Using a contrastive analysis approach, this study aimed to study emotive words (EWs) in Persian and English short stories for children. It actually tries to find the similarities and differences between the two languages in terms of using emotive words based on different types and tokens of emotions introduced by Wierzbicka (Emotions across cultures: Diversity and universality, 1999) and Devon (The origin of emotions, 2006). Additionally, it sought to investigate the impact of teaching emotive narratives on the learners’ practical knowledge of controlling emotions. To fulfill this objective, 20 short stories with similar length and level of difficulty were randomly selected, 10 in English and l0 in Persian, and 35 lines of each story were investigated to identify and classify their EWs based on the two models employed for classification. To examine the extent of similarities and differences between the frequency of EWs used in English and Persian short stories, a Chi-square test was run. The results revealed that there was not a significant difference between the two groups of stories in terms of emotion tokens; however, a significant difference was found between the frequency of EWs used in English and Persian short stories concerning different types of emotion. In the second phase of the study, emotive short stories were explicitly taught to a sample of 25 EFL learners; a DCT was utilized as the pre-test and post-test to find if learners’ practical knowledge would improve in the wake of this intervention. The findings revealed a significant improvement in the practical understanding of the participants after being exposed to the instruction of emotive narratives. The results also demonstrated that literature-based activities containing emotional cues could improve young learners’ practical knowledge required for controlling their emotions.

中文翻译：

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波斯语和英语短篇小说有关情感词使用的文化比较：对伊朗年轻学习者英语教学的意义

本研究采用对比分析方法，旨在研究波斯和英语儿童短篇小说中的情感词（EW）。实际上，它是根据Wierzbicka（跨文化的情感：多样性和普遍性，1999年）和Devon（情感的起源，2006年）引入的基于不同类型和不同情感标记的情感词，试图找到两种语言之间的异同。 ）。此外，它还试图研究情绪化叙事对学习者控制情绪的实践知识的影响。为了实现这一目标，随机选择了20个长度和难度相似的短篇小说，英语10个，波斯语10个，并根据两个分类模型对每个故事的35行进行了调查，以识别和分类他们的电子战。为了检验英语和波斯短篇小说中使用电子战的频率之间的相似性和差异程度，我们进行了卡方检验。结果表明，就情感表征而言，两组故事之间没有显着差异。然而，在英语和波斯短篇小说中，关于不同类型情感的EW频率之间存在显着差异。在研究的第二阶段，向25名EFL学习者的样本中明确地讲授了情感短篇小说。DCT被用作测试前和测试后，以发现学习者的实践知识在这种干预之后是否会提高。这些发现表明，在接受情感叙事的指导后，参与者的实践理解有了显着改善。