چکیده:
'The School Principal' is one of the works by Jalal Al-Ahmad. This story narrates the life of a principal who intends to change the educational and instructional conditions of his school during the Pahlavi era. This research attempts, by looking at Catherine Imbert's views on the theory of contextual frames based on cognitive stylistics, to examine the differences between types of contextual frames from the perspective of the reader's prior knowledge, as well as its impact on the didactic aspects of the work. Imbert divides contextual frames into four types: invocation/evocation, modification, substitution, and repair/reconstruction. In this regard, it is evident how the background awareness of readers is the main factor in distinguishing the types of contextual frames in the story, and the two elements of setting and character, in addition to influencing the formation of different types of contextual frames, also play a role in the different didactic aspects of the story. This essay seeks, using a descriptive-analytical method, to provide the possibility of evaluating and measuring contemporary literary-didactic stories and novels based on the aforementioned theory.
خلاصه ماشینی:
Educational Teachings of Madir-e Madreseh (The School Principal) based on Cognitive Stylistics Contextual Frame Approach Mahdieh Salimzadeh - Dr. Ashraf Sheibaniaghdam - Mohammad Ali Gozashti Abstract Madir-e Madreseh is one of the works by Jalal Al-e Ahmad.
This research attempts, by looking at Catherine Emmot's views on the theory of contextual frames based on cognitive stylistics, to investigate the differences between types of contextual frames from the perspective of the reader's prior knowledge and also its impact on the educational aspects of the work.
According to this theory, contextual frames are divided into four types: modification, substitution, repair, and invocation, which the reader, based on their own experiences, categorizes the educational concepts of the story "The School Principal" into.
The reader, in accordance with their social position and level of literacy and awareness, makes different interpretations of the depth of the aforementioned story, and various contextual frames play a role in their mind, which may cause a fundamental transformation and metamorphosis in their context of thought and thinking.
The reader realizes that the importance of the educational impact of texts changes with the change in cultural conditions and beliefs, which can be considered a primary factor for constructing various types of contextual frames.
Frame semantics theory, which in the process of understanding references to characters and other narrative elements is not limited solely to the text of the story, is also related to other factors such as situational context, cultural context, social conditions, etc.
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