Vol. 1 No. 1 (2023)

This issue presents scholarly contributions in cognitive linguistics, Qur’anic discourse analysis, language education, first language acquisition theories, and rhetorical-literary studies. The published studies examine the cognitive-pragmatic dimensions of the term “zuhd” in Iraqi-style Persian poetry through the theoretical framework of Dan Sperber and Deirdre Wilson, and provide a discourse analysis of Surah Al-Kawthar using contemporary linguistic approaches.

The issue further investigates writing errors among beginner-level English-speaking learners of Persian, analyzes the objectives of English teacher education curricula in Iran with emphasis on reversed pedagogical literacy, and explores core theoretical constructs in first language acquisition. The relationship between cognitive linguistics and technical-scientific translation is also critically assessed.

Additionally, a comparative rhetorical study of Persian proverbs within Nahj al-Balagha is presented, highlighting intertextual and stylistic dimensions.

All contributions have undergone a rigorous peer-review process and aim to advance theoretical inquiry in linguistics, enhance Qur’anic discourse studies, and strengthen research-based approaches in language education.