃﺒﻘﺔ ﺑﺎﻻي ﻏﺬاﺧﻮري ﺟﺎي راﺣﺘﻲ ﺧﻮاﻫﻨﺪ داﺷﺖ« )زوﻻ‪ ،1361 ،‬ص ‪ .(79‬‬

‫در اﻳﻦ ﺟﻤﻠﻪ »‪ «Au premier‬اﺷﺎره ﺑﻪ ﻃﺒﻘﻪي اول دارد ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺮاي درك ﺑﻬﺘﺮ ﺧﻮاﻧﻨﺪه‪ ،‬در ﺗﺮﺟﻤﻪ »ﻃﺒﻘﻪ« و‬ ‫»ﻏﺬاﺧﻮري« را ﺑﻪ ﺟﻤﻠﻪ اﺿﺎﻓﻪ ﻛﺮدهاﺳﺖ‪.‬‬

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‫‪"Le samedi suivant, Coupeau, qui n’était pas rentré dîner, amena Lantier vers dix heures" (Zola,‬‬ ‫‪1961, p. 595).‬‬

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‫»ﺷﻨﺒﻪ ﺷﺐ ﺑﻌﺪ‪ ،‬ﻛﻮﭘﻮ ﻛﻪ ﺑﺮ ﺳﺮ ﻣﻴﺰ ﺷﺎم ﺣﺎﺿﺮ ﻧﺸﺪه ﺑﻮد‪ ،‬ﺣﺪود ﺳﺎﻋﺖ ده ﻻﻧﺘﻴﻪ را ﺑﺎ ﺧﻮد آورد«‬ ‫)زوﻻ‪ ،1361 ،‬ص ‪ .(249‬‬

‫در ﻣﺜﺎل ﺑﺎﻻ‪ ،‬ﻣﺘﺮﺟﻢ در ﺗﺮﺟﻤﻪ‪» ،‬ﺑﺮ ﺳﺮ ﻣﻴﺰ« را ﺑﻪ ﺟﻤﻠﻪ اﺿﺎﻓﻪ ﻧﻤﻮده ﺗﺎ ﻓﻌﻞ »ﺷﺎم ﺧﻮردن« را ﺗﻮﺿﻴﺢ دﻫﺪ‪.‬‬ ‫‪"[…] elle s’était disputée avec la Banban, au sujet d’un zouave qui venait découper le nez de sa‬‬ ‫‪maîtresse d’un coup de rasoir […]" (Zola, 1961, p. 500).‬‬

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‫»ﺑﺎ ﭼﻼﻗﻪ ﺑﮕﻮﻣﮕﻮﻳﻲ ﺑﻪ راه اﻧﺪاﺧﺘﻪ ﺑﻮد‪ .‬زوآوي ﺑﺎ ﺗﻴﻎ رﻳﺶ ﺗﺮاﺷﻲ ﺑﻴﻨﻲ ﻣﻌﺸﻮﻗﻪ اش را ﺑﺮﻳﺪهﺑﻮد؛‬ ‫]‪) «[...‬زوﻻ‪ ،1361 ،‬ص ‪ (148‬‬ ‫ﺗﻮﺿﻴﺤﺎت ﭘﺎﻧﻮﺷﺖ ‪ ،zouave :‬ﺳﺮﺑﺎزان ﭘﻴﺎده ﻧﻈﺎم ﻓﺮاﻧﺴﻪ در ﻣﺴﺘﻌﻤﺮات‪.‬‬

‫در ﻣﺜﺎل ﺑﺎﻻ‪ ،‬ﻣﺘﺮﺟﻢ ﺑﺮاي ﺗﺮﺟﻤﻪ واژه ‪ zouave‬ﻛﻪ ﻣﻌﺎدل دﻗﻴﻘﻲ در زﺑﺎن ﻓﺎرﺳﻲ ﻧﺪارد ﺑﺮاي درك ﺑﻬﺘﺮ ﺧﻮاﻧﻨﺪهي‬ ‫ﻓﺎرﺳﻲزﺑﺎن از ﭘﺎﻧﻮﺷﺖ اﺳﺘﻔﺎده ﻛﺮدهاﺳﺖ و از اﻳﻦ ﻧﻈﺮ ﺳﺎﺧﺘﺎر ﻣﺘﻦ ﺣﻔﻆ ﺷﺪهاﺳﺖ‪.‬‬ ‫‪ 2 .4‬ﻣﺘﻮازنﺳﺎزي‬ ‫در ﻣﺘﻮازنﺳﺎزي‪ ،‬ﻣﺘﻦ ﺗﺮﺟﻤﻪﺷﺪه در ﺣﺎﻟﺖ ﻣﺘﻮازن و ﻣﻴﺎﻧﻪ ﻗﺮار ﻣﻲﮔﻴﺮد؛ ﻳﻌﻨﻲ اﮔﺮ آن را ﺑﻴﻦ دو ﻧﻘﻄﻪي اﻧﺘﻬﺎﻳﻲ )دو‬ ‫ﻗﻄﺐ( ﺗﺼﻮر ﻛﻨﻴﻢ‪ ،‬ﻣﺘﻦ ﺗﺮﺟﻤﻪﺷﺪه ﺑﻪ ﺳﻤﺖ ﻣﺮﻛﺰ و ﻣﻴﺎﻧﻪ ﮔﺮاﻳﺶ دارد )ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ‪ ،‬ﺷﻔﻴﻌﻲ‪ ،1392 ،‬ص‬ ‫‪ .(19‬در ﺗﺮﺟﻤﻪ آﺳﻮﻣﻮار ﻣﺘﺮﺟﻢ در اﻏﻠﺐ ﻣﻮارد در ﺗﺮﺟﻤﻪ ﮔﻔﺘﻤﺎن ﻏﻴﺮﻣﺴﺘﻘﻴﻢ آزاد و در ﻣﻮاردي در ﺗﺮﺟﻤﻪ اﺻﻄﻼﺣﺎت‬ ‫ﻋﺎﻣﻴﺎﻧﻪ از اﻳﻦ وﻳﮋﮔﻲ اﺳﺘﻔﺎده ﻛﺮدهاﺳﺖ‪.‬‬ ‫ﻣﺘﻮازنﺳﺎزي در ﮔﻔﺘﻤﺎن ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ آزاد‪ :‬ﻣﺘﺮﺟﻢ در ﺗﺮﺟﻤﻪي اﻳﻦ وﻳﮋﮔﻲ ﻧﻮﺷﺘﺎري در آﺳﻮﻣﻮار‪ ،‬ﻋﺒﺎرات را ﺑﻪ ﻫﻤﺎن‬ ‫ﺷﻴﻮهي ﮔﻔﺘﻤﺎن ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ آزاد ﺗﺮﺟﻤﻪ ﻧﻤﻮده و از ﺗﺮﺟﻤﻪي اﻳﻦ ﻋﺒﺎرات ﺑﻪﺻﻮرت ﮔﻔﺘﻤﺎن ﻣﺴﺘﻘﻴﻢ ﭘﺮﻫﻴﺰ ﻧﻤﻮدهاﺳﺖ‪:‬‬ ‫‪"Bibi-la-Grillade racontait une histoire, la façon dont il vidait un litre d’un trait, en lui fichant un‬‬ ‫‪tel baiser à la régalade, qu’on lui voyait le derrière" (Zola, 1961, p. 707).‬‬

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‫»ﺑﺮﺷﺘﻪ ﻣﺎﺟﺮاﻳﻲ را ﺣﻜﺎﻳﺖ ﻣﻲ ﻛﺮد؛ ﻳﻚ ﺑﺎر ﻳﻚ ﺑﻄﺮ ﻋﺮق را ﻻﺟﺮﻋﻪ ﺳﺮﻛﺸﻴﺪه؛ ﺗﻤﺎم ﺑﻄﺮ را ﭼﻨﺎن‬ ‫ﺑﺎﻻ اﻧﺪاﺧﺘﻪ ﻛﻪ ﺑﻼﻓﺎﺻﻠﻪ ﺗﻪ ﺧﺎﻟﻲ آن ﻧﻤﺎﻳﺎن ﺷﺪه اﺳﺖ« )زوﻻ‪ ،1361 ،‬ص ‪ .(365‬‬

‫در اﻳﻦ ﻣﺜﺎل ﭘﺲ از ﻋﺒﺎرت اول‪ ،‬ﻋﺒﺎرتﻫﺎي دﻳﮕﺮ در واﻗﻊ ﻣﺎﺟﺮاﻳﻲ اﺳﺖ ﻛﻪ ﺑﺮﺷﺘﻪ ﻳﻜﻲ از ﺷﺨﺼﻴﺘﻬﺎي داﺳﺘﺎن ﺑﻪ‬ ‫ﺣﻜﺎﻳﺖ آن ﻣﻲﭘﺮدازد‪ .‬زوﻻ اﻳﻦ ﻣﺎﺟﺮا را ﺑﻪ ﺻﻮرت ﮔﻔﺘﻤﺎن ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ آزاد ﺷﺮح دادهاﺳﺖ‪.‬‬ ‫‪ ‬‬

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‫‪"Vingt fois, il lui avait dit de pousser une pointe, un jour qu’elle serait curieuse de regarder‬‬ ‫‪travailler le fer. D’ailleurs, devant les autres ouvriers, elle demanderait Étienne, elle semblerait‬‬ ‫‪s’être décidée à entrer uniquement pour le petit" (Zola, 1961, p. 526).‬‬

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‫»ﮔﻮژه ﺑﺎرﻫﺎ ﺑﻪ او ﮔﻔﺘﻪ ﺑﻮد ﻛﻪ ﻫﺮ وﻗﺖ ﻛﻨﺠﻜﺎو ﺷﺪ ﺗﺎ ﻛﻮرهراه را ﺑﺒﻴﻨﺪ‪ ،‬ﻧﻮك ﭘﺎﻳﻲ ﺑﻪ آﻧﺠﺎ ﺑﻴﺎﻳﺪ‪ .‬اﻟﺒﺘﻪ‬ ‫در ﺣﻀﻮر ﻛﺎرﮔﺮان دﻳﮕﺮ‪ ،‬اﺗﻲ ﻳﻦ را ﺧﻮاﻫﺪ ﺧﻮاﺳﺖ و ﺑﻪ ﻧﻈﺮ آن ﻫﺎ ﺧﻮاﻫﺪ رﺳﻴﺪ ﻛﻪ او ﻓﻘﻂ و ﻓﻘﻂ ﺑﻪ‬ ‫ﺧﺎﻃﺮ ﻓﺮزﻧﺪش ﺑﻪ آﻧﺠﺎ رﻓﺘﻪ اﺳﺖ« )زوﻻ‪ ،1361 ،‬ص ‪ .(175‬‬

‫در اﻳﻦ ﻣﺜﺎل ﻧﻴﺰ ﺻﺤﺒﺖﻫﺎي ﮔﻮژه ﺑﻪ ﺻﻮرت ﮔﻔﺘﻤﺎن ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ آزاد ﻧﻘﻞ ﺷﺪهاﺳﺖ‪ .‬‬ ‫‪"Et Gervaise revenait toujours à eux, les montrait à Coupeau ; c’était là une drôle de dot qu’elle‬‬ ‫‪lui apportait, elle ne pouvait pas vraiment l’encombrer de deux mioches" (Zola, 1961, p. 419).‬‬

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‫»ژروز ﻣﺪام ﺑﻪ ﻣﺴﺌﻠﺔ دو ﻛﻮدﻛﺶ ﺑﺮ ﻣﻲﮔﺸﺖ‪ .‬آن دو را ﺑﻪ ﻛﻮﭘﻮ ﻧﺸﺎن ﻣﻲداد‪ ،‬اﻳﻦ وﻇﻴﻔﻪي ﺳﻨﮕﻴﻨﻲ‬ ‫اﺳﺖ ﻛﻪ روي دوﺷﺶ ﻗﺮار ﮔﺮﻓﺘﻪ‪ ،‬ﺷﻮﺧﻲ ﻫﻢ ﻧﻴﺴﺖ و واﻗﻌﺎ ﻧﻤﻲﺗﻮاﻧﺪ دﺳﺖ و ﺑﺎﻟﺶ را ﺑﺎ اﻳﻦ دو ﺑﭽﻪ‬ ‫ﺑﺒﻨﺪد« )زوﻻ‪ ،1361 ،‬ص ‪ .(64‬‬

‫در اﻳﻦ ﻣﺜﺎل ﻧﻴﺰ ﻫﻢﭼﻮن ﻧﻤﻮﻧﻪﻫﺎي دﻳﮕﺮ‪ ،‬ﺟﻤﻼت ﭘﺲ از ﺟﻤﻠﻪي ﻧﺨﺴﺖ در واﻗﻊ ﮔﻔﺘﮕﻮي ﺑﻴﻦ دو ﺷﺨﺼﻴﺖ داﺳﺘﺎن‬ ‫اﺳﺖ ﻛﻪ ﺑﻪ ﺻﻮرت ﮔﻔﺘﻤﺎن ﻏﻴﺮﻣﺴﺘﻘﻴﻢ آزاد ﺑﻴﺎن ﺷﺪهاﻧﺪ و در ﺗﺮﺟﻤﻪ ﻧﻴﺰ ﺑﻪ ﻫﻤﻴﻦ ﺻﻮرت ﺑﺮﮔﺮداﻧﺪه ﺷﺪهاﻧﺪ‪ .‬‬ ‫ﻣﺘﻮازنﺳﺎزي در اﺻﻄﻼﺣﺎت ﻋﺎﻣﻴﺎﻧﻪ‪ :‬در اﻏﻠﺐ ﻣﻮارد ﻣﺘﺮﺟﻢ ﺑﺎ اﺳﺘﻔﺎده از ﺷﻴﻮهي ﻣﺘﻮازنﺳﺎزي ﺳﻌﻲ در اﻧﺘﻘﺎل زﺑﺎن‬ ‫ﻋﺎﻣﻴﺎﻧﻪ داﺳﺘﺎن داﺷﺘﻪاﺳﺖ؛ ﺑﻪ ﻃﻮر ﻣﺜﺎل‪:‬‬ ‫‪"Hein! ne m’embête pas! répondit Coupeau, très contrarié" (Zola, 1961, p. 410). ‬‬

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‫»ﻛﻮﭘﻮ ﭼﻴﻦ ﺑﻪ ﭘﻴﺸﺎﻧﻲ اﻧﺪاﺧﺖ ‪ :‬‬ ‫دﺳﺖ از ﺳﺮم ﺑﺮدار‪ ،‬ﺷﻨﻴﺪي؟« )زوﻻ‪ ،1361 ،‬ص ‪(54‬‬

‫در اﻳﻦ ﻣﺜﺎل ﻓﻌﻞ ‪ embêter‬ﺑﻪ ﻣﻌﻨﺎي آزار رﺳﺎﻧﺪن اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺎ اﺳﺘﻔﺎده از ﺷﻴﻮهي ﺗﻐﻴﻴﺮ ﺑﻴﺎن در ﺗﺮﺟﻤﻪ‪ ،‬ﺳﻌﻲ‬ ‫در ﻣﺘﻮازنﺳﺎزي اﻳﻦ ﻋﺒﺎرت داﺷﺘﻪ ﺗﺎ ﺗﺮﺟﻤﻪ ﺑﻪ زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ ﻧﺰدﻳﻚ ﺷﻮد‪.‬‬ ‫‪"Fichue bête! dit-il enfin, tu peux bien t’asseoir une minute" (Zola, 1961, p. 410).‬‬

‫ »ﺧﺐ ﺧﻠﻪ ﺟﺎن‪ ،‬ﭼﺮا ﻳﻚ دﻗﻴﻘﻪ ﻧﻤﻲﻧﺸﻴﻨﻲ؟« )زوﻻ‪ ،1361 ،‬ص ‪(361‬‬‫ﻳﻜﻲ از وﻳﮋﮔﻲﻫﺎي ﻣﻮﺟﻮد در زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ ﻛﺎرﺑﺮد ﻧﺎﺳﺰا اﺳﺖ ﻛﻪ در آﺳﻮﻣﻮار ﻧﻴﺰ در ﻣﻮارد ﺑﺴﻴﺎري ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﺷﺪه‬ ‫اﺳﺖ‪ .‬در ﻣﺜﺎل ﺑﺎﻻ »‪ «Fichue bête‬در ﻣﻌﻨﺎي ﻟﻐﻮي ﺑﻪ ﻣﻨﻈﻮر ﺣﻴﻮاﻧﻲ ﻧﺎﺧﻮﺷﺎﻳﻨﺪ ﻳﺎ ﻧﺎﺗﻮان اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ ﺑﺎ اﺳﺘﻔﺎده‬ ‫از ﻓﺮاﻳﻨﺪ ﻣﺘﻮازنﺳﺎزي در زﺑﺎن ﻣﻘﺼﺪ آن را »ﺧﻠﻪ ﺟﺎن« ﺗﺮﺟﻤﻪ ﻛﺮدهاﺳﺖ‪.‬‬

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‫‪ 3 .4‬ﺳﺎدهﺳﺎزي‬ ‫ﻃﺒﻖ ﻧﻈﺮ ﺑﻴﻜﺮ‪ ،‬در ﺳﺎدهﺳﺎزي‪ ،‬ﻣﻄﺎﻟﺐ ﺑﺮاي ﺧﻮاﻧﻨﺪه آﺳﺎنﺗﺮ و ﺳﺎدهﺗﺮ ﻣﻲﺷﻮد‪ .‬ﻫﻢﭼﻨﻴﻦ در ﺳﺎدهﺳﺎزي ﺑﺎ ﮔﺰﻳﻨﺶ ﻳﻚ‬ ‫ﺗﻌﺒﻴﺮ‪ ،‬راه ﺑﺮ دﻳﮕﺮ ﺗﻌﺒﻴﺮﻫﺎ ﺑﺴﺘﻪ ﻣﻲﺷﻮد‪ .‬در اﻳﻦ ﺣﺎﻟﺖ اﺳﺖ ﻛﻪ ﺑﺎ اﺑﻬﺎم زداﻳﻲ‪ ،‬ﺑﻪ ﺻﺮاﺣﺖ ﻣﺘﻦ اﻓﺰوده ﻣﻲﺷﻮد )ﺳﻠﻴﻤﻲ‬ ‫ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ‪ ،‬ﺷﻔﻴﻌﻲ‪ ،1392 ،‬ص ‪ .(16‬در ﻣﻮارد اﻧﺪﻛﻲ ﺳﺎدهﺳﺎزي در ﺗﺮﺟﻤﻪ آﺳﻮﻣﻮار ﻣﺸﺎﻫﺪه ﻣﻲﺷﻮد‪:‬‬ ‫‪"Tranquillement allongé, les yeux levés au-dessus de lui, sur le lambeau de perse déteinte,‬‬ ‫‪Lantier n’écoutait plus, s’enfonçait dans une idée fixe" (Zola, 1961, p. 383).‬‬

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‫»ﻻﻧﺘﻴﻪ ﺑﻪ آراﻣﻲ دراز ﻛﺸﻴﺪ و ﺑﻪ ﻛﻬﻨﻪ ﭘﺎرﭼﻪﻫﺎي آوﻳﺰان ﭼﺸﻢ دوﺧﺖ و ﺑﻪ ﻓﻜﺮ ﻓﺮو رﻓﺖ« )زوﻻ‪،‬‬ ‫‪ ،1361‬ص ‪ .(25‬‬

‫در ﻣﺜﺎل ﺑﺎﻻ ﻣﺘﺮﺟﻢ ﻗﺴﻤﺖﻫﺎﻳﻲ از ﺟﻤﻠﻪ را در ﺗﺮﺟﻤﻪ ﺣﺬف ﻧﻤﻮده و ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﺟﻤﻠﻪ ﻛﻮﺗﺎهﺗﺮ ﺷﺪهاﺳﺖ‪ .‬‬ ‫‪"Quant à madame Boche et à maman Coupeau, tout au bout, elles gardèrent les enfants, elles se‬‬ ‫‪chargèrent de couper leur viande, de leur verser à boire, surtout pas beaucoup de vin" (Zola,‬‬ ‫‪1961, p. 451).‬‬

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‫»و ﺧﺎﻧﻢ ﺑﻮش و ﻣﺎﻣﺎن ﻛﻮﭘﻮ در اﻧﺘﻬﺎ ﻛﻮدﻛﺎن را در آﻏﻮش ﮔﺮﻓﺘﻨﺪ و ﻣﺮاﻗﺐ ﺑﺮﻳﺪن ﮔﻮﺷﺖ و رﻳﺨﺘﻦ آن‬ ‫ﺑﺮاي آنﻫﺎ ﺑﻮدﻧﺪ« )زوﻻ‪ ،1361 ،‬ص ‪ .(98‬‬

‫در ﻣﺜﺎل ﺑﺎﻻ ﻗﺴﻤﺘﻲ از ﺟﻤﻠﻪ ﻛﻪ ﺣﺎﻛﻲ از رﻳﺨﺘﻦ ﻣﺸﺮوب ﺑﺮاي ﻛﻮدﻛﺎن ﺑﻮده اﺳﺖ در ﺗﺮﺟﻤﻪ ﺣﺬف ﺷﺪهاﺳﺖ‪ .‬‬ ‫‪ 4 .4‬ﻃﺒﻴﻌﻲﺳﺎزي‬ ‫ﻃﺒﻴﻌﻲﺳﺎزي ﺣﻜﺎﻳﺖ از ﮔﺮاﻳﺶ ﺑﻪ ﺑﺮﺟﺴﺘﻪﺳﺎزي وﻳﮋﮔﻲﻫﺎي زﺑﺎن ﻣﻘﺼﺪ و ﺗﺒﻌﻴﺖ از اﻟﮕﻮﻫﺎي ﻣﺘﻌﺎرف آن دارد )ﺳﻠﻴﻤﻲ‬ ‫ﻛﻮچ‪ ،‬اﺷﺮﻓﻲ‪ ،‬ﺷﻔﻴﻌﻲ‪ ،1392 ،‬ص ‪ .(18‬ﺑﺎ اﻳﻦﻛﻪ ﻣﺘﺮﺟﻢ در ﺗﺮﺟﻤﻪي زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ در ﻣﻮاردي از ﺷﻴﻮهي ﻣﺘﻮازنﺳﺎزي‬ ‫اﺳﺘﻔﺎده ﻛﺮده اﺳﺖ‪ ،‬در ﻣﻮارد ﺑﺴﻴﺎري ﻓﺮﻫﻨﮓ ﻣﻘﺼﺪ ﺑﻴﺸﺘﺮ ﻣﻮرد ﺗﻮﺟﻪ ﻣﺘﺮﺟﻢ ﺑﻮده اﺳﺖ و از آنﺟﺎ ﻛﻪ در ﺗﺮﺟﻤﻪ‬ ‫ﻋﻨﺎﺻﺮ ﻓﺮﻫﻨﮕﻲ از ﻗﺒﻴﻞ ﺳﻄﺢ زﺑﺎﻧﻲ ﻣﺘﺮﺟﻢ ﺑﺎﻳﺪ ﺷﻨﺎﺧﺖ ﻛﺎﻓﻲ در ﻣﻮرد زﺑﺎن ﻣﺒﺪأ و ﻣﻘﺼﺪ داﺷﺘﻪ ﺑﺎﺷﺪ ﺗﺎ ﺑﺘﻮاﻧﺪ از ﭘﺲ‬ ‫ﻣﻌﺎدلﻳﺎﺑﻲ اﻳﻦ اﺻﻄﻼﺣﺎت ﻣﺎﻧﻨﺪ اﺻﻄﻼﺣﺎت ﻋﺎﻣﻴﺎﻧﻪ ﺑﺮﺑﻴﺎﻳﺪ‪ ،‬ﻣﻲﺗﻮان ﮔﻔﺖ ﻛﻪ ﻣﺘﺮﺟﻢ در ﭘﺮﺗﻮ ﺷﻴﻮه ﻣﺘﻮازنﺳﺎزي و‬ ‫ﻃﺒﻴﻌﻲ ﺳﺎزي ﺑﻪ ﺧﻮﺑﻲ از ﭘﺲ ﺗﺮﺟﻤﻪ اﻳﻦ ﻧﻮع اﺻﻄﻼﺣﺎت و ﮔﻔﺘﻤﺎنﻫﺎ ﺑﺮآﻣﺪه اﺳﺖ‪:.‬‬ ‫‪"Les Goujet gagnaient encore à être fréquentés" (Zola, 1961, p. 474).‬‬

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‫»ﮔﻮژه ﻫﺎ از اﻳﻦ آﺷﻨﺎﻳﻲ روﺳﻔﻴﺪ از آب درآﻣﺪﻧﺪ« )زوﻻ‪ ،1361 ،‬ص ‪ .(123‬‬

‫در اﻳﻦ ﺟﻤﻠﻪ ﻓﻌﻞ »‪ «gagner‬ﺑﻪ ﻣﻌﻨﺎي ﻣﻮﻓﻘﻴﺖ و ﭘﻴﺮوزي اﺳﺖ و ﻣﺘﺮﺟﻢ ﻃﻲ ﻓﺮآﻳﻨﺪ ﻃﺒﻴﻌﻲﺳﺎزي آن را ﺑﻪ ﺻﻮرت‬ ‫اﺻﻄﻼح ﻋﺎﻣﻴﺎﻧﻪ ﻣﻮﺟﻮد در زﺑﺎن ﻣﻘﺼﺪ اﺳﺘﻔﺎده ﻛﺮده اﺳﺖ‪.‬‬

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‫‪"Ah bien! criait madame Lorilleux dans toute la rue de la Goutte-d’Or, mon imbécile de frère en‬‬ ‫‪voit de drôles!... Il ne manquait plus à la Banban que de faire la vie. Ça lui va bien, n’est-ce‬‬ ‫)‪pas?" (Zola, 1961, p. 498‬‬

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‫»ﺧﺎﻧﻢ ﻟﻮرﻳﻮ در ﺗﻤﺎم ﺧﻴﺎﺑﺎن ﮔﻮت دور ﻓﺮﻳﺎد ﻣﻲ زد ‪ :‬‬

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‫ﺑﻪ ﺑﻪ! اﻳﻦ ﺑﺮادر اﺣﻤﻖ ﻣﻦ ﻫﻢ واﻗﻌﺎ ﻋﺠﺐ ﺳﺮﻧﻮﺷﺖ ﻣﺴﺨﺮه اي دارد!‪ ...‬ﻫﻤﻴﻦ ﻣﺎﻧﺪه ﺑﻮد ﻛﻪ ﭼﻼﻗﻪ ﻫﻢ‬ ‫ﺳﺮ و ﮔﻮﺷﺶ ﺑﺠﻨﺒﺪ‪ .‬ﻋﺠﺐ در و ﺗﺨﺘﻪ ﺑﺎ ﻫﻢ ﺟﻮر ﻣﻲﺷﻮد‪ ،‬ﻧﻪ؟« )زوﻻ‪ ،1361 ،‬ص ‪ (146‬‬

‫»‪ «Ça lui va bien‬در اﻳﻦ ﺟﻤﻠﻪ ﺑﻪ ﻣﻌﻨﺎي ﺑﺮاي ﻛﺴﻲ ﻣﻨﺎﺳﺐ ﺑﻮدن اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ از اﺻﻄﻼح ﻋﺎﻣﻴﺎﻧﻪ »در و ﺗﺨﺘﻪ ﺑﺎ‬ ‫ﻫﻢ ﺟﻮر ﻣﻲ ﺷﻮد« اﺳﺘﻔﺎده ﻛﺮده اﺳﺖ‪.‬‬ ‫‪"Tout le monde y passe... On n’a pas besoin de se bousculer, il y a de la place pour tout le‬‬ ‫)‪monde..." (Zola, 1961, p. 796‬‬

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‫»اﻳﻦ ﺷﺘﺮي اﺳﺖ ﻛﻪ در ﺧﺎﻧﺔ ﻫﻤﻪ ﻣﻲﺧﻮاﺑﺪ‪ ...‬ﻋﺠﻠﻪ ﻻزم ﻧﻴﺴﺖ‪ ،‬ﺟﺎ ﺑﺮاي ﻫﻤﻪ ﻫﺴﺖ‪) «...‬زوﻻ‪،‬‬ ‫‪ ،1361‬ص ‪ (459‬‬

‫»‪ «Tout le monde y passe‬در اﻳﻨﺠﺎ ﺑﻪ ﻣﻌﻨﺎي اﺗﻔﺎﻗﻲ اﺳﺖ ﻛﻪ ﻫﻤﻪ آن را ﺗﺠﺮﺑﻪ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻣﺘﺮﺟﻢ در ﺗﺮﺟﻤﻪي اﻳﻦ‬ ‫ﻋﺒﺎرت ﺑﺎ اﺳﺘﻔﺎده از روش ﻃﺒﻴﻌﻲﺳﺎزي از اﺻﻄﻼح ﻋﺎﻣﻴﺎﻧﻪي ﻣﻮﺟﻮد در زﺑﺎن ﻣﻘﺼﺪ اﺳﺘﻔﺎده ﻛﺮده اﺳﺖ‪.‬‬ ‫‪ .5‬ﻧﺘﻴﺠﻪ ‪ ‬‬ ‫ﺗﺮﺟﻤﻪي ﻣﺘﻮن ادﺑﻲ ﻫﻤﻮاره ﺑﺎ ﺑﺤﺚ و ﺑﺮرﺳﻲﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﻲ ﻫﻤﺮاه ﺑﻮده اﺳﺖ‪ .‬ﭼﺮا ﻛﻪ ﻣﺘﻮن ادﺑﻲ ﺣﺎوي ﻣﺸﺨﺼﻪﻫﺎﻳﻲ‬ ‫ﻫﺴﺘﻨﺪ و ﻧﻮﻳﺴﻨﺪه ﺗﺤﺖ ﻋﻨﻮان ﺳﺒﻜﻲ ﺧﺎص ﺑﻪ وﺳﻴﻠﻪي آنﻫﺎ ﻧﻈﺮات‪ ،‬دﻳﺪﮔﺎهﻫﺎ و ﻋﻘﺎﻳﺪ ﺧﻮد را ﺑﻴﺎن ﻣﻲﻛﻨﺪ‪ .‬ﮔﺎﻫﻲ‬ ‫ﻧﻮﻳﺴﻨﺪه در ﭘﺲ ﺗﻜﻨﻴﻜﻲ‪ ،‬ﻫﺪﻓﻲ را در رﺳﺎﻧﺪن ﭘﻴﺎم ﺧﻮﻳﺶ ﺑﻪ ﻣﺨﺎﻃﺒﻴﻦ دﻧﺒﺎل ﻣﻲﻛﻨﺪ و از ﻃﺮﻳﻖ راه و روشﻫﺎي‬ ‫ﮔﻮﻧﺎﮔﻮﻧﻲ در ﺟﺴﺘﺠﻮي اﻳﺠﺎد ﺗﺄﺛﻴﺮ ﺑﺮ ﻣﺨﺎﻃﺐ ﺧﻮﻳﺶ اﺳﺖ‪ .‬اﻳﻨﺠﺎﺳﺖ ﻛﻪ ﺗﺮﺟﻤﻪي ادﺑﻲ دﻗﺖ ﺑﻴﺸﺘﺮي ﻣﻲﻃﻠﺒﺪ؛ اﮔﺮ‬ ‫ﻣﺘﺮﺟﻢ ﺑﺎ ﭘﻴﭻ و ﺧﻢﻫﺎي زﺑﺎﻧﻲ زﺑﺎن ﻣﻘﺼﺪ و زﺑﺎن ﻣﺒﺪأ آﺷﻨﺎﻳﻲ ﻻزم را ﻧﺪاﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﭘﻴﺎم و ﺗﺄﺛﻴﺮ ﻣﻮرد ﻧﻈﺮ ﻧﻮﻳﺴﻨﺪه در‬ ‫ﺗﺮﺟﻤﻪ ﻣﺤﻮ و ﻳﺎ ﻧﺎدﻳﺪه ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮد‪.‬‬ ‫ﺑﻴﻜﺮ )‪ (1992‬در ﻣﻄﺎﻟﻌﺎت ﺳﺒﻚﺷﻨﺎﺧﺘﻲ ﺧﻮﻳﺶ ﭼﻬﺎر وﻳﮋﮔﻲ ﺑﺮاي ﺗﺮﺟﻤﻪي ﺳﺒﻚ ﻧﻮﻳﺴﻨﺪه ﻣﻄﺮح ﻣﻲﻛﻨﺪ‪ .‬ﺑﺮ ﻫﻤﻴﻦ‬ ‫اﺳﺎس‪ ،‬در ﺑﺮرﺳﻲ ﺗﺮﺟﻤﻪي آﺳﻮﻣﻮار‪ ،‬اﺛﺮي ﻛﻪ دو وﻳﮋﮔﻲ ﺑﺮﺟﺴﺘﻪي زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ و ﮔﻔﺘﻤﺎن ﻏﻴﺮﻣﺴﺘﻘﻴﻢ آزاد را دارا‬ ‫اﺳﺖ‪ ،‬ﻣﺘﻮازنﺳﺎزي و ﻃﺒﻴﻌﻲﺳﺎزي روﺷﻲ اﺳﺖ ﻛﻪ در اﻛﺜﺮ ﻣﻮارد ﻣﺘﺮﺟﻢ اﻳﻦ اﺛﺮ ﺑﻪ ﻛﺎر ﺑﺮده و دراﻏﻠﺐ ﻣﻮارد‬ ‫ﺗﻜﻨﻴﻚﻫﺎي ﻧﻮﻳﺴﻨﺪه در ﺗﺮﺟﻤﻪ رﻋﺎﻳﺖ و ﺣﻔﻆ ﺷﺪه اﺳﺖ‪ .‬در ﻛﻨﺎر ﻣﺘﻮازنﺳﺎزي روشﻫﺎي دﻳﮕﺮ ﻧﻴﺰ ﻣﻮرد اﺳﺘﻔﺎده‬ ‫ﻣﺘﺮﺟﻢ ﻗﺮار ﮔﺮﻓﺘﻪاﻧﺪ‪ .‬ﮔﺎﻫﻲ ﻛﻪ ﻧﻴﺎز ﺑﻪ ﺗﻮﺿﻴﺤﺎت ﺑﻴﺸﺘﺮي در ﺧﺼﻮص ﻣﻘﻮﻻت ﻓﺮﻫﻨﮕﻲ اﺣﺴﺎس ﺷﺪه اﺳﺖ‪ ،‬ﻣﺘﺮﺟﻢ ﺑﺎ‬ ‫اﺳﺘﻔﺎده از ﻓﺮاﻳﻨﺪ اراﺋﻪي ﺗﻮﺿﻴﺤﺎت در ﭘﺎﻧﻮﺷﺖ‪ ،‬ﻣﻄﻠﺐ را ﺑﺮاي ﺧﻮاﻧﻨﺪهي ﻓﺎرﺳﻲ زﺑﺎن ﺗﻮﺿﻴﺢ داده اﺳﺖ‪ .‬اﻣﺎ ﺑﻪ ﻃﻮر‬

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‫ﻛﻠﻲ ﺷﻴﻮهي ﺗﺼﺮﻳﺢ در ﺗﺮﺟﻤﻪي آﺳﻮﻣﻮار از اراﺋﻪي دو ﻣﻌﺎدل ﻣﺘﺮادف و ﻳﺎ اﺿﺎﻓﻪﻛﺮدن ﻳﻚ ﻳﺎ دو ﻛﻠﻤﻪ ﺑﺮاي ﻳﻚ واژه‬ ‫ﺗﺠﺎوز ﻧﻤﻲﻛﻨﺪ و ﺳﺎﺧﺘﺎر ﻣﺘﻦ از اﻳﻦ ﻧﻈﺮ ﺣﻔﻆ ﺷﺪه اﺳﺖ‪ .‬در ﻧﻬﺎﻳﺖ‪ ،‬روش ﺳﺎدهﺳﺎزي ﺑﻪﻧﺪرت ﻣﻮرد اﺳﺘﻔﺎده ﻣﺘﺮﺟﻢ‬ ‫ﺑﻮده اﺳﺖ‪ .‬ﺑﻪ ﻃﻮر ﻛﻠﻲ‪ ،‬ﻣﻲﺗﻮان اﻳﻦ ﻃﻮر ﻧﺘﻴﺠﻪ ﮔﺮﻓﺖ ﻛﻪ ﻣﺘﺮﺟﻢ در ﺗﺮﺟﻤﻪي آﺳﻮﻣﻮار ﻫﻤﻮاره ﺳﻌﻲ ﺑﺮ اﻳﻦ داﺷﺘﻪ‬ ‫اﺳﺖ ﺗﺎ وﻳﮋﮔﻲﻫﺎي ﺳﺒﻜﻲ ﻣﺘﻦ را ﺣﻔﻆ ﻧﻤﺎﻳﺪ و ﺑﺎ اﺳﺘﻔﺎده از ﺷﻴﻮهي ﻣﺘﻮازنﺳﺎزي و ﻃﺒﻴﻌﻲﺳﺎزي در اﻏﻠﺐ ﻣﻮارد از‬ ‫ﻋﻬﺪهي اﻳﻦ اﻣﺮ ﺑﺮآﻣﺪه اﺳﺖ‪ .‬ﻳﻜﻲ از ﺷﻴﻮهﻫﺎﻳﻲ ﻛﻪ ﻣﻲﺗﻮاﻧﺪ راﻫﻨﻤﺎي ﻛﺎر ﻣﺘﺮﺟﻤﻴﻦ در ﺗﺮﺟﻤﻪي ادﺑﻲ ﺑﺎﺷﺪ‪ ،‬ﻣﻄﺎﻟﻌﻪ و‬ ‫ﺑﺮرﺳﻲ روشﻫﺎي ﺗﺮﺟﻤﻪي آﺛﺎر ﺗﺮﺟﻤﻪ ﺷﺪه ﺑﺎ اﺳﺘﻔﺎده از ﻧﻈﺮﻳﺎت ﺻﺎﺣﺐﻧﻈﺮان و ﻣﺘﺨﺼﺼﻴﻦ اﻳﻦ اﻣﺮ اﺳﺖ‪ .‬ﺑﺮرﺳﻲ‬ ‫ﻧﺤﻮهي ﺑﺮﺧﻮرد ﻣﺘﺮﺟﻤﻴﻦ ﺑﺎ دﺷﻮاريﻫﺎي ﺳﺒﻜﻲ ﻣﺘﻮن ادﺑﻲ ﻣﻠﺖﻫﺎي دﻳﮕﺮ ﻧﻴﺰ ﻳﻜﻲ از اﻳﻦ ﻣﻮارد اﺳﺖ‪ .‬ﺑﺴﻴﺎري از آﺛﺎر‬ ‫اﻣﻴﻞ زوﻻ ﺑﻪﻋﻨﻮان ﻳﻜﻲ از ﻧﻮﻳﺴﻨﺪﮔﺎن ﺻﺎﺣﺐ ﺳﺒﻚ در ادﺑﻴﺎت ﻓﺮاﻧﺴﻪ در اﻳﺮان ﺗﺮﺟﻤﻪ و ﺑﻪ ﭼﺎپ رﺳﻴﺪهاﻧﺪ‪ .‬ﻣﻘﺎﺑﻠﻪي‬ ‫ﺗﺮﺟﻤﻪي ﺳﺒﻚ زوﻻ در اﻳﻦ آﺛﺎر ﻣﻲﺗﻮاﻧﺪ راهﮔﺸﺎي ﺑﺴﻴﺎري از ﻣﺘﺮﺟﻤﻴﻦ ﺑﺎﺷﺪ‪ .‬‬ ‫ﻣﻨﺎﺑﻊ‬ ‫ﺑﻬﺎر‪ ،‬م‪ .(1369) .‬ﺳﺒﻚ ﺷﻨﺎﺳﻲ ﻳﺎ ﺗﺎرﻳﺦ ﺗﻄﻮر ﻧﺜﺮ ﻓﺎرﺳﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻣﻴﺮﻛﺒﻴﺮ‪ .‬‬ ‫ﺣﺮي‪ ،‬ا‪ .(1390) .‬ﺳﺒﻚ در ﺗﺮﺟﻤﻪ‪ :‬راﻫﻜﺎرﻫﺎي ﻓﺮدي ﺻﺎﻟﺢ ﺣﺴﻴﻨﻲ از رﻫﮕﺬر ﻫﻤﮕﺎﻧﻲﻫﺎي ﺗﺮﺟﻤﻪ در ﺗﺮﺟﻤﻪ ﺧﺸﻢ و ﻫﻴﺎﻫﻮ‪.‬‬ ‫ﭘﮋوﻫﺶ ادﺑﻴﺎت ﻣﻌﺎﺻﺮ‪ .23-42 ،(62)4 ،‬‬

‫ﺣﺮي‪ ،‬ا‪ .(1389) .‬ﺗﺮﺟﻤﻪ ﮔﻔﺘﻤﺎن ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ آزاد در ﺳﻪ ﺗﺮﺟﻤﻪ ﻓﺎرﺳﻲ رﻣﺎن ﺑﻪ ﺳﻮي ﻓﺎﻧﻮس درﻳﺎﻳﻲ‪ .‬ﭘـﮋوﻫﺶ زﺑـﺎنﻫـﺎي‬ ‫ﺧﺎرﺟﻲ‪ .19-39 ،(2)57 ،‬‬ ‫ﺣﻘﺎﻧﻲ‪ ،‬ن‪ .(1386) .‬ﻧﻈﺮﻫﺎ و ﻧﻈﺮﻳﻪ ﻫﺎي ﺗﺮﺟﻤﻪ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻣﻴﺮﻛﺒﻴﺮ‪ .‬‬ ‫ﺧﺰاﻋﻲ ﻓﺮﻳﺪ‪ ،‬ع‪ .‬و ﻏﻤﺨﻮاه‪ ،‬ا‪ .(1390) .‬ﻣﻘﺎﻳﺴﻪ ﻛﻤﻲ ﺳﺒﻚ ﻣﺘﻦ اﺻﻠﻲ و ﻣـﺘﻦ ﺗﺮﺟﻤـﻪ ﺷـﺪه )ﻣـﻮرد ﭘﮋوﻫـﻲ‪ :‬ﺳـﻪ ﺗﺮﺟﻤـﻪ از‬ ‫»ﭘﻴﺎﻣﺒﺮ« و ﻳﻚ ﺗﺮﺟﻤﻪ از »ﻏﺮﺑﺰدﮔﻲ«(‪ .‬ﻓﺼﻠﻨﺎﻣﻪ ﻣﻄﺎﻟﻌﺎت زﺑﺎن و ﺗﺮﺟﻤﻪ‪ .118-103 ،(3)44 ،‬‬ ‫زوﻻ‪ ،‬ا‪ .(1361) .‬آﺳﻮﻣﻮار‪) .‬ف‪ .‬ﻏﺒﺮاﻳﻲ‪ ،‬ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﻴﻠﻮﻓﺮ‪ .‬‬

‫ﺳﻠﻴﻤﻲ ﻛﻮچ‪ ،‬ا‪ ،.‬اﺷﺮﻓﻲ‪ ،‬س‪ .‬و ﺷﻔﻴﻌﻲ‪ ،‬س‪ .(1392) .‬ﺑﺮرﺳﻲ ﺳﺒﻚ ﺷﻨﺎﺧﺘﻲ ﺗﺮﺟﻤﻪ داﺳﺘﺎن ﻛﻮﺗـﺎه »ﺑﭽـﻪ ﻣـﺮدم«‪ .‬ﻓﺼـﻠﻨﺎﻣﻪ‬ ‫ﻣﻄﺎﻟﻌﺎت زﺑﺎن و ﺗﺮﺟﻤﻪ‪ .2-23 ،(4)46 ،‬‬ ‫ﺷﻤﻴﺴﺎ‪ ،‬س‪ .(1388) .‬ﻛﻠﻴﺎت ﺳﺒﻚ ﺷﻨﺎﺳﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻣﻴﺘﺮا‪ .‬‬ ‫ﻓﺮح زاد‪ ،‬ف‪ .(1383) .‬ﻣﺠﻤﻮﻋﻪ ﻣﻘﺎﻻت دو ﻫﻢ اﻧﺪﻳﺸﻲ ﺗﺮﺟﻤﻪ ﺷﻨﺎﺳﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻳﻠﺪا ﻗﻠﻢ‪ .‬‬

‫ﻗﺸﻘﺎﻳﻲ‪ ،‬س‪ .‬و اﻳﻨﺎﻟﻮﻳﻲ‪ ،‬ف‪ .(1390) .‬ﺑﺮرﺳﻲ زﺑﺎن ﻋﺎﻣﻴﺎﻧﻪ در دﻓﺘﺮ ﭘﻨﺠﻢ ﻣﺜﻨﻮي ﻣﻮﻟﻮي‪ .‬ﻓﺼﻠﻨﺎﻣﻪ ﺗﺤﻘﻴﻘﺎت ﺗﻌﻠﻴﻤﻲ و ﻏﻨـﺎﻳﻲ‬ ‫زﺑﺎن و ادب ﻓﺎرﺳﻲ‪ .182-155 ،(2)8 ،‬‬ ‫‪Baker, M. (1992). In other words: A coursebook on translation. London, England Routledge.‬‬ ‫‪Zola, E. (1961). Les rougon-macqart, histoire naturelle et sociale d'une famille sous le‬‬ ‫‪second Empire. Paris, France: Gallimard.‬‬

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‫دو ﺗﺮﺟﻤﻪ ﺑﺎ ﭘﻨﺠﺎهﺳﺎل ﻓﺎﺻﻠﻪ‪ :‬ﻣﻘﺎﻳﺴﻪ ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ در دو ﺗﺮﺟﻤﻪ ﻛﻤﺪياﻟﻬﻲ داﻧﺘﻪ‪ ‬‬ ‫زﻫﺮه ﺗﺎﺋﺒﻲ‬

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‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬ ‫ﺷﻬﺮزاد اﻣﻴﻨﻴﺎن‬

‫ﮔﺮوه زﺑﺎنﺷﻨﺎﺳﻲ‪ ،‬داﻧﺸﮕﺎه ﻓﺮدوﺳﻲ ﻣﺸﻬﺪ‬ ‫ﭼﻜﻴﺪه‪ .‬ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ‪ ،‬ﻣﻘﺎﻳﺴﻪي ﺗﺮﺟﻤﻪﻫﺎي دو ﻣﺘﺮﺟﻢ ﻧﺎﻣﻲ اﻳﺮان‪ ،‬ﺷﺠﺎعاﻟﺪﻳﻦ ﺷﻔﺎ و ﻓﺮﻳﺪه ﻣﻬﺪوي‬ ‫داﻣﻐﺎﻧﻲ‪ ،‬از ﺷﺎﻫﻜﺎر ﺟﻬﺎﻧﻲِ داﻧﺘﻪ آﻟﻴﮕﺮي ﺑﻪ ﻧﺎم ﻛﻤﺪي اﻟﻬﻲ اﺳﺖ‪ .‬ﺗﺮﺟﻤﻪﻫﺎي ﻣﺬﻛﻮر ﻣﺨﺘﺼﺎت زﺑﺎﻧﻲ ﻓﻀﺎي ﺗﺎرﻳﺨﻲ‬ ‫دوران ﻣﻌﺎﺻﺮ ﺧﻮد را ﻧﺸﺎن ﻣﻲدﻫﻨﺪ و از ﺷﺎﺧﺼﻪﻫﺎي ﻓﺮاﻣﺘﻨﻲ ﺳﺎزﮔﺎر ﺑﺎ زﻣﺎن ﺧﻮد ﺑﺮﺧﻮردارﻧﺪ‪ .‬اﻳﻦ ﻣﻘﺎﻟﻪ ﺿﻤﻦ‬ ‫ﻣﻘﺎﻳﺴﻪي ﺗﻔﺎوتﻫﺎي اﻳﻦ دو ﺗﺮﺟﻤﻪ و ﺗﺄﺛﻴﺮ ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ در اﻧﺘﺸﺎر اﻳﻦ ﺗﺮﺟﻤﻪﻫﺎ‪ ،‬ﺗﺄﺛﻴﺮ وﻳﮋﮔﻲﻫﺎي ﺳﻴﺎﺳﻲ و‬ ‫اﺟﺘﻤﺎﻋﻲ ﻣﺮﺑﻮط ﺑﻪ ﻫﺮ دوره ﺑﺮ ﻧﺎﺷﺮان و ﻣﺘﺮﺟﻤﺎن اﻳﻦ ﻛﺘﺎب را ﺑﺮرﺳﻲ ﺧﻮاﻫﺪ ﻛﺮد‪ .‬ﻣﺒﻨﺎي ﻧﻈﺮي اﻳﻦ ﺗﺤﻠﻴﻞ ﺑﺮاﺳﺎس‬ ‫ﭘﻴﺸﻨﻬﺎدﻫﺎي ژﻧﺖ‪ ،‬ﻧﻈﺮﻳﻪﭘﺮداز ﻣﻌﺎﺻﺮ ﻓﺮاﻧﺴﻮي‪ ،‬اراﺋﻪ ﺧﻮاﻫﺪ ﺷﺪ‪ .‬وي در ﺑﺮرﺳﻲ و ﺗﺤﻠﻴﻞ ﻣﺘﻮن در ادﺑﻴﺎت از ﭼﻬﺎر ﻋﺎﻣﻞ‬ ‫ﻓﺮاﻣﺘﻨﻲ ﺷﺎﻣﻞ ﻋﻮاﻣﻞ ﻧﻤﺎدﻳﻦ‪ ،‬ﻋﻮاﻣﻞ ﻣﺎدي‪ ،‬ﻋﻮاﻣﻞ واﺑﺴﺘﻪ ﺑﻪ واﻗﻌﻴﺖﻫﺎي ﺑﻴﺮوﻧﻲ و ﻋﻮاﻣﻞ زﺑﺎﻧﻲ ﻧﺎم ﺑﺮده اﺳﺖ ﻛﻪ در‬ ‫ﻧﻮﺷﺘﺎر ﺣﺎﺿﺮ‪ ،‬اﻳﻦ ﻋﻮاﻣﻞ در زﻣﻴﻨﻪي ﻣﻘﺎﻳﺴﻪي دو ﺗﺮﺟﻤﻪ ﺑﻪ ﻛﺎر ﮔﺮﻓﺘﻪ ﺧﻮاﻫﺪ ﺷﺪ‪ .‬ﺑﺮرﺳﻲﻫﺎي ﻣﺬﻛﻮر ﻧﺸﺎن ﻣﻲدﻫﺪ‬ ‫ﻛﻪ دو ﺗﺮﺟﻤﻪ از ﻳﻚ ﻛﺘﺎب ﺑﺎ ﺣﺪود‪ ‬ﭘﻨﺠﺎه ﺳﺎل ﻓﺎﺻﻠﻪي زﻣﺎﻧﻲ‪ ،‬از ﻧﻈﺮ ﻣﺘﻨﻲ ﺗﻔﺎوت ﭼﻨﺪاﻧﻲ ﻧﺪارﻧﺪ؛ اﻣﺎ ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ و‬ ‫وﺿﻌﻴﺖ ﺳﻴﺎﺳﻲ و اﺟﺘﻤﺎﻋﻲ در ﻫﺮ دوره‪ ،‬ﺑﺮ ﻛﺎر ﻫﺮ دو ﻣﺘﺮﺟﻢ ﺗﺄﺛﻴﺮﮔﺬار ﺑﻮده و ﺑﻨﺎﺑﺮاﻳﻦ‪ ،‬ﺑﺮداﺷﺖ ﻣﺘﻔﺎوﺗﻲ از اﻳﻦ ﻛﺘﺎب‬ ‫را ﻧﺰد ﺧﻮاﻧﻨﺪﮔﺎنِ ﻧﺴﻞﻫﺎي ﻣﺨﺘﻠﻒ ﻣﻮﺟﺐ ﻣﻲﺷﻮد‪.‬‬ ‫ﻛﻠﻴﺪواژﮔﺎن‪ :‬ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ در ﺗﺮﺟﻤﻪ‪ ،‬اﺻﻮل ﺗﺮﺟﻤﻪ‪ ،‬ﻛﻤﺪي اﻟﻬﻲ داﻧﺘﻪ‪ .‬ﺷﺠﺎعاﻟﺪﻳﻦ ﺷﻔﺎ‪ ،‬ﻓﺮﻳﺪه ﻣﻬﺪوي داﻣﻐﺎﻧﻲ‬

‫‪ .1‬ﻣﻘﺪﻣﻪ‬ ‫ﻛﻤﺪياﻟﻬﻲ‪ ،‬ﻣﻨﻈﻮﻣﻪاي ﺑﻠﻨﺪ اﺳﺖ ﻛﻪ از ﺳﻪ ﺑﺨﺶ دوزخ‪ ،‬ﺑﺮزخ‪ ،‬ﺑﻬﺸﺖ ﺗﺸﻜﻴﻞ ﺷﺪهاﺳﺖ‪ .‬ﻫﺮ ﻓﺼﻞ ﺳﻲ و ﺳﻪ ﺳﺮود‬ ‫دارد‪ .‬ﻫﺮ ﺳﺮود ﺑﻪ ﺑﻨﺪﻫﺎي ﺳﻪﻣﺼﺮﻋﻲ ﺗﻘﺴﻴﻢ ﻣﻲﺷﻮد‪ .‬ﺗﺮﺟﻤﻪي ﺷﺠﺎعاﻟﺪﻳﻦ ﺷﻔﺎ )ﭘﺲ از اﻳﻦ در اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﺗﺮﺟﻤﻪي‬


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‫ﻧﺨﺴﺖ اﺳﺖ( ﺑﺴﻴﺎر ادﺑﻲ و ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﺻﻮل ﺗﺮﺟﻤﻪي ﺷﻌﺮ و ﺑﻪ اﻗﺘﻀﺎي زﻣﺎﻧﻪي ﺧﻮدش‪ ،‬ﻋﺎري از ﻫﺮﮔﻮﻧﻪ ﺣﺬف ﻳﺎ‬ ‫ﺗﻐﻴﻴﺮ در ﻣﺤﺘﻮا ﻳﺎ ﻣﻌﺎدلﮔﺰﻳﻨﻲِ دلﺑﻪﺧﻮاه ﺑﺮاي واژهﻫﺎ ﻳﺎ ﺳﺎﻧﺴﻮر ﺗﺼﺎوﻳﺮ اﺳﺖ‪ .‬ﺗﺮﺟﻤﻪي ﻓﺮﻳﺪه ﻣﻬﺪي داﻣﻐﺎﻧﻲ )ﭘﺲ از‬ ‫اﻳﻦ در اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬ﺗﺮﺟﻤﻪي دوم اﺳﺖ( از ﮔﺴﺘﺮش ﻣﺤﺘﻮاﻳﻲ‪ ،‬رواﻧﻲ و آﺳﺎنﻓﻬﻤﻲ ﺑﻴﺸﺘﺮي ﺑﺮﺧﻮردار ﺑﻮده و از ﺗﻔﺴﻴﺮﻫﺎي‬ ‫زﻳﺎدي در آن اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ‪ .‬در اﻳﻦ ﻣﻘﺎﻟﻪ ﺗﻼش ﺷﺪه اﺳﺖ ﺗﺎ ﻣﻘﺎﻳﺴﻪاي ﻣﻴﺎن اﻳﻦ دو ﺗﺮﺟﻤﻪ ﺑﺎ ﻓﺎﺻﻠﻪي زﻣﺎﻧﻲ‬ ‫ﭼﻬﻞوﭘﻨﺞ ﺳﺎل و ﻓﺎﺻﻠﻪي ﻓﺮﻫﻨﮕﻲ و ﻣﺬﻫﺒﻲ و اﺟﺘﻤﺎﻋﻲ ﺑﺴﻴﺎرِ ﻣﻴﺎن دو ﻣﺘﺮﺟﻢ‪ ،‬اﻧﺠﺎم ﭘﺬﻳﺮد‪ .‬ﺑﺎﻳﺪ درﻧﻈﺮ ﮔﺮﻓﺖ ﻛﻪ‬ ‫ﻫﺮدو ﻣﺘﺮﺟﻢ ﺷﻴﻮهي ﺳﺎزﮔﺎري ﺑﺎ ﺣﻜﻮﻣﺖ‪ ‬زﻣﺎن و ﻣﻌﻴﺎرﻫﺎ و ﻋﺮف ﺟﺎﻣﻌﻪي ﺧﻮﻳﺶ را ﻧﻴﺰ رﻋﺎﻳﺖ ﻛﺮدهاﻧﺪ‪ .‬‬ ‫اﻳﻦ ﻣﻘﺎﻟﻪ در ﭼﻬﺎر ﺑﺨﺶ ﺗﻨﻈﻴﻢ ﺷﺪه اﺳﺖ‪ .‬در ﺑﺨﺶ ﻣﻘﺪﻣﻪ‪ ،‬ﻋﻮاﻣﻞ ﻣﺘﻨﻲ و ﻓﺮاﻣﺘﻨﻲ ﺑﺮاﺳﺎس ﭘﻴﺸﻨﻬﺎدﻫﺎي ژﻧﺖ‪،‬‬ ‫ﻧﻈﺮﻳﻪﭘﺮداز ﻣﻌﺎﺻﺮ ﻓﺮاﻧﺴﻮي ﺷﺮح داده ﻣﻲﺷﻮﻧﺪ‪ .‬ﭘﺲ از اراﺋﻪي ﭘﻴﺸﻴﻨﻪي ﭘﮋوﻫﺶ )ﺑﺨﺶ ‪ (2‬و ﻧﻴﺰ ﺑﻴﺎن ﮔﺰﻳﺪهاي از‬ ‫اﺻﻮل ﺗﺮﺟﻤﻪ در ﺑﺨﺶ روشﺷﻨﺎﺳﻲ و اﺑﺰار ﭘﮋوﻫﺶ )ﺑﺨﺶ‪ ،(3‬در ﺑﺨﺶ ﺑﺤﺚ و ﺑﺮرﺳﻲ )ﺑﺨﺶ ‪ (4‬ﺑﻪ ﻣﻘﺎﻳﺴﻪي ﻣﻮرديِ‬ ‫ﺑﻨﺪﻫﺎﻳﻲ از ﻫﺮ ﺳﻪ ﻛﺘﺎب در ﻫﺮ دو ﺗﺮﺟﻤﻪ ﻣﻲﭘﺮدازﻳﻢ‪.‬‬ ‫ژﻧﺖ‪ (1997) 1‬ﻧﺨﺴﺘﻴﻦ ﻛﺴﻲ اﺳﺖ ﻛﻪ ﺑﻪ ﺑﺮرﺳﻲ ﻧﻘﺶ ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ‪ 2‬در ﻳﻚ اﺛﺮ ادﺑﻲ ﭘﺮداﺧﺘﻪ اﺳﺖ‪ .‬از دﻳﺪﮔﺎه او‬ ‫ﻋﻮاﻣﻞ زﺑﺎﻧﻲ )درونﻣﺘﻨﻲ( ﻣﺘﻨﻲ و ﻋﻮاﻣﻞ ﻏﻴﺮ زﺑﺎﻧﻲ )ﺑﺮونﻣﺘﻨﻲ( ﻓﺮاﻣﺘﻨﻲ ﻧﺎم دارد ﻛﻪ ﺑﻪ ﭼﻬﺎر دﺳﺘﻪ ﻃﺒﻘﻪﺑﻨﺪي ﺷﺪه‬ ‫اﺳﺖ )ﺗﺎﺋﺒﻲ و ﺧﺰاﻋﻲﻓﺮ‪ ،1393 ،‬ﺻﺺ ‪:(111-109‬‬ ‫‪ .1‬ﻋﻮاﻣﻞ ﻧﻤﺎدﻳﻦ‪ 3‬ﻣﺎﻧﻨﺪ ﺗﺼﺎوﻳﺮ؛ ‪ ‬‬ ‫‪ .2‬ﻋﻮاﻣﻞ ﻣﺎدي‪ 4‬ﻣﺎﻧﻨﺪ وﻳﮋﮔﻲﻫﺎي ﺻﻮري و دﻳﺪاري؛ ‪ ‬‬ ‫‪ .3‬ﻋﻮاﻣﻞ واﺑﺴﺘﻪ ﺑﻪ واﻗﻌﻴﺖﻫﺎي ﺑﻴﺮوﻧﻲ‪5‬؛ ‪ ‬‬ ‫‪ .4‬ﻋﻮاﻣﻞ ﻣﺘﻨﻲ‪ 6‬؛ وﻳﮋﮔﻲﻫﺎي زﺑﺎﻧﻲ‪.‬‬

‫‪ 1 .1‬ﻋﻮاﻣﻞ ﻧﻤﺎدﻳﻦ ‪ ‬‬ ‫داﺳﺘﺎنﻫﺎي ﻛﻤﺪياﻟﻬﻲ و ﺧﻴﺎلﭘﺮدازيﻫﺎي داﻧﺘﻪ‪ ،‬ﻧﻘﺎﺷﺎن ﺑﺴﻴﺎري را ﺑﺮاي ﺑﻪﺗﺼﻮﻳﺮﻛﺸﻴﺪن داﺳﺘﺎنﻫﺎي آن ﺑﺮاﻧﮕﻴﺨﺘﻪ‬

‫‪ ‬‬ ‫‪1. Gennette‬‬ ‫‪2. Paratextual elements‬‬ ‫‪3. Iconic‬‬ ‫‪4. Material‬‬ ‫‪5. Factual‬‬ ‫‪6. Textual ‬‬

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‫اﺳﺖ‪ .‬ﭘﻨﺞ ﻧﻘﺎش‪ ،‬ازﺟﻤﻠﻪ ﻧﻘﺎﺷﺎن اﺻﻠﻲ و ﺑﺮﺟﺴﺘﻪي اﻳﻦ اﺛﺮ ﺑﻮدﻧﺪ‪ :‬ﮔﻮﺳﺘﺎو دوره‪ ،1‬ﺑﻮﺗﻴﭽﻠﻲ‪ ،2‬وﻳﻠﻴﺎم ﺑﻠﻴﻚ‪ ،3‬دﻻﻛﺮوا‪ 4‬و‬ ‫راﻓﺎﺋﻞ ﺳﺎﻧﺘﺴﻴﻮ‪ .5‬ازاﻳﻦرو‪ ،‬ﻣﺘﺮﺟﻤﺎن اﻳﻦ ﻛﺘﺎب و ﻧﺎﺷﺮان آن ﺑﺎﻳﺪ از اﻫﻤﻴﺖ ﭼﺎپ ﻋﻜﺲﻫﺎ در ﺟﺎي ﺧﻮدش آﮔﺎه ﺑﺎﺷﻨﺪ‪.‬‬ ‫در اﺻﻞ اﻳﻦ ﻋﻜﺲﻫﺎ در آﻏﺎز ﻳﺎ ﻣﻴﺎن ﻫﺮ ﺳﺮود ﮔﻨﺠﺎﻧﺪه ﺷﺪهاﻧﺪ و زﻳﺮﻧﻮﻳﺲ ﻋﻜﺲﻫﺎ ﻧﺸﺎن ﻣﻲدﻫﺪ ﻛﻪ ﺑﻪ ﻛﺪام ﻗﺴﻤﺖ‬ ‫از ﺷﻌﺮ ﻣﺮﺑﻮط ﻣﻲﺷﻮﻧﺪ‪ .‬ﺑﻨﺎﺑﻪ اﺻﻞ اﻣﺎﻧﺖ در ﺗﺮﺟﻤﻪ‪ ،‬ﺑﺎﻳﺪ ﻧﺎم ﻧﻘﺎش و زﻳﺮﻧﻮﻳﺲ ﻣﺮﺑﻮط ﺑﻪ آن ﺣﺘﻤﺎً ﻧﻮﺷﺘﻪ ﺷﻮد‪.‬‬ ‫در ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪ ،‬ﻋﻜﺲﻫﺎ ﺑﻪﻃﻮر دﻗﻴﻖ در ﺟﺎي ﺧﻮد آورده ﺷﺪهاﻧﺪ و زﻳﺮﻧﻮﻳﺲ دارﻧﺪ‪ .‬اﻳﻦ ﻛﺎر‪ ،‬ﺑﻪ درك ﺑﻬﺘﺮ ﻣﺘﻦ‬ ‫ﻛﻤﻚ ﻓﺮاواﻧﻲ ﻛﺮده اﺳﺖ؛ زﻳﺮا ﺗﺼﻮﻳﺮﺳﺎزي ذﻫﻨﻲ را ﺑﺮاي ﺧﻮاﻧﻨﺪه ﻣﻤﻜﻦ و آﺳﺎن ﻣﻲﺳﺎزد‪ .‬ﻻزم اﺳﺖ ﻛﻪ ﺧﻮاﻧﻨﺪه ﺑﺎ‬ ‫ﺻﺤﻨﻪﻫﺎي ﺑﻪﺗﺼﻮﻳﺮﻛﺸﻴﺪهﺷﺪه روﺑﺮو ﺷﻮد ﺗﺎ ﺑﺘﻮاﻧﺪ ﺑﻬﺘﺮ ﺗﺠﺴﻢ ﻛﻨﺪ‪ .‬ﻣﻬﻢﺗﺮ از آن اﻳﻦ اﺳﺖ ﻛﻪ در آﻏﺎز ﻛﺘﺎب ﺗﺮﺟﻤﻪي‬ ‫ﻧﺨﺴﺖ ﻓﻬﺮﺳﺖ ﺗﺼﺎوﻳﺮ ﻧﻴﺰ ﮔﻨﺠﺎﻧﺪه ﺷﺪهاﺳﺖ ﻛﻪ ﺗﺼﺎوﻳﺮ را ﺑﺮاﺳﺎس زﻳﺮﻧﻮﻳﺲ آنﻫﺎ ﻣﻲﺗﻮان ﺟﺴﺖوﺟﻮ ﻛﺮد‪.‬‬ ‫اﻳﻦ ﻣﺴﺄﻟﻪ در ﺗﺮﺟﻤﻪي دوم رﻋﺎﻳﺖ ﻧﺸﺪه‪ ،‬ﺑﻪ ﻋﻜﺲﻫﺎ اﻫﻤﻴﺖ ﭼﻨﺪاﻧﻲ ﻧﺪاده و ﺑﺮﺧﻲ از آنﻫﺎ در ﺟﺎي ﻧﺎﻣﻨﺎﺳﺐ آﻣﺪهاﻧﺪ‪.‬‬ ‫ﺑﺮاي ﻧﻤﻮﻧﻪ‪ ،‬ﻋﻜﺲ ﺳﺮود ‪ 12‬دوزخ در ﺳﺮود ‪ ،1‬ﻋﻜﺲ ﺳﺮود ‪ 28‬دوزخ در ﺳﺮود‪ ،26‬ﻋﻜﺲ ﺳﺮود ‪ 31‬در ﺳﺮود ‪ 30‬و ‪...‬‬ ‫آﻣﺪهاﻧﺪ‪ .‬اﻳﻦ ﻛﺎر ﺳﺒﺐ ﺷﺪه ﺗﺎ ﺧﻮاﻧﻨﺪه ﻧﺘﻮاﻧﺪ ﺗﺼﻮر درﺳﺖ و ﺑﻪﺟﺎﻳﻲ از ﺻﺤﻨﻪﻫﺎي ﺗﻮﺻﻴﻒ ﺷﺪه داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻋﻜﺲﻫﺎي‬ ‫ﺑﻴﻦ ﺳﺮودﻫﺎ زﻳﺮﻧﻮﻳﺲ ﻧﺪارد و ﺧﻮاﻧﻨﺪه ﻧﻤﻲﺗﻮاﻧﺪ ﭘﻴﻮﻧﺪي ﻣﻴﺎن ﻋﻜﺲ و ﻣﺘﻦ ﺑﺮﻗﺮار ﻛﻨﺪ‪.‬‬ ‫‪ 2 .1‬ﻋﻮاﻣﻞ ﻣﺎدي ‪ ‬‬ ‫ﻋﻮاﻣﻞ ﻣﺎدي‪ ،‬ﺷﻴﻮهي ﭼﺎپ و وﻳﮋﮔﻲﻫﺎي ﺻﻮري ﻛﺘﺎب را در ﺑﺮ ﻣﻲﮔﻴﺮد‪:‬‬ ‫ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪ :‬ﺳﺒﻚ ﺳﻪﻣﺼﺮﻋﻲ رﻋﺎﻳﺖ ﻧﺸﺪه اﺳﺖ‪ .‬ﻧﺸﺎﻧﻪﮔﺰاريﻫﺎ و ﻓﺎﺻﻠﻪﮔﺬاريﻫﺎ ﺑﻪ اﻗﺘﻀﺎي آن زﻣﺎن اﺷﻜﺎﻟﻲ‬ ‫ﻧﺪارد‪ .‬ﺻﻔﺤﻪﺑﻨﺪي ﻛﺘﺎب ﻛﻪ ﻛﺎر ﻧﺎﺷﺮ اﺳﺖ دﻗﻴﻖ اﻧﺠﺎم ﺷﺪه اﺳﺖ‪ .‬اﻳﻦ ﻛﺘﺎب ﻓﻬﺮﺳﺖ ﺳﺮودﻫﺎ و ﻓﻬﺮﺳﺖ ﺗﺼﺎوﻳﺮ دارد‪.‬‬ ‫ﭘﺎورﻗﻲﻫﺎي ﻃﻮﻻﻧﻲ ﺷﺎﻣﻞ ﺗﻮﺿﻴﺢ و ﺗﻔﺴﻴﺮﻫﺎ دارد‪ .‬ﻣﻘﺪﻣﻪاي ﻣﻔﺼﻞ و دﻗﻴﻖ و ﻛﺎﻣﻞ از زﺑﺎن ﻣﺘﺮﺟﻢ در آﻏﺎز ﻛﺘﺎب ﻗﺮار‬ ‫ﮔﺮﻓﺘﻪ اﺳﺖ‪ .‬اﻃﻼﻋﺎت ﻣﺘﺮﺟﻢ ﻧﺨﺴﺖ در ﺗﻔﺴﻴﺮ و ﻣﻌﻨﻲ و ارﺟﺎع‪ ،‬ﺑﺮﮔﺮﻓﺘﻪ از داﻧﺘﻪﺷﻨﺎﺳﺎﻧﻲ ﭼﻮن اﻟﻜﺴﺎﻧﺪر ﻣﺎﺳﺮون‪،‬‬ ‫ﻓﺮاﻧﺴﻴﺴﻜﻮ ﻓﻠﻮرا‪6‬و اي‪ .‬ﺗﻲ‪ .‬ﻣﻚ آﻟﻴﺴﺘﺮ‪ 7‬اﺳﺖ‪.‬‬

‫‪ ‬‬ ‫ﻓﺮاﻧﺴﻮي ‪1. Paul Gustave Dore‬‬ ‫اﻳﺘﺎﻟﻴﺎﻳﻲ )‪2. Allesandro di Mariano di Vani FiAlipepi (Botticelli‬‬ ‫اﻧﮕﻠﻴﺴﻲ ‪3. William Blake‬‬ ‫ﻓﺮاﻧﺴﻮي ‪4. Ferdinand Victor Eugene Delacroix‬‬ ‫اﻳﺘﺎﻟﻴﺎﻳﻲ ‪5. Raffaello Sanzio‬‬ ‫ﻣﻨﺘﻘﺪ اﻳﺘﺎﻟﻴﺎﻳﻲ ‪6. Francesco Flora‬‬ ‫‪7. A. T. Mac Allister ‬‬

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‫ﺗﺮﺟﻤﻪي دوم‪ :‬ﺳﺒﻚ ﺳﻪﻣﺼﺮﻋﻲ رﻋﺎﻳﺖ ﺷﺪه اﺳﺖ‪ .‬ﺑﻨﺪﻫﺎ ﺷﻤﺎرهﮔﺬاري ﺷﺪهاﻧﺪ‪ .‬ﻧﺸﺎﻧﻪﮔﺬاريﻫﺎي اﺿﺎﻓﻲ و ﺑﻲﺟﺎ )ﻣﺜﻞ‬ ‫وﻳﺮﮔﻮلﻫﺎ‪ ،‬ﺳﻪﻧﻘﻄﻪﻫﺎ‪ ،‬ﻋﻼﻣﺖﻫﺎي ﺗﻌﺠﺐ و ‪ (...‬دارد‪ .‬ﺻﻔﺤﻪﺑﻨﺪي ﻛﺘﺎب ﺑﺴﻴﺎر ﻣﺘﻔﺎوت اﺳﺖ‪ .‬ﻣﻘﺪﻣﻪ و ﭘﻴﺶﮔﻔﺘﺎر از زﺑﺎن‬ ‫ﻧﺎﺷﺮ اﺳﺖ و ﭘﻴﺶﮔﻔﺘﺎري از زﺑﺎن ﻣﺘﺮﺟﻢ ﻧﻴﺎﻣﺪه اﺳﺖ )ﻛﻪ از ﻋﻮاﻣﻞ ﻣﺘﻨﻲ ﻧﻴﺰ ﺑﻪﺷﻤﺎر ﻣﻲآﻳﺪ(‪ .‬ﺗﻔﺴﻴﺮﻫﺎي ﺑﺴﻴﺎر ﻃﻮﻻﻧﻲ‬ ‫از زﺑﺎن داﻧﺘﻪﺷﻨﺎﺳﺎن در ﭘﻴﺶ و ﭘﺲ ﻫﺮ ﺳﺮود آﻣﺪه اﺳﺖ‪ .‬اﻳﻦ ﻛﺘﺎب ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ و ﻓﻬﺮﺳﺖ ﺗﺼﺎوﻳﺮ ﻧﺪارد و ﻣﺘﺮﺟﻢ‪،‬‬ ‫ﻋﻠﺖ آن را ﻧﺒﻮدنِ اﻳﻦ دو ﺑﺨﺶ در اﺻﻞِ ﻛﺘﺎب داﻧﺘﻪ داﻧﺴﺘﻪ اﺳﺖ‪ .‬ﻣﺘﺮﺟﻢ دوم ﭘﻴﺶﮔﻔﺘﺎر و ﻣﻘﺪﻣﻪﻫﺎ و ﺗﻔﺴﻴﺮﻫﺎ و‬ ‫ﻣﻌﻨﻲﻫﺎ را ﺑﻪﻗﻠﻢ ﻛﺴﺎﻧﻲ ﭼﻮن ﺑﻴﮋن ﻣﺤﻤﺪي )ﻫﻤﺴﺮ(‪ ،‬دﻛﺘﺮ اﺣﻤﺪ داﻣﻐﺎﻧﻲ )ﭘﺪر( و داﻧﺘﻪﺷﻨﺎﺳﺎﻧﻲ ﭼﻮن دوروﺗﻲ ﻟﻲ‬ ‫ﺳﺎﻳﺮز‪ ،1‬اﻟﻜﺴﺎﻧﺪر ﻣﺎﺳﺮون‪ ،2‬آﻟﻦ ﻣﻨﺪﻟﺒﻮم‪ 3‬و ﺟﺎن ﺳﻴﻨﻜﻠﺮ‪ 4‬واﮔﺬار ﻛﺮده اﺳﺖ‪ .‬‬ ‫‪ 3 .1‬ﻋﻮاﻣﻞ واﺑﺴﺘﻪ ﺑﻪ واﻗﻌﻴﺖﻫﺎي ﺑﻴﺮوﻧﻲ‪ :‬ﺑﺎﻓﺖ اﺟﺘﻤﺎﻋﻲ و روﺣﻴﺔ ﻧﻮﻳﺴﻨﺪه‬ ‫داﻧﺘﻪ در ﺧﺎﻧﻮادهاي ﻃﺮﻓﺪار ﭘﺎپ ﭘﺮورش ﻳﺎﻓﺖ‪ .‬او در ﻓﻌﺎﻟﻴﺖﻫﺎي ﺳﻴﺎﺳﻲ و ﻧﻈﺎﻣﻲ ﺷﻬﺮ ﺷﺮﻛﺖ ﻣﻲﺟﺴﺖ و ﻳﻚ ﻣﺴﻴﺤﻲ‬ ‫ﻣﺘﻌﺼﺐ ﺑﻮد‪ .‬ﺑﻪﻫﻤﻴﻦﺧﺎﻃﺮ اﺳﺖ ﻛﻪ در ﻃﺒﻘﻪي ﻧﺨﺴﺖ دوزخ‪ ،5‬ارواح ﺑﺰرﮔﺎﻧﻲ را ﻣﻲﺑﻴﻨﺪ ﻛﻪ ﺗﻨﻬﺎ ﺑﻪدﻟﻴﻞ ﻣﺴﻴﺤﻲﻧﺒﻮدن‬ ‫ﻣﺴﻴﺤﻲﻧﺒﻮدن از راهﻳﺎﻓﺘﻦ ﺑﻪ ﺑﻬﺸﺖ ﻣﺤﺮوماﻧﺪ‪ .‬ﻫﻤﻪي ﻧﻮﺷﺘﻪﻫﺎي داﻧﺘﻪ ﺑﺮ اﺻﻮل و ﺑﺎورﻫﺎي ﻣﺴﻴﺤﻴﺖ ﺗﻜﻴﻪ دارد و اﻳﻦ‬ ‫ﺑﻪﻧﻈﺮ‬ ‫ﺧﻮاﻧﻨﺪه اﻳﺮاﻧﻲ ﻣﻤﻜﻦ اﺳﺖ زﻧﻨﺪه و ﻋﺠﻴﺐ ﺟﻠﻮه ﻛﻨﺪ‪ .‬ﻫﻤﭽﻨﺎن ﻛﻪ در ﺗﺮﺟﻤﻪي دوم‪ ،‬ﺑﺮﺧﻲ ﺑﻨﺪﻫﺎ و واژهﻫﺎ‬ ‫ﺑﻪﻫﻤﻴﻦ دﻟﻴﻞ ﺳﺎﻧﺴﻮر ﺷﺪهاﻧﺪ‪ .‬اﻣﺎ دروواﻗﻊ ﺑﺎﻳﺪ داﻧﺴﺖ ﻛﻪ ﺗﻮﺟﻪ داﻧﺘﻪ ﺑﻪ ﻣﺴﻴﺤﻴﺖ‪ ،‬ﻫﻤﺎن ﻣﻴﻞ ﺑﻪﺳﻮي ﻛﻤﺎل و ﺣﻘﻴﻘﺖ‬ ‫اﺳﺖ‪.‬‬ ‫ﺑﺪونﺷﻚ ﻧﻮﻳﺴﻨﺪه ﺑﺎ اﻳﻦ اﺣﻮال و روﺣﻴﻪاي ﻛﻪ داﺷﺘﻪ اﺳﺖ‪ ،‬ﻛﺘﺎب ﻛﻤﺪياﻟﻬﻲ را ﻗﻠﻢ زده اﺳﺖ‪ .‬اﻧﺪﻳﺸﻪﻫﺎي ﻣﺬﻫﺒﻲ و‬ ‫ﺗﻌﺼﺐ او ﺑﻪ ﻣﺴﻴﺤﻴﺖ‪ ،‬او را از ﻣﻮﺟﻪداﻧﺴﺘﻦِ دﻳﮕﺮ ﻣﺬﻫﺐﻫﺎ و ﭘﻴﺎﻣﺒﺮان ﺑﺎزداﺷﺘﻪ اﺳﺖ‪ .‬اﻳﻦ ﺳﺎلﻫﺎي ﺗﻠﺦ ﺑﺮاي او‪،‬‬ ‫زﻣﻴﻨﻪي ﭘﻴﺪاﻳﺶ ﻛﻤﺪياﻟﻬﻲ ﺑﻮد )دوراﻧﺖ‪ ،1367 ،‬ص ‪ .(1428‬در واﻗﻊ اﻳﻦ ﻧﮕﺮش داﻧﺘﻪ ﺑﻪ ﻣﺴﻴﺤﻴﺖ‪ ،‬ﺑﺮ ﻫﻤﻪي‬ ‫ﺗﻤﺜﻴﻞﻫﺎ و روﻳﺪادﻫﺎي داﺳﺘﺎن اﺛﺮﮔﺰار ﺑﻮده اﺳﺖ‪ .‬ﺑﻨﺎﺑﺮاﻳﻦ ﻣﺘﺮﺟﻢ اﻳﻦ ﻛﺘﺎب ﺑﺎﻳﺪ ﺑﺘﻮاﻧﺪ دﻳﺪﮔﺎه ﻧﻮﻳﺴﻨﺪه را ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ‬ ‫ﺳﺮﮔﺬﺷﺖ و ﺗﻌﺼﺒﺎت ﻣﺬﻫﺒﻲ و ﺳﻴﺎﺳﻲ او درﻧﻈﺮ ﺑﮕﻴﺮد‪ .‬ﻛﺎري ﻛﻪ ﻣﺘﺮﺟﻢ ﻧﺨﺴﺖ درﺗﺮﺟﻤﻪاش ﻛﺮده اﺳﺖ‪ ،‬ﻧﺸﺎندادن‬ ‫اﻳﻦ اﻧﺪﻳﺸﻪي داﻧﺘﻪ اﺳﺖ‪ .‬درﺣﺎﻟﻲﻛﻪ ﻣﺘﺮﺟﻢ دوم در ﺗﺮﺟﻤﻪاش ﻛﻮﺷﻴﺪه ﺗﺎ ﺑﻲﺗﻮﺟﻬﻲ داﻧﺘﻪ ﺑﻪ اﺳﻼم و اﻧﻜﺎر اﻳﻦ ﻣﺬﻫﺐ‬ ‫را ﻧﺎدﻳﺪه ﭘﻨﺪارد و در ﺑﺮﺧﻲ ﻗﺴﻤﺖﻫﺎ‪ ،‬ﺑﺨﺶﻫﺎﻳﻲ را ﺑﻪﻫﻤﻴﻦدﻟﻴﻞ ﺣﺬف ﻛﺮده اﺳﺖ‪.‬‬

‫‪ ‬‬ ‫اﻧﮕﻠﻴﺴﻲ ‪1. Dorothy Leigh Sayers‬‬ ‫ﻓﺮاﻧﺴﻮي ‪2. Allexandre masseron‬‬ ‫آﻣﺮﻳﻜﺎﻳﻲ ‪3. Allen Mandelbaum‬‬ ‫آﻣﺮﻳﻜﺎﻳﻲ ‪4. John D. Sinclair‬‬ ‫‪5. Limbo ‬‬

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‫‪ 4 .1‬ﻋﻮاﻣﻞ ﻣﺘﻨﻲ‬ ‫از ﻋﻮاﻣﻞ ﻣﺘﻨﻲ ﻣﻲﺗﻮان ﭘﻴﺶﮔﻔﺘﺎرﻫﺎ و ﻣﺼﺎﺣﺒﻪﻫﺎ را ﻧﺎم ﺑﺮد‪ .‬ﻫﻤﺎنﻃﻮر ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ‪ ،‬ﭘﻴﺶﮔﻔﺘﺎري ﻃﻮﻻﻧﻲ در ﺗﺮﺟﻤﻪي‬ ‫ﻧﺨﺴﺖ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ‪ .‬در ﺗﺮﺟﻤﻪي دوم‪ ،‬ﭘﻴﺶﮔﻔﺘﺎر از زﺑﺎن ﺧﻮد ﻣﺘﺮﺟﻢ ﻧﻴﺴﺖ‪ .‬اﻣﺎ ﻣﺼﺎﺣﺒﻪ و ﺗﻜﻪﻫﺎي روزﻧﺎﻣﻪ از‬ ‫ﻣﺼﺎﺣﺒﻪ ﺑﺎ ﻣﺘﺮﺟﻢ و اﻃﻼﻋﺎت ﺟﺎﻧﺒﻲ ﻓﺮاواﻧﻲ در اﻳﻦ ﻛﺘﺎب ﺟﺎي ﮔﺮﻓﺘﻪ اﺳﺖ‪.‬‬ ‫از دﻳﮕﺮ وﻳﮋﮔﻲﻫﺎي ﻛﻤﺪياﻟﻬﻲ‪ ،‬ﻛﺎرﺑﺮد ﻧﺎمﻫﺎي ﺧﺪاﻳﺎن ﻳﺎ دﻳﻮان و ﭘﺮﻳﺎن اﺳﺎﻃﻴﺮ روم و ﻳﻮﻧﺎن اﺳﺖ‪ .‬داﻧﺘﻪ در ﺟﺎيﺟﺎي‬ ‫اﻳﻦ داﺳﺘﺎن‪ ،‬در ﻫﺮ ﺳﻪ ﺑﺨﺶ دوزخ و ﺑﺮزخ و ﺑﻬﺸﺖ از اﻳﻦ ﺷﺨﺼﻴﺖﻫﺎي اﺳﻄﻮرهاي ﻧﺎم ﺑﺮده اﺳﺖ‪ .‬ﻣﺘﺮﺟﻢ‪ ،‬ﻫﺮﮔﺎه ﺑﻪ‬ ‫ﻳﻜﻲ از اﻳﻦ ﻧﺎمﻫﺎ ﺑﺮﻣﻲﺧﻮرد‪ ،‬ﺑﺎﻳﺪ ﺣﺘﻤﺎً در ﭘﺎورﻗﻲ ﻳﺎ ﭘﺎﻧﻮﺷﺖ‪ ‬ﻫﺮ ﺳﺮود‪ ،‬درﺑﺎرهي اﻳﻦ ﻧﺎمﻫﺎي اﺳﻄﻮرهاي و ﻧﻘﺶ آنﻫﺎ‬ ‫ﺗﻮﺿﻴﺢ دﻫﺪ‪ .‬اﻳﻦ ﻛﺎري اﺳﺖ ﻛﻪ ﻣﺘﺮﺟﻢ ﻧﺨﺴﺖ در ﺗﺮﺟﻤﻪي ﺧﻮد ﺑﻪﺧﻮﺑﻲ اﻧﺠﺎم داده اﺳﺖ؛ درﺣﺎﻟﻲﻛﻪ‪ ،‬ﻣﺘﺮﺟﻢ دوم‬ ‫ﺑﺮﺧﻲ را ازﻗﻠﻢ اﻧﺪاﺧﺘﻪ اﺳﺖ‪.‬‬ ‫ﺑﺮاي ﻣﺜﺎل در ﺳﺮود ﻧﺨﺴﺖ ﺑﻬﺸﺖ‪ ،‬اﺷﺎرهاي ﺑﻪ واژﮔﺎﻧﻲ ﻫﻤﭽﻮن آﭘﻮﻟﻮ‪ ،‬ﻣﺎرﺳﻴﺎس و ﭘﺎرﻧﺎس ﺷﺪه اﺳﺖ‪ .‬در ﺗﺮﺟﻤﻪي‬ ‫ﻧﺨﺴﺖ‪ ،‬در ﭘﺎورﻗﻲ ﺑﺮاي واژهي ﻣﺎرﺳﻴﺎس اﻳﻦﮔﻮﻧﻪ ﻧﻮﺷﺘﻪ ﺷﺪه اﺳﺖ‪» :‬ﺑﻪرواﻳﺖ ﻣﻴﺘﻮﻟﻮژي ﻳﻮﻧﺎن‪ ،‬ﻣﺎرﺳﻴﺎس‪ 1‬ﻳﻜﻲ از‬ ‫دﻳﻮان ﺟﻨﮕﻞ ﺑﻮد ﻛﻪ ﻗﺪرت ﺳﺤﺮآﻣﻴﺰي در ﻧﻲزدن داﺷﺖ«‪ .‬درﺣﺎﻟﻲﻛﻪ ﻣﺘﺮﺟﻢ دوم در ﺗﻔﺴﻴﺮ اﻳﻦ ﺑﻨﺪ اﺷﺎرهاي ﺑﻪ‬ ‫رﻳﺸﻪي اﻳﻦ واژه ﻧﻜﺮده اﺳﺖ‪.‬‬ ‫‪ .2‬ﭘﻴﺸﻴﻨﻪ ﭘﮋوﻫﺶ‬ ‫ﭘﺲ از ﻣﺮگ داﻧﺘﻪ‪ ،‬ﻣﺘﺮﺟﻤﺎن ﺑﺴﻴﺎري از ﺳﺮاﺳﺮ دﻧﻴﺎ اﻳﻦ اﺛﺮ او را ﺗﺮﺟﻤﻪ ﻛﺮدﻧﺪ‪ .‬در اﻳﺮان ﻧﻴﺰ از ﭘﻴﺶ از اﻧﻘﻼب ﺗﺎ ﺑﻪ‬ ‫اﻣﺮوز ﻣﺘﺮﺟﻤﺎن ﺑﺴﻴﺎري اﻗﺪام ﺑﻪ ﺗﺮﺟﻤﻪي اﻳﻦ ﻛﺘﺎب ﻛﺮدهاﻧﺪ‪ .‬ﻧﺨﺴﺘﻴﻦ ﻛﺴﻲ ﻛﻪ در اﻳﻦ ﻣﻴﺎن ﻣﻲﺗﻮان ﻧﺎم ﺑﺮد‪،‬‬ ‫ﺷﺠﺎعاﻟﺪﻳﻦ ﺷﻔﺎ )‪ (1297‬اﺳﺖ‪ .‬او اﻳﻦ ﻛﺘﺎب را در ﺳﺎل ‪ 1335‬ﺗﺮﺟﻤﻪ ﻛﺮد‪ .‬دوﻣﻴﻦ ﻣﺘﺮﺟﻢ اﻳﻦ ﻛﺘﺎب‪ ،‬ﻓﺮﻳﺪه ﻣﻬﺪوي‬ ‫داﻣﻐﺎﻧﻲ )‪ (1342‬اﺳﺖ ﻛﻪ ﺑﺮاي ﺗﺮﺟﻤﻪي اﻳﻦ ﻛﺘﺎب در ﺳﺎل‪1380‬ﺑﺮﻧﺪهي ﺑﺎﻻﺗﺮﻳﻦ ﻧﺸﺎن ﻟﻴﺎﻗﺖ ﻛﺸﻮر اﻳﺘﺎﻟﻴﺎ ﺷﺪ‪ .‬ﭘﺲ از‬ ‫او ﻣﺘﺮﺟﻤﺎن ﺷﺎﻳﺴﺘﻪي دﻳﮕﺮي ﻧﻴﺰ ﺑﻪ ﻧﺎمﻫﺎي ﻣﺤﺴﻦ ﻧﻴﻜﺒﺨﺖ‪ ،‬ﻣﻴﺮﺟﻼلاﻟﺪﻳﻦ ﻛﺰازي )‪ (1327‬و ﻛﺎوه ﻣﻴﺮﻋﺒﺎﺳﻲ‬ ‫)‪ (1334‬اﻳﻦ ﻛﺘﺎب را ﺗﺮﺟﻤﻪ ﻛﺮدﻧﺪ‪ .‬ﻧﺨﺴﺘﻴﻦ ﻣﺘﺮﺟﻢ اﻧﮕﻠﻴﺴﻲزﺑﺎن اﻳﻦ ﻛﺘﺎب ﻧﻴﺰ‪ ،‬ﻫﻨﺮي وادزورث ﻻﻧﮓﻓﻠﻮ‪ 2‬از ﻛﺸﻮر‬ ‫آﻣﺮﻳﻜﺎ ﺑﻮده اﺳﺖ‪ .‬ﺑﻪﻋﻠﺖ ﻓﺸﺮدهﺑﻮدن ﻣﺘﻦ اﻳﻦ ﻣﻘﺎﻟﻪ‪ ،‬از ذﻛﺮ ﻧﺎم دﻳﮕﺮ ﻣﺘﺮﺟﻤﺎن ﻏﺮﺑﻲ اﻳﻦ اﺛﺮ دوري ﮔﺰﻳﺪﻳﻢ‪.‬‬ ‫ﻣﻘﺎﻳﺴﻪي ﺗﺮﺟﻤﻪﻫﺎي ﮔﻮﻧﺎﮔﻮن از ﻳﻚ اﺛﺮ‪ ،‬ﻛﺎري اﺳﺖ ﻛﻪ ﻫﻤﻮاره ﺗﻮﺳﻂ ﻣﻨﺘﻘﺪان ادﺑﻲ و ﻣﻘﺎﻟﻪﻧﻮﻳﺴﺎن اﻧﺠﺎم ﭘﺬﻳﺮﻓﺘﻪ‬ ‫اﺳﺖ‪ :‬ﻣﻮردﭘﮋوﻫﻲ ﺗﺮﺟﻤﻪﻫﺎي ﻓﺎرﺳﻲ آﺛﺎر ﮔﺎﺑﺮﻳﻞ ﮔﺎرﺳﻴﺎ ﻣﺎرﻛﺰ‪ ،‬ﻛﺎري اﺳﺖ ﻛﻪ ﺑﺮاﺳﺎس اﺗﻜﺎء ﺑﻪ ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ اﻧﺠﺎم‬

‫‪ ‬‬ ‫‪1. Marsyas‬‬ ‫‪ ‬ﻣﺘﺮﺟﻢ آﻣﺮﻳﻜﺎﻳﻲ ‪2. Henry Wadsworth Longfellow‬‬

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‫ﮔﺮﻓﺘﻪ اﺳﺖ؛ دوﺗﺮﺟﻤﻪ از داﺳﺘﺎن ‪ ،The Very Hungry Caterpillar‬اﺛﺮ ارﻳﻚ ﻛﺎرل‪ ،‬ﻛﻪ ﺑﺮاي ﻣﻘﺎﻳﺴﻪ از ﺟﺪولﻫﺎﻳﻲ‬ ‫اﺳﺘﻔﺎده ﻛﺮدهاﻧﺪ ﻛﻪ در ﻫﺮ ﺳﺘﻮن آن‪ ،‬ﻣﻌﺎدلﻫﺎي ﻳﻜﻲ از دو ﻣﺘﺮﺟﻢ ذﻛﺮ ﺷﺪه اﺳﺖ؛ ﻣﻘﺎﻳﺴﻪي ﻧﺎرﺳﺎﻳﻲﻫﺎي دوﺗﺮﺟﻤﻪ از‬ ‫ﻛﺘﺎب ﺗﻮﺳﻌﻪ ﺑﻪ ﻣﺜﺎﺑﻪ آزادي ﻧﻮﺷﺘﻪي آﻣﺎرﺗﻴﺎﺳﻦ‪ ،‬ﺑﺮ ﭘﺎﻳﻪي ﺳﻪ ﻣﺤﻮر ﻛﻠﻲ »اﻣﺎﻧﺖ در ﺗﺮﺟﻤﻪ«‪» ،‬رﺳﺎﻳﻲ ﺗﺮﺟﻤﻪ« و‬

‫»ﺷﻴﻮاﻳﻲ ﺗﺮﺟﻤﻪ«؛ ﺗﻔﺎوتﻫﺎ و ﺷﺒﺎﻫﺖﻫﺎي ﺳﺒﻜﻲِ ﺳﻪ ﺗﺮﺟﻤﻪي ادﺑﻲ )ﺑﺰرﮔﺎن‪ :‬ﺷﺎﻣﻠﻮ‪ ،‬ﻧﺠﻔﻲ و ﻗﺎﺿﻲ( از ﻛﺘﺎب ﺷﺎزده‬ ‫ﻛﻮﭼﻮﻟﻮ و ﺑﺴﻴﺎري ﻛﺎرﻫﺎي دﻳﮕﺮ‪.‬‬ ‫‪ .3‬روشﺗﺤﻘﻴﻖ‬ ‫دو اﺻﻞ ﺑﻨﻴﺎدي در ﺗﺮﺟﻤﺔ ادﺑﻲ ﺑﺮ اﺳﺎس ﻛﺘﺎب ﺗﺮﺟﻤﻪ ﻣﺘﻮن ادﺑﻲ از ﻋﻠﻲ ﺧﺰاﻋﻲ ﻓﺮﻳﺪ‪ :‬‬ ‫‪ .1‬ﺧﻮد‪ ،‬ﻳﻚ اﺛﺮ ادﺑﻲ ﺑﺎﺷﺪ‪ :‬ﺧﻮاﻧﺪن ﺗﺮﺟﻤﻪي ادﺑﻲ ﻣﺜﻞ ﺗﺄﻟﻴﻒ ادﺑﻲ ﺑﺎ ﻟﺬت ﻫﻤﺮاه ﺑﺎﺷﺪ‪ .‬ﺻﻮرت و ﻣﺤﺘﻮي ﻫﺮ دو ﺑﺎﻳﺪ‬ ‫ﻣﻨﺘﻘﻞ ﺷﻮﻧﺪ‪ .‬ﻫﺮ دو ﻧﺴﺨﻪي ﺗﺮﺟﻤﻪ ﻣﺪﻧﻈﺮ در اﻳﻦ ﭘﮋوﻫﺶ ﺑﻪﻧﻈﺮ ادﺑﻲ ﻫﺴﺘﻨﺪ؛ وﻟﻲ ﺗﺮﺟﻤﻪ ﻧﺨﺴﺖ‪ ،‬ﻳﻚ اﺛﺮ ادﺑﻲ‬ ‫ﻣﺴﺘﻘﻞ ﻣﻲﻧﻤﺎﻳﺪ؛‬ ‫‪ .2‬ﺗﺮﺟﻤﻪ ادﺑﻲ ﺗﺎ ﺣﺪاﻣﻜﺎن ﺑﻪ ﻣﺘﻦ اﺻﻠﻲ ﻧﺰدﻳﻚ ﺑﺎﺷﺪ‪ :‬ﺗﺮﺟﻤﻪ ادﺑﻲ‪ ،‬ﺷﺎﻣﻞ اﻗﺘﺒﺎس ﻳﺎ ﺗﺮﺟﻤﻪي آزاد ﻧﻤﻲﺷﻮد‪ .‬ﺗﻌﺒﻴﺮﻫﺎ‪،‬‬ ‫ﺗﺮﻛﻴﺐﻫﺎ‪ ،‬اﺳﺘﻌﺎرهﻫﺎ و ﻧﺤﻮ ﺑﺎﻳﺪ ﺑﻪ زﺑﺎن دوم اﻧﺘﻘﺎل ﻳﺎﺑﻨﺪ‪ .‬دﻗﺖ و وﻓﺎداري رﻋﺎﻳﺖ ﺷﻮد‪ .‬در ﺗﺮﺟﻤﻪ دوم‪ ،‬ﻛﻤﻲ واژهﻫﺎ و‬ ‫ﺗﻌﺒﻴﺮﻫﺎي اﺿﺎﻓﻲ و ﻋﻼﻣﺖﻫﺎي ﺻﻮري )ﻧﺸﺎﻧﻪﮔﺬاريﻫﺎ( ﻛﻪ در ﻣﺘﻦ اﺻﻠﻲ ﻧﻴﺴﺘﻨﺪ‪ ،‬ﺑﻪﭼﺸﻢ ﻣﻲﺧﻮرﻧﺪ؛ ‪ ‬‬ ‫ﺗﺮﺟﻤﻪي ادﺑﻲ ﺑﺮآﻳﻨﺪ ﮔﺮاﻳﺶ ﺑﻪﺳﻮي ﺛﺒﺎت )اﻳﺠﺎد ﺷﺒﺎﻫﺖ ﺻﻮري( و ﮔﺮاﻳﺶ ﺑﻪﺳﻮي ﺗﻐﻴﻴﺮ )ﺗﻐﻴﻴﺮ ﺳﺎﺧﺘﺎر ﺑﺎ ﺷﺮط ﺣﻔﻆ‬ ‫ﻣﻌﻨﺎ( اﺳﺖ‪ .‬ﮔﺮاﻳﺶ دوم‪ ،‬ﻧﻴﺎزﻣﻨﺪ ﺧﻼﻗﻴﺖ ﺑﻴﺸﺘﺮ اﺳﺖ‪ .‬در ﺗﺮﺟﻤﻪ ﻧﺨﺴﺖ اﻳﻦ ﻧﻮع ﺧﻼﻗﻴﺖ ﺑﻴﺸﺘﺮ ﺑﻪ ﭼﺸﻢ ﻣﻲﺧﻮرد‪.‬‬ ‫وﻳﮋﮔﻲﻫﺎي ﺗﺮﺟﻤﻪ ﺷﻌﺮ و ﺗﻄﺒﻴﻖ ﺑﺎ دو ﻣﺘﺮﺟﻢ ﻛﻤﺪياﻟﻬﻲ‪ :‬‬ ‫‪ .1‬ﺗﺮﺟﻤﻪي ﺗﺤﺖاﻟﻠﻔﻈﻲ‪ :‬ﺑﺪون ﺧﻼﻗﻴﺖ ﺑﺪون اﻧﺘﻘﺎل اﺣﺴﺎس ﺷﺎﻋﺮ ﺑﻪ ﺧﻮاﻧﻨﺪه؛ ‪ ‬‬ ‫ﺗﺮﺟﻤﻪ ﺑﻪ ﺷﻌﺮ ﺑﻲﻗﺎﻓﻴﻪ‪ :‬ﻣﺘﺮﺟﻢ ﺑﻪ اﻳﺠﺎد وزن ﻣﻲﭘﺮدازد‪ ،‬ﮔﺎه ﺑﻴﺖﻫﺎ را ﻛﻮﺗﺎه و ﺑﻠﻨﺪ ﻣﻲﻛﻨﺪ و ﮔﺎه ﺑﻪ ﻣﻌﻨﺎ آﺳﻴﺐ ﻣﻲزﻧﺪ‪.‬‬ ‫اﻣﺎ ارزش ادﺑﻲ ﺑﻴﺸﺘﺮي از ﺗﺮﺟﻤﻪي ﺗﺤﺖاﻟﻠﻔﻈﻲ دارد؛ )ﺗﺮﺟﻤﻪي دوم( ‪ ‬‬ ‫‪ .2‬ﺗﺮﺟﻤﻪي ﻣﻨﻈﻮم‪ :‬ﺷﻌﺮ ﺑﻪ ﺷﻌﺮ ﺗﺮﺟﻤﻪ ﻣﻲﺷﻮد‪ .‬زﻳﺒﺎ و اﺛﺮﮔﺬار اﺳﺖ؛ اﻣﺎ ﺗﺼﻮر درﺳﺘﻲ از ﺷﻌﺮ اﺻﻠﻲ ﺑﻪدﺳﺖ ﻧﻤﻲدﻫﺪ؛ ‪ ‬‬ ‫‪ .3‬ﺗﺮﺟﻤﻪي ﺷﻌﺮ ﺑﻪ ﻧﺜﺮ‪ :‬زﺑﺎﻧﻲ دﻗﻴﻖ دارد ﻛﻪ ﺑﻪ ﻣﺘﻦ اﺻﻠﻲ ﻧﺰدﻳﻚ اﺳﺖ؛ اﻣﺎ ﻗﺎﻓﻴﻪ و وزن ﻧﺪارد‪ ،‬ﺑﺎ اﺳﺘﻔﺎده از واژهﻫﺎي‬ ‫آﻫﻨﮕﻴﻦ داراي ﺑﺎر اﺣﺴﺎﺳﻲ‪ ،‬ﺗﻐﻴﻴﺮﻫﺎي ﺟﺰﺋﻲ وﻟﻲ ﭘﺬﻳﺮﻓﺘﻨﻲ در ارﻛﺎن ﺟﻤﻠﻪ‪ ،‬اﺳﺘﻔﺎدهي از ﻛﻤﺘﺮﻳﻦ واژﮔﺎن ﺑﺮاي اﻳﺠﺎد‬ ‫ﭘﻴﻮﺳﺘﮕﻲ و ﻳﻚﭘﺎرﭼﮕﻲ‪) .‬ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ( ‪ ‬‬ ‫اﺑﺰاري ﻛﻪ ﺑﺮاي ﻣﻘﺎﻳﺴﻪي وﻳﮋﮔﻲﻫﺎي اﻳﻦ دو ﺗﺮﺟﻤﻪ ﺑﻪﻛﺎر ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ‪ ،‬اﻓﺰون ﺑﺮ روشﻫﺎ و اﺻﻮل ﺗﺮﺟﻤﻪ‪ ،‬ﻣﺘﻦ‬ ‫اﺻﻠﻲ ﻛﺘﺎب ﺑﻪ زﺑﺎن اﻳﺘﺎﻟﻴﺎﻳﻲ و دوﺗﺮﺟﻤﻪي اﻧﮕﻠﻴﺴﻲ از آﻟﻦ ﻣﻨﺪﻟﺒﻮم و ﻫﻨﺮي وادزورث ﻻﻧﮓﻓﻠﻮ ﺑﻮده اﺳﺖ‪ .‬‬

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‫‪ .4‬ﻧﺘﺎﻳﺞ و ﺑﺤﺚ ‪ ‬‬ ‫در اﻳﻦ ﺑﺨﺶ‪ ،‬ﺑﻨﺪﻫﺎﻳﻲ از ﺑﺮﺧﻲ ﺳﺮودﻫﺎ از ﻫﺮ ﻛﺘﺎب ﺑﻪ ﺳﻪ ﺗﺮﺟﻤﻪ در ﺟﺪوﻟﻲ آورده ﺷﺪه اﺳﺖ‪ .‬ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪ ،‬از‬ ‫ﺷﺠﺎعاﻟﺪﻳﻦ ﺷﻔﺎ‪ ،‬ﺗﺮﺟﻤﻪي دوم از ﻓﺮﻳﺪه ﻣﻬﺪوي داﻣﻐﺎﻧﻲ و ﺗﺮﺟﻤﻪي ﺳﻮم از ﻣﺘﺮﺟﻢ آﻣﺮﻳﻜﺎﻳﻲ آﻟﻦ ﻣﻨﺪﻟﺒﻮم اﺳﺖ‪.‬‬ ‫ﻣﺘﺮﺟﻢ ﺳﻮم در ﺳﺮود ﭘﺎﻧﺰده‪ ،‬ﺑﻪ ﻫﻨﺮي ﻻﻧﮓﻓﻠﻮ اﺷﺎره دارد‪ .‬واژﮔﺎن و ﻋﺒﺎرتﻫﺎي ﺑﺮﺟﺴﺘﻪﺷﺪه ﻧﺸﺎﻧﮕﺮ ﺗﻔﺎوتﻫﺎي دو‬ ‫ﺗﺮﺟﻤﻪاﻧﺪ‪.‬‬ ‫ﺟﺪول ‪ .1‬دوزخ )ﺳﺮود ﺳﻮم(‬ ‫ﺗﺮﺟﻤﻪي‬ ‫ﻧﺨﺴﺖ‬

‫از ﻣﻦ داﺧﻞ ﺷﻬﺮ آﻻم ﻣﻲﺷﻮﻧﺪ‪ ،‬از ﻣﻦ ﺑﻪﺳﻮي رﻧﺞ اﺑﺪ ﻣﻲروﻧﺪ‪ ،‬از ﻣﻦ‪ ،‬ﭘﺎ ﺑﻪﺟﺮﮔﺔ ﮔﻤﮕﺸﺘﮕﺎن‬ ‫ﻣﻲﮔﺬارﻧﺪ‪.‬‬ ‫‪ ...‬ﭘﺪﻳﺪآورﻧﺪهام ﻗﺪرت اﻟﻬﻲ ﺑﻮد‪ ،‬و ﻋﻘﻞ ﻛﻞ‪ ،‬و ﻋﺸﻖ ﻧﺨﺴﺘﻴﻦ ‪...‬‬ ‫‪ 1‬از ﻣﻦ ‪ ،‬ﺑﻪ ﺷﻬﺮ ﭘﺮﻳﺸﺎﻧﻲ و وﻳﺮاﻧﻲ رﺳﻨﺪ!‬ ‫ازﻣﻦ ‪ ،‬ﺑﻪ رﻧﺞ و اﻧﺪوه اﺑﺪي رﺳﻨﺪ!‬ ‫ازﻣﻦ ‪ ،‬ﻧﺰد ﺳﻘﻮطﻛﺮدﮔﺎن رﺳﻨﺪ!‬

‫ﺗﺮﺟﻤﻪي دوم‬

‫‪... 4‬‬ ‫ﺧﺪاوﻧﺪ ﻣﻄﻠﻖ و ﺑﻲﻫﻤﺘﺎ ‪ ،‬ﺑﺎ ﻳﺎري ﻗﺪرت‬ ‫و ﻋﻠﻢ ازﻟﻲ و ﻋﺸﻖ ﻻﻳﺘﻨﺎﻫﻲ ﻣﺮا آﻓﺮﻳﺪ!‬ ‫‪Through me the way into the suffering city,‬‬ ‫‪Through me the way to the eternal pain,‬‬ ‫‪Through me the way that runs among the lost‬‬

‫ﺗﺮﺟﻤﻪي‬

‫‪...‬‬ ‫‪My maker was divine Authority,‬‬

‫ﺳﻮم‬

‫‪The highest wisdom and the primal love.‬‬ ‫‪ ‬‬

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‫ﻣﻌﺎدل آﻻم در ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪ ،‬درﺳﺖﺗﺮ ﺑﻪﻧﻈﺮ ﻣﻲآﻳﺪ ﺗﺎ ﭘﺮﻳﺸﺎﻧﻲ و وﻳﺮاﻧﻲ در ﺗﺮﺟﻤﻪي دوم‪ .‬اﻳﻦ واژه در اﺻﻞِ‬ ‫اﻳﺘﺎﻟﻴﺎﻳﻲ‪ ،Dolente‬در ﻓﺮاﻧﺴﻮي ﻫﻢ ‪ Dolente‬و در اﻧﮕﻠﻴﺴﻲ ‪ Desolation‬و‪ Suffering ‬ﺗﺮﺟﻤﻪ ﺷﺪه اﺳﺖ‪.‬‬ ‫ﻣﺘﺮﺟﻢ ﻧﺨﺴﺖ در ﭘﺎورﻗﻲ ﺑﺮاي ﻣﺼﺮﻋﻲ ﻛﻪ زﻳﺮ آن ﺧﻂﻛﺸﻲﺷﺪه در ﺑﻨﺪ دوم‪ ،‬ﻧﻮﺷﺘﻪ اﺳﺖ‪» :‬اﺷﺎره ﺑﻪ ﺳﻪ ﭘﺎﻳﻪي ﺗﺜﻠﻴﺚ‬ ‫در دﻳﻦ ﻣﺴﻴﺤﻲ‪ ،‬ﻗﺪرت اﻟﻬﻲ‪ :‬ﭘﺪر )ﺧﺪا(؛ ﻋﻘﻞ ﻛﻞ‪ :‬ﭘﺴﺮ )ﻣﺴﻴﺢ(؛ ﻋﺸﻖ ﻧﺨﺴﺘﻴﻦ ﻳﺎ ﻋﺸﻖ ازﻟﻲ‪ :‬روحاﻟﻘﺪس«‪ .‬اﻣﺎ ﻣﺘﺮﺟﻢ‬ ‫دوم ﺑﻪﮔﻔﺘﻪي ﭼﺎرﻟﺰ وﻳﻠﻴﺎﻣﺰ )‪ ،Charles Williams‬ﻧﻮﻳﺴﻨﺪهي اﻧﮕﻠﻴﺴﻲ( آورده اﺳﺖ‪» :‬اﻳﻦ ﺳﻪﭼﻴﺰ درواﻗﻊ ﺻﻔﺎت ﺗﺜﻠﻴﺚ‬ ‫ﻫﺴﺘﻨﺪ و ﻗﺪرت و ﺧﺮد و ﻋﺸﻖ‪ ،‬دروازهﻫﺎي دوزخ را ﺳﺎﺧﺘﻪاﻧﺪ«‪.‬‬ ‫ﺗﺮﺟﻤﻪي دوم‪ :‬ﺣﺸﻮ ﻓﺮاوان‪ .‬ﻧﺸﺎنﻫﺎي ﺻﻮري اﺿﺎﻓﻲ )‪ ...‬و ! و ‪ .(،‬ﺟﺎﻳﮕﺰﻳﻦﺳﺎزي واژهﻫﺎ ﺑﻪ ﻣﻴﻞ ﺧﻮد )ﺑﺮاي ﻣﺜﺎل‪ :‬اﻧﺘﺨﺎب‬ ‫ﻳﻌﻘﻮب ﺑﻪ ﺟﺎي اﺳﺮاﺋﻴﻞ ﻛﻪ در اﺻﻞ اﻳﺘﺎﻟﻴﺎﻳﻲ ﻧﻴﺰ آﻣﺪه اﺳﺖ(‪ .‬وﻳﺮاﻳﺶ ﺻﻮري ﻧﺎدرﺳﺖ )ﻓﺎﺻﻠﻪي وﻳﺮﮔﻮل ﺑﺎ ﻛﻠﻤﻪ ﭘﻴﺶ‬ ‫از ﺧﻮد‪ ،‬آوردن وﻳﺮﮔﻮل ﭘﻴﺶ از و ﻳﺎ ﻛﻪ(‪ .‬ﺗﻐﻴﻴﺮ ﻣﻌﻨﺎي ﺑﺮﺧﻲ ﻣﺼﺮعﻫﺎ‪ .‬ﮔﺎﻫﻲ ﺑﻪﻧﻈﺮ ﻣﻲرﺳﺪ ﻛﻪ ﻓﻘﻂ ﺗﻤﺎﻳﺰ ﺑﻴﺎن ﺑﺎ‬ ‫ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪ ،‬ﻣﺪﻧﻈﺮ ﺑﻮده اﺳﺖ‪ .‬واژهﻫﺎ ﺑﺴﻂ دادهﺷﺪه‪ ،‬ﻃﻮﻻﻧﻲ ﺷﺪه )ﮔﺎه ﻳﻚ ﺟﻤﻠﻪ ﺑﻪﺟﺎي ﻳﻚ ﻋﺒﺎرت ﻳﺎ واژه‪:‬‬ ‫ﻣﺜﺎل‪ :‬ﻓﺮﻣﺎنﻫﺎ ﺑﻪ آدﻣﻴﺎن ﺑﺪاد و ﺧﻮد ﻣﻄﻴﻌﺸﺎن ﺷﺪ!( و آﻫﻨﮓ ﺷﻌﺮ از ﻣﻴﺎن رﻓﺘﻪ اﺳﺖ‪ .‬ﺑﺨﺸﻲ از ﻋﻮاﻣﻞ ﻓﺮاﻣﺘﻨﻲ در‬ ‫ﺗﺮﺟﻤﻪ‪ ،‬ﻋﻮاﻣﻞ ﺻﻮري را درﻧﻈﺮ ﻣﻲﮔﻴﺮد ﻛﻪ ﺷﺎﻣﻞ‪ ،‬ﻧﺸﺎﻧﻪﮔﺬاريﻫﺎ‪ ،‬ﺻﻔﺤﻪآراﻳﻲ‪ ،‬ﻣﻌﻴﺎرﻫﺎي ﺣﺮوفﭼﻴﻨﻲ و ﻧﻴﺰ ﻓﺎﺻﻠﻪﻫﺎ و‬ ‫ﻧﻴﻢﻓﺎﺻﻠﻪﻫﺎ اﺳﺖ و اﻳﻦ ﻣﺴﺄﻟﻪ ﺑﻴﺸﺘﺮ ﺑﻪ ﻧﺎﺷﺮ ﺑﺎزﻣﻲﮔﺮدد‪ .‬در ﻣﺘﻦ اﺻﻠﻲ ﻛﻤﺪياﻟﻬﻲ‪ ،‬ﻫﺮﮔﺰ ﺳﻪﻧﻘﻄﻪ در ﭘﺎﻳﺎن ﻣﺼﺮعﻫﺎ‬ ‫ﻧﻴﺴﺖ‪ .‬وﻳﺮﮔﻮلﻫﺎي ﺑﺴﻴﺎري ﻛﻪ ﻣﺘﺮﺟﻢ دوم اﺳﺘﻔﺎده ﻛﺮدهاﺳﺖ در ﻣﺘﻦ اﺻﻠﻲ دﻳﺪه ﻧﻤﻲﺷﻮد‪ .‬از ﻟﺤﺎظ زﺑﺎﻧﻲ ‪ ‬‬ ‫ﻧﻴﺰ‪ ،‬ﺣﺸﻮﻫﺎي ﻓﺮاوان در ﺗﺮﺟﻤﻪ دوم ﻣﺘﻦ را ﺳﻨﮕﻴﻦ و ﻃﻮﻻﻧﻲ ﻛﺮده اﺳﺖ‪ ،‬ﻣﺜﻼً‪» :‬و ﻣﻮرد ﻟﻄﻒ و ﻣﻬﺮ ﺧﻮد ﻗﺮار داد! او‬ ‫آﻧﺎن را رﺳﺘﮕﺎر و ﺳﻌﺎدﺗﻤﻨﺪ اﺑﺪي ﻛﺮد!« ﺑﺮاي ﻳﻚ واژه ﻛﻪ در اﻧﮕﻠﻴﺴﻲ ‪ Blessed ‬و در اﺻﻞ اﻳﺘﺎﻟﻴﺎﻳﻲ ‪ beati‬اﺳﺖ‪ .‬‬ ‫در ﺗﺮﺟﻤﻪ ﻧﺨﺴﺖ ﺑﻪ اﻗﺘﻀﺎي ﻛﻮﺗﺎه و ﻣﻮﺟﺰﻧﻮﻳﺴﻲ‪ ،‬ﺗﻨﻬﺎ از واژهي رﺳﺘﮕﺎر اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ‪ .‬واژهي اﺳﺮاﺋﻴﻞ ﻛﻪ در‬ ‫اﻳﺘﺎﻟﻴﺎﻳﻲ و اﻧﮕﻠﻴﺴﻲ ﻧﻴﺰ ﻫﻤﻴﻦ واژه اﺳﺖ‪ ،‬در ﺗﺮﺟﻤﻪي دوم ﺑﺎ ﻋﻮاﻣﻞ ﺑﺎﻓﺘﻲ ﺟﺎﻣﻌﻪ ﻣﺎ درآﻣﻴﺨﺘﻪ اﺳﺖ‪ .‬اﮔﺮ ﭘﻴﺶ از‬ ‫اﻧﻘﻼب اﺳﺘﻔﺎده از اﻳﻦ واژه در ﻣﺘﻦﻫﺎ اﺷﻜﺎﻟﻲ ﻧﺪاﺷﺖ؛ اﻣﺎ ﻧﺎﺷﺮ ﺗﺮﺟﻤﻪي دوم ﺻﻼح داﻧﺴﺘﻪ اﺳﺖ ﺗﺎ از ﻧﺎم ﻳﻌﻘﻮب ﺑﺮاي‬ ‫آن اﺳﺘﻔﺎده ﻛﻨﺪ‪.‬‬ ‫در ﺳﺮود ﺑﻴﺴﺖوﻫﺸﺘﻢ دوزخ‪ ،‬ﺑﻨﺪﻫﺎي ‪ 16 ،15‬و ‪ 17‬در ﺗﺮﺟﻤﻪ دوم ﺣﺬف )ﺳﺎﻧﺴﻮر( ﺷﺪهاﻧﺪ‪ ،‬اﻳﻦ ﺷﻴﻮه در ﺗﺮﺟﻤﻪ‬ ‫ﻧﺨﺴﺖ دﻳﺪه ﻧﻤﻲﺷﻮد‪ .‬ﻣﺘﺮﺟﻢ دوم در ﭘﺎورﻗﻲ اﻳﻦ ﻗﺴﻤﺖ اﺷﺎره ﻛﺮده اﺳﺖ‪» :‬ﺑﻪﻋﻨﻮان ﻳﻚ ﻓﺮد ﻣﺴﻠﻤﺎن ﻣﺘﻌﻬﺪ‪ ،‬ﺑﺮ ﺧﻮد‬ ‫واﺟﺐ داﻧﺴﺘﻢ از ﺗﺮﺟﻤﻪي آن ﺧﻮدداري ورزم اﻳﻦ ﺑﻪ آن دﻟﻴﻞ اﺳﺖ ﻛﻪ ﺑﺎ آﻳﻴﻦ ﺷﺮع اﺳﻼم و اﻋﺘﻘﺎد دﻳﻨﻲ و ﺑﺎﻃﻨﻲ ﻣﺎ‬ ‫ﻣﻐﺎﻳﺮت دارد و ﺑﻬﺘﺮ اﺳﺖ ﻛﻪ ﻧﺎدﻳﺪه اﻧﮕﺎﺷﺘﻪ ﺷﻮد«‪ .‬درﺣﺎﻟﻲﻛﻪ ﻫﻴﭻ ﺧﻮاﻧﻨﺪهاي ﺑﺎ ﺧﻮاﻧﺪن اﻳﻦ ﺳﻪ ﺑﻨﺪ )در ﺗﺮﺟﻤﻪي‬ ‫ﻧﺨﺴﺖ( ﭼﻨﻴﻦ اﻧﺪﻳﺸﻪاي ﺑﻪ ذﻫﻨﺶ ﺧﻄﻮر ﻧﻤﻲﻛﻨﺪ‪.‬‬

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‫ﺟﺪول ‪ .2‬ﺳﺮود ﭼﻬﺎرم دوزخ )ﻃﺒﻘﻪي اول دوزخ‪ :‬ﻟﻴﻤﺒﻮ(‬ ‫‪ ...‬ﻗﺎدرﻣﺮدي ﻛﻪ ﺗﺎﺟﻲ ﺑﺎ ﻧﺸﺎن ﭘﻴﺮوزي ﺑﺮ ﺳﺮ داﺷﺖ‪ ،‬ﺑﻪﻧﺰد ﻣﺎ آﻣﺪ‪.‬‬ ‫وي روح ﻧﺨﺴﺘﻴﻦ ﭘﺪر ﻣﺎ و ﻫﺎﺑﻴﻞ ﭘﺴﺮ او و روح ﻧﻮح و ﻣﻮﺳﻲ ﻗﺎﻧﻮنﮔﺰار ﻣﻄﻴﻊ‪،‬‬ ‫ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‬

‫‪ ...‬و اﺳﺮاﺋﻴﻞ را ﺑﺎ ﭘﺪر و ﻓﺮزﻧﺪاﻧﺶ و راﺣﻴﻞ را ﻛﻪ ﺑﻪﺧﺎﻃﺮش اﻳﻦﻫﻤﻪ ﺗﻼش ﻛﺮد‪.‬‬ ‫و ﺑﺴﻴﺎر ارواح دﻳﮕﺮ را ﺑﺎ ﺧﻮد ﺑﻴﺮون ﺑﺮد و ﻫﻤﻪ آﻧﻬﺎ را رﺳﺘﮕﺎر ﻛﺮد و ‪...‬‬ ‫‪ ...‬ﻣﻮﺟﻮدي ﻣﻘﺘﺪر و ﺑﺎﺷﻜﻮه ﺷﺎﻫﺪ ﺷﺪم‪،‬‬ ‫ﻛﻪ ﺗﺎﺟﻲ از ﭘﻴﺮوزي و اﻓﺘﺨﺎر ﺑﺮ ﺳﺮ داﺷﺖ ‪...‬‬ ‫‪ 55‬او روح ﻧﺨﺴﺘﻴﻦ ﭘﺪر ﺑﺸﺮﻳﺖ را از اﻳﻨﺠﺎ رﻫﺎﻧﻴﺪ!‬ ‫روح ﻫﺎﺑﻴﻞ‪ ،‬ﭘﺴﺮش‪ ،‬روح ﻧﻮح‪ ،‬ﺳﺎزﻧﺪة ﻛﺸﺘﻲ ﻧﺠﺎتﺑﺨﺶ‬ ‫و روح ﻣﻮﺳﻲ را ﻛﻪ ﻓﺮﻣﺎنﻫﺎ ﺑﻪ آدﻣﻴﺎن ﺑﺪاد و ﺧﻮد ﻣﻄﻴﻌﺸﺎن ﺷﺪ!‬ ‫‪ ... 58‬و ﻳﻌﻘﻮب را‬ ‫ﺑﺎ ﭘﺪر و ﺗﻤﺎم ﻓﺮزﻧﺪاﻧﺶ‪ ،‬و راﺣﻴﻞ ﻛﻪ آﻧﻘﺪر رﻧﺞ ﺑﺮد‪،‬‬


‫و ﺑﺴﻴﺎري دﻳﮕﺮ را ﺑﻴﺮون ﻛﺸﻴﺪ و ﻣﻮرد ﻟﻄﻒ و ﻣﻬﺮ ﺧﻮد ﻗﺮار داد!‬ ‫‪ 61‬او آﻧﺎن را رﺳﺘﮕﺎر و ﺳﻌﺎدﺗﻤﻨﺪ اﺑﺪي ﻛﺮد!‬ ‫و ‪...‬‬ ‫‪When I beheld a Great Lord enter here,‬‬ ‫‪the crown he wore, a sign of victory‬‬ ‫‪he carried of the shade of our first father,‬‬ ‫‪of his son Abel, and the shade of Noah,‬‬ ‫‪of Moses, the obedient legislator,‬‬

‫ﺗﺮﺟﻤﻪي ﺳﻮم‬

‫…‬ ‫‪of Israel, his father, and his son,‬‬ ‫‪and Rachel, she for whom he worked so long,‬‬ ‫;‪and many others and he made them blessed‬‬ ‫‪...‬‬

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‫داﻧﺘﻪ در اﻳﻦ ﺑﻨﺪﻫﺎ از ﺑﺎور ﺧﻮد ﺑﻪ ﺟﺪاﻳﻲ دﻳﻦ از ﺳﻴﺎﺳﺖ اﺷﺎره ﻛﺮده اﺳﺖ و اﻳﻦﻛﻪ در ﺣﻜﻮﻣﺘﻲ ﻛﻪ ﭘﺎپ در آن ﻗﺪرت‬ ‫ﺳﻴﺎﺳﻲ را در دﺳﺖ ﺑﮕﻴﺮد رو ﺑﻪ ﻧﺎﺑﻮدي ﺧﻮاﻫﺪ ﮔﺬاﺷﺖ‪ .‬ﺑﺮاي واژهي اﻳﺘﺎﻟﻴﺎﻳﻲ ‪ ،pasturale‬در ﺗﺮﺟﻤﻪ اﻧﮕﻠﻴﺴﻲ‪crosier :‬‬

‫)در دﻳﻜﺸﻨﺮي آﻛﺴﻔﻮرد‪ :‬ﻋﺼﺎﻳﻲ ﺑﺎ ﺳﺮ ﻛﺞ ﻛﻪ اﺳﻘﻒﻫﺎ در ﺗﺸﺮﻳﻔﺎت ﻣﺬﻫﺒﻲ ﺑﻪدﺳﺖ ﻣﻲﮔﻴﺮﻧﺪ(‪ ،‬در ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪:‬‬ ‫ﺻﻠﻴﺐ و در ﺗﺮﺟﻤﻪي دوم‪ :‬ﻋﺼﺎي اﺳﻘﻔﻲ ﻣﻌﻨﻲ ﺷﺪه اﺳﺖ‪ .‬ﻣﺘﺮﺟﻢ ﻧﺨﺴﺖ ﺗﻼش ﻛﺮده ﺗﺎ ﻣﻌﻨﺎي ﺿﻤﻨﻲ اﻳﻦ واژه را‬ ‫ﺑﻪﻛﺎر ﺑﺒﺮد و ﻣﺘﺮﺟﻢ دوم از ﺗﺮﺟﻤﻪي ﻟﻔﻈﻲ ﻛﻪ ﻣﻌﺎدل اﻧﮕﻠﻴﺴﻲ آن ﺑﺎﺷﺪ اﺳﺘﻔﺎده ﻛﺮدهاﻧﺪ‪ .‬ﺑﺎﻳﺪ در ﻧﻈﺮ ﮔﺮﻓﺖ ﻛﻪ ذﻫﻦ‬ ‫ﺧﻮاﻧﻨﺪه ﺑﺎ ﻛﺪام واژه آﺷﻨﺎﺗﺮ اﺳﺖ‪.‬‬ ‫دو ﺧﻮرﺷﻴﺪ‪ :‬در ﻫﺮ دو ﺗﺮﺟﻤﻪ‪ ،‬اﭘﺮاﻃﻮر و ﭘﺎپ ﻫﺴﺘﻨﺪ‪ .‬ﺗﺮﺟﻤﻪي اﻳﻦ ﺑﻨﺪ از ﻣﺘﺮﺟﻢ دوم روﺷﻦﺗﺮ اﺳﺖ و ﻣﻨﻈﻮر را رﺳﺎﻧﺪه‬ ‫اﺳﺖ‪ .‬ﻣﺘﺮﺟﻢ ﻧﺨﺴﺖ ﻛﻤﻲ ﭘﻴﭽﻴﺪه ﻣﻌﻨﺎ ﻛﺮده اﻣﺎ در ﭘﺎورﻗﻲ ﺗﻮﺿﻴﺢ دﻗﻴﻖﺗﺮي داده اﺳﺖ‪ .‬درواﻗﻊ ﻣﻘﺼﻮد داﻧﺘﻪ اﻳﻦ ﺑﻮده‪:‬‬ ‫دو ﺧﻮرﺷﻴﺪ ﻛﻪ ﻳﻜﻲ ﻣﺴﻴﺮ ﺧﺪا و دﻳﮕﺮي دﻧﻴﺎ را روﺷﻦ ﻣﻲﻛﺮدﻧﺪ‪ .‬‬ ‫ﺟﺪول ‪ .3‬ﺑﺮزخ‪) ‬ﺳﺮود ﺷﺎﻧﺰدﻫﻢ(‬ ‫ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‬

‫ر‪‬م ﻛﻪ ﺟﻬﺎﻧﻲ را ﻧﻜﻮ ﻛﺮد‪ ،‬ﺑﻪ داﺷﺘﻦ دو ﺧﻮرﺷﻴﺪ ﺧﻮ داﺷﺖ ﻛﻪ اﻳﻦ و آن راه را روﺷﻦ ﻣﻲﻛﺮد‪:‬‬ ‫ﻳﻜﻲ ﺧﻮرﺷﻴﺪ زﻣﻴﻦ )دﻧﻴﺎ( ﺑﻮد و دﻳﮕﺮي ﺧﻮرﺷﻴﺪ ﺧﺪاوﻧﺪ‪.‬‬ ‫اﻛﻨﻮن ﻳﻜﻲ از آندو‪ ،‬آن دﻳﮕﺮي را ﺧﺎﻣﻮش ﻛﺮده و ﺷﻤﺸﻴﺮ ﺑﻪ ﺻﻠﻴﺐ ﭘﻴﻮﺳﺘﻪ اﺳﺖ‪ ،‬و ‪...‬‬ ‫‪ 106‬آن زﻣﺎن ﻛﻪ رم ‪ ،‬اﺻﻼح دﻧﻴﺎ ﻋﺰم داﺷﺖ ‪،‬‬ ‫از دو ﺧﻮرﺷﻴﺪ ﺑﻬﺮه داﺷﺖ ﻛﻪ ﻫﺮدو راه روﺷﻦ ﻣﻲﺳﺎﺧﺖ‪:‬‬


‫ﻣﺴﻴﺮ دﻧﻴﻮي و ﻣﺴﻴﺮ ﺧﺪاﻳﻲ ‪...‬‬ ‫‪ 109‬ﻳﻜﻲ ‪ ،‬دﻳﮕﺮي را ﺧﺎﻣﻮش ﺳﺎﺧﺖ ! ﺷﻤﺸﻴﺮ ﺑﻪ‬ ‫ﻋﺼﺎي اﺳﻘﻔﻲ ﭘﻴﻮﻧﺪ ﺧﻮرد! و ‪...‬‬

‫ﺗﺮﺟﻤﻪي ﺳﻮم‬

‫‪Rome, that reformed the world, accustomed was‬‬ ‫‪Two suns to have, which one road and the other,‬‬ ‫‪Of God and of the world, made manifest‬‬ ‫‪One has the other quenched, and to the crosier‬‬ ‫… ‪The sword is joined, and‬‬

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‫ﺟﺪول ‪ .4‬ﺑﻬﺸﺖ )ﺳﺮود ﭘﺎﻧﺰدﻫﻢ(‬ ‫ﺗﺮﺟﻤﻪي‬ ‫ﻧﺨﺴﺖ‬

‫‪...‬در ﭘﻲ او‪ ،‬ﺑﻪﭘﻴﻜﺎر ﺑﺎ آن آﺋﻴﻦ ﻓﺴﺎدآﻟﻮدهاي ﭘﺮداﺧﺘﻢ ﻛﻪ ﭘﻴﺮواﻧﺶ ﺑﻪﺧﺎﻃﺮ ﻗﺼﻮر ﺷﺒﺎﻧﺎن ﺷﻤﺎ آﻧﭽﻪ‬ ‫را ﻛﻪ ﺑﻪﺣﻖ ﻣﺎل ﺷﻤﺎﺳﺖ ﻏﺼﺐ ﻣﻲﻛﻨﻨﺪ‪ ،‬ﻫﻤﺖ ﮔﻤﺎﺷﺘﻢ‪.‬‬ ‫‪ 142 ...‬در ﻛﻨﺎر ﻣﺮﻛﺒﺶ‪ ،‬ﺑﻪ رزﻣﻴﺪن ﺑﺮ ﻋﻠﻴﻪ‬

‫ﺗﺮﺟﻤﻪي‬ ‫دوم‬

‫ﻗﺎﻧﻮﻧﻲ ﭘﺮداﺧﺘﻢ ﻛﻪ ﺑﺮ اﺛﺮ ﺗﻘﺼﻴﺮ ﺳﺮان روﺣﺎﻧﻴﺎن‪،‬‬ ‫ﻣﺮدﻣﺶ ﺣﻘﻮﻗﺘﺎن را ﭘﺎﻳﻤﺎل ‪ ،‬وز ﻣﻴﺮاﺛﺘﺎن ﻣﺤﺮوم ﺳﺎﺧﺘﻪ اﺳﺖ!‬

‫ﺗﺮﺟﻤﻪي‬ ‫ﺳﻮم‬

‫‪I followed in his train against that law's‬‬ ‫‪Iniquity, whose people doth usurp‬‬ ‫‪Your just possession, through your Pastor's fault‬‬

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‫دو ﻣﺘﺮﺟﻢ اﻳﻦ ﻛﺘﺎب ﻫﺮﻳﻚ ﺗﻌﺒﻴﺮي از ﺗﺮﺟﻤﺔ واژة ‪ (legge) law‬و ‪ pastor‬داﺷﺘﻪاﻧﺪ‪ .‬ﺗﺮﺟﻤﻪ ﻧﺨﺴﺖ‪la nequizia di :‬‬

‫‪) quella legge‬ﻣﺼﺮع ﻧﺨﺴﺖ ﺑﻪ اﻳﺘﺎﻟﻴﺎﻳﻲ( اﺷﺎره ﺑﻪ آﺋﻴﻦ اﺳﻼم اﺳﺖ‪ .‬در زﻣﺎن داﻧﺘﻪ دﻧﻴﺎي اﺳﻼﻣﻲ ﺑﺰرگﺗﺮﻳﻦ ﺧﻄﺮ‬ ‫ﺑﺮاي ﻋﺎﻟﻢ ﻣﺴﻴﺤﻴﺖ ﺑﻮد‪» .‬ﺑﺮاﺛﺮ ﻗﺼﻮر ﺷﺒﺎﻧﺎن« ﻳﻌﻨﻲ‪ :‬ﺿﻌﻒ و ﻛﻮﺗﺎﻫﻲ ﭘﺎپ و رﻫﺒﺮان ﻋﺎﻟﻢ ﻣﺴﻴﺤﻴﺖ ﺳﺒﺐ ﺷﺪه ﻛﻪ‬ ‫ﺳﺮزﻣﻴﻦ ﻣﻘﺪس ﻓﻠﺴﻄﻴﻦ ﻛﻪ ﺷﻬﺎدتﮔﺎه ﻋﻴﺴﻲ اﺳﺖ و ﺑﻪﺣﻖ ﺑﺎﻳﺪ ﺑﻪ ﻣﺴﻴﺤﻴﺎن ﺗﻌﻠﻖ داﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬دراﺧﺘﻴﺎر ﻣﺴﻠﻤﺎﻧﺎن‬ ‫ﺑﺎﺷﺪ‪ .‬در اﻳﻦﺟﺎ ﻧﻜﺘﻪاي از ﻣﺮﺣﻮم ﻣﺠﺘﺒﻲ ﻣﻴﻨﻮي در ﭘﺎﻧﺰده ﮔﻔﺘﺎر ﻣﻮﺿﻮع را روﺷﻦﺗﺮ ﻣﻲﻛﻨﺪ‪» :‬ﺧﻮد داﻧﺘﻪ ﺣﻜﺎﻳﺖ‬ ‫ﻣﻲﻛﻨﺪ ﻛﻪ ﻳﻜﻲ از اﺟﺪاد او ﭘﻬﻠﻮان و ﺳﻮار دﻟﻴﺮي ﺑﻮده ﻛﻪ در ﺟﻨﮓ ﺑﺎ ﻣﺴﻠﻤﺎﻧﺎن ﺷﻬﻴﺪ ﺷﺪه و ﻧﺘﻴﺠﻪي اﻳﻦ ﭘﻬﻠﻮان‬ ‫ﻣﻮﺳﻮم ﺑﻪ آﻟﻴﮕﻴﺮو ﺑﻮده ﻛﻪ ﭘﺪرداﻧﺘﻪ ﺑﻮده اﺳﺖ« )ﻣﻴﻨﻮي‪ ،1383 ،‬ص ‪ .(32‬ﺷﺎﻳﺪ دﻟﻴﻞ داﻧﺘﻪ ﺑﺮاي اﻳﻦ ﻧﮕﺮش ﺑﻪ اﺳﻼم‬ ‫رﻳﺸﻪ در ﻫﻤﻴﻦ ﻣﺴﺄﻟﻪ داﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬در ﺗﺮﺟﻤﻪي دوم ﻣﻨﻈﻮر داﻧﺘﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺑﺎورﻫﺎي ﻛﻨﻮﻧﻲ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ رﺳﺎﻧﺪه ﺷﺪه‬ ‫ﻛﻪ ﺑﻬﺘﺮ ﺑﻪﻧﻈﺮ ﻣﻲآﻳﺪ‪.‬‬ ‫‪ .5‬ﻧﺘﻴﺠﻪ‬ ‫ﺗﺮﺟﻤﻪي ﺷﺠﺎعاﻟﺪﻳﻦ ﺷﻔﺎ ﻛﻪ ﺑﺎ آن آﺷﻨﺎ ﺷﺪﻳﺪ‪ ،‬در آن زﻣﺎن ﻧﻮﻋﻲ ﻧﻮآوري و اﺛﺮي ادﺑﻲ در راﺳﺘﺎي ﻣﻌﺮﻓﻲ ادﺑﻴﺎت ﻏﺮب‬ ‫ﺑﻮده اﺳﺖ‪ .‬ﻧﺜﺮي ﻛﻪ او ﺑﻪﻛﺎر ﺑﺮده اﺳﺖ ﺑﺎ ﻛﻢﺗﺮﻳﻦ ﺣﺎﺷﻴﻪ و واژهﻫﺎي اﺿﺎﻓﻲ اﺳﺖ‪ .‬اﺛﺮي ادﺑﻲ اﺳﺖ و ﺑﻪ دل ﻣﻲﻧﺸﻴﻨﺪ‪.‬‬ ‫اﻣﺎ اﮔﺮ ﺧﻮاﻧﻨﺪهاي از ﻧﺴﻞ ﺟﻮان آن را ﺑﺨﻮاﻧﺪ‪ ،‬ﺳﺒﻚ ادﺑﻲ و واژﮔﺎن آن ﻛﻤﻲ ﺑﺮاﻳﺶ دﺷﻮار ﺑﺎﺷﺪ‪ .‬ﺗﺮﺟﻤﻪ ﻓﺮﻳﺪه داﻣﻐﺎﻧﻲ‬ ‫ﺑﺎ ﺗﻤﺎم ﺣﺎﺷﻴﻪﻫﺎ‪ ،‬ﺗﻮﺿﻴﺢﻫﺎي اﺿﺎﻓﻲ و ﺣﺸﻮﻫﺎ‪ ،‬روان و ﺳﺎدهﺗﺮ اﺳﺖ و درك آن ﻧﻴﺰ آﺳﺎنﺗﺮ اﺳﺖ‪.‬‬

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‫ﺗﺄﺛﻴﺮﮔﺬاري ﺑﺎﻓﺖ اﺟﺘﻤﺎﻋﻲ و ﺳﻴﺎﺳﻲ و ﻓﺮﻫﻨﮕﻲ ﻫﺮ زﻣﺎن )ﭘﻴﺶ و ﭘﺲ از اﻧﻘﻼب( آﺷﻜﺎرا در ﻫﺮ دو ﺗﺮﺟﻤﻪ و ﻧﺸﺮ آنﻫﺎ‬ ‫ﺑﻪﭼﺸﻢ ﻣﻲآﻳﻨﺪ‪ .‬ﺗﺮﺟﻤﻪي ﻧﺨﺴﺖ‪ ،‬ﺑﺴﻴﺎر ادﺑﻲ و ﻣﺎﻧﺪﮔﺎر اﺳﺖ و ﺑﻴﺸﺘﺮ رﻧﮓوﺑﻮي اﺛﺮ داﻧﺘﻪ را دارد‪ .‬اﻣﺎ‪ ،‬ﺗﺮﺟﻤﻪﻫﺎي‬ ‫ﺑﺴﻴﺎري ﭘﺲ از اﻳﻦ ﺑﺎ ﺳﺒﻚ ﺗﺮﺟﻤﻪي دوم ﺑﻪ ﺑﺎزار آﻣﺪهاﻧﺪ و ﺧﻮاﻫﻨﺪ آﻣﺪ‪.‬‬ ‫روﺷﻦ اﺳﺖ ﻛﻪ اﻳﻦ ﻣﻘﺎﻟﻪ ﮔﻨﺠﺎﻳﺶ ﻫﻤﻪي ﻣﻄﺎﻟﺐ در اﻳﻦ زﻣﻴﻨﻪ را ﻧﺪاﺷﺘﻪ اﺳﺖ‪ .‬در ﻳﻚ ﭘﮋوﻫﺶ آﻣﺎري ﻣﻲﺗﻮان‬ ‫ﻓﻬﺮﺳﺖ ﺑﻠﻨﺪﺑﺎﻻﻳﻲ از اﻳﻦ ﺗﻔﺎوتﻫﺎ و ﺷﺒﺎﻫﺖﻫﺎي ﺳﺎﺧﺘﺎري و ﻣﻌﻨﺎﻳﻲ در دو ﺗﺮﺟﻤﻪ را ﭘﻴﺶ رو ﮔﺬاﺷﺖ و زﻣﻴﻨﻪي‬ ‫ﭘﮋوﻫﺸﻲ اﻳﻦ ﻛﺎر ﺑﺴﻴﺎر ﮔﺴﺘﺮده اﺳﺖ‪ .‬ﺣﺘﻲ ﻣﻲﺗﻮان از ﺗﺮﺟﻤﻪي اﺳﺘﺎدان دﻳﮕﺮي ﻛﻪ اﻳﻦ ﻛﺘﺎب را ﺗﺮﺟﻤﻪ ﻛﺮدهاﻧﺪ‪ ،‬ﻣﺎﻧﻨﺪ‬ ‫ﺗﺮﺟﻤﻪي ﻣﻴﺮﺟﻼلاﻟﺪﻳﻦ ﻛﺰازي ﻧﻴﺰ در اﻳﻦ ﻓﺮآﻳﻨﺪ ﻣﻘﺎﻳﺴﻪاي اﺳﺘﻔﺎده ﻛﺮد‪.‬‬

‫ﻣﻨﺎﺑﻊ‬ ‫اﺑﺮاﻫﻴﻢ‪ ،‬م‪ .(1376) .‬ادﺑﻴﺎت و ﻧﻮﻳﺴﻨﺪﮔﺎن اﻳﺘﺎﻟﻴﺎ‪ .‬ﺟﻠﺪ اول‪ .‬اﻧﺘﺸﺎرات ﻓﻜﺮ روز‪ :‬ﺗﻬﺮان‪.‬‬ ‫آرﻳﮕﻲ‪ ،‬پ‪ .(1369) .‬ادﺑﻴﺎت اﻳﺘﺎﻟﻴﺎﻳﻲ‪) .‬ع‪ .‬آﮔﺎﻫﻲ ﻣﺘﺮﺟﻢ(‪ .‬ﻣﺸﻬﺪ‪ :‬ﻣﻮﺳﺴﻪ ﭼﺎپ و اﻧﺘﺸﺎرات آﺳﺘﺎن ﻗﺪس رﺿﻮي‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1338) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬ش‪ .‬ﺷﻔﺎء ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ اول‪ :‬دوزخ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻧﺘﺸﺎرات اﻣﻴﺮﻛﺒﻴﺮ‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1338) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬ش‪ .‬ﺷﻔﺎء ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ دوم‪ :‬ﺑﺮزخ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻧﺘﺸﺎرات اﻣﻴﺮﻛﺒﻴﺮ‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1338) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬ش‪ .‬ﺷﻔﺎء ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ ﺳﻮم‪ :‬ﺑﻬﺸﺖ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻧﺘﺸﺎرات اﻣﻴﺮﻛﺒﻴﺮ‪ .‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1380) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬ف‪ .‬ﻣﻬﺪوي داﻣﻐﺎﻧﻲ ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ اول‪ :‬دوزخ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﺗﻴﺮ‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1380) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬ف‪ .‬ﻣﻬﺪوي داﻣﻐﺎﻧﻲ ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ دوم‪ :‬ﺑﺮزخ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﺗﻴﺮ‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1380) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬ف‪ .‬ﻣﻬﺪوي داﻣﻐﺎﻧﻲ ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ ﺳﻮم‪ :‬ﺑﻬﺸﺖ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﺗﻴﺮ‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1390) .‬ﻛﻤﺪياﻟﻬﻲ‪) .‬م‪ .‬ﻧﻴﻜﺒﺨﺖ ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ دوم‪ :‬ﺑﺮزخ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﭘﺎرﺳﻪ‪.‬‬ ‫آﻟﻴﮕﺮي‪ ،‬د‪ .(1384) .‬ﻣﻴﻬﻤﺎﻧﻲ‪) .‬ف‪ .‬ﻣﻬﺪوي داﻣﻐﺎﻧﻲ ﻣﺘﺮﺟﻢ(‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﺗﻴﺮ‪.‬‬ ‫اﺳﻤﺎﻋﻴﻞ آذر‪ ،‬ا‪ .(1392) .‬ادﺑﻴﺎت اﻳﺮان در ادﺑﻴﺎت ﺟﻬﺎن‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﺳﺨﻦ‪ .‬‬ ‫ﺗﺎﺋﺒﻲ‪ ،‬ز‪ .‬و ﺧﺰاﻳﻲﻓﺮﻳﺪ‪ ،‬ع‪ .(1392) .‬ﺑﺮرﺳﻲ ﻣﻴﺰان اﺗﻜﺎ ﺑﻪ ﻋﺎﻣﻞ ﻓﺮاﻣﺘﻨـﻲ ﺟﻬـﺖ ﺗﺮﺟﻤـﻪ؛ ﻣﻮردﭘﮋوﻫﺸـﻲ ﺗﺮﺟﻤـﻪﻫـﺎي رﻣـﺎن‬ ‫ﺻﺪﺳﺎل ﺗﻨﻬﺎﻳﻲ ﻧﻮﺷﺘﻪ ﮔﺎﺑﺮﻳﻞ ﮔﺎرﺳﻴﺎ ﻣﺎرﻛﺰ‪ .‬ﻓﺼﻠﻨﺎﻣﻪ ﻣﻄﺎﻟﻌﺎت زﺑﺎن و ﺗﺮﺟﻤﻪ‪.111-109 ،2،‬‬ ‫دوراﻧﺖ‪ ،‬و‪ .(1367) .‬ﺗﺎرﻳﺦ ﺗﻤﺪن‪) .‬ا‪ .‬ﻃﺎﻫﺮي ﻣﺘﺮﺟﻢ(‪ .‬ﺟﻠﺪ ﭼﻬﺎرم‪ :‬ﻋﺼﺮ اﻳﻤﺎن‪ .‬ﺗﻬـﺮان‪ ،‬اﻳـﺮان‪ :‬ﺳـﺎزﻣﺎن اﻧﺘﺸـﺎرات و آﻣـﻮزش‬ ‫اﻧﻘﻼب اﺳﻼﻣﻲ‪.‬‬ ‫ﺧﺰاﺋﻲ‪ ،‬ح‪ .(1384) .‬ﻓﺮﻫﻨﮓ ادﺑﻴﺎت ﺟﻬﺎن‪ .‬ﺟﻠﺪ ﭼﻬﺎرم‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬ﻧﺸﺮ ﻛﻠﺒﻪ‪.‬‬ ‫ﺧﺰاﻋﻲﻓﺮﻳﺪ‪ ،‬ع‪ .(1385) .‬ﺗﺮﺟﻤﻪ ﻣﺘﻮن ادﺑﻲ‪ .‬ﺗﻬﺮان‪ ،‬اﻳﺮان‪ :‬اﻧﺘﺸﺎرات ﺳﻤﺖ‪.‬‬

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.‫ اﻧﺘﺸﺎرات ﺗﻮس‬:‫ اﻳﺮان‬،‫ ﺗﻬﺮان‬.‫ر‬.‫ ﭘﺎﻧﺰده ﮔﻔﺘﺎ‬.(1383) .‫ م‬،‫ﻣﻴﻨﻮي‬ .5-3 ،3 ،‫ ﻣﺠﻠﻪ ﻣﻬﺮ‬.‫ ارداوﻳﺮافﻧﺎﻣﻪ‬.‫ ر‬،‫ﻳﺎﺳﻤﻲ‬ Alighieri, D. (1980-1984). Divine commedy (Allen Mandelbaum, Trans.). California: University of California Press. (Original work published 1472). Alighieri, D. (1923). Divine commedy (Henry Wadsworth Longfellow, Trans.). USA: public domain. (Original work published 1472). nd Hornby, A. S. (Ed.). (1998). Oxford advanced learners’ dictionary (2 ed.). Oxford, UK: Oxford University Press.

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‫‪ ‬‬ ‫‪ ‬‬ ‫‪ ‬‬ ‫ﻓﻬﺮﺳﺖ ﻣﻄﺎﻟﺐ‬

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‫ﺑﺨﺶ اول‪ :‬ﻣﻘﺎﻻت اﻧﮕﻠﻴﺴﻲ‬

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‫ﺑﺨﺶ دوم‪ :‬ﻣﻘﺎﻻت ﻓﺎرﺳﻲ‬ ‫‪ ‬‬ ‫‪ ‬‬

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‫‪ ‬‬ ‫دوﻣﻴﻦ ﻫﻤﺎﻳﺶ‬ ‫روﻳﻜﺮدﻫﺎي ﻣﻴﺎنرﺷﺘﻪاي ﺑﻪ آﻣﻮزش زﺑﺎن‪ ،‬ادﺑﻴﺎت‬ ‫و ﻣﻄﺎﻟﻌﺎت ﺗﺮﺟﻤﻪ ‪ ‬‬

‫ﺳﻪﺷﻨﺒﻪ و ﭼﻬﺎرﺷﻨﺒﻪ ‪ 14‬و ‪ 15‬ﻣﻬﺮ ‪1394‬‬ ‫‪ ‬‬

‫ﺑﺮﮔﺰارﻛﻨﻨﺪه‪:‬‬

‫‪ ‬‬ ‫ﮔﺮوه زﺑﺎن و ادﺑﻴﺎت اﻧﮕﻠﻴﺴﻲ‬ ‫داﻧﺸﻜﺪه ادﺑﻴﺎت و ﻋﻠﻮم اﻧﺴﺎﻧﻲ‬

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‫ﻣﻘﺎﻻﺕ ﺑﺮﮔﺰﯾﺪﻩ‬ ‫ﺩوﻣﯿﻦ ﻫﻤﺎﯾﺶ ﺭوﯾﮑﺮﺩﻫﺎی ﻣﯿﺎﻥﺭﺷﺘﻪﺍی ﺑﻪ ﺁﻣﻮﺯﺵ‬ ‫ﺯﺑﺎﻥ‪ ،‬ﺍﺩﺑﯿﺎﺕ و ﻣﻄﺎﻟﻌﺎﺕ ﺗﺮﺟﻤﻪ‬

‫ﺑﻪ ﮐﻮﺷﺶ‪:‬‬

‫ﻣﺴﻌﻮﺩ ﺧﻮﺵ ﺳﻠﯿﻘﻪ‬

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