The present investigation aimed at studying emotional terms (ETs) in Persian and English bed-night stories for children by adopting a contrastive analysis approach within two phases. Emotional terms were categorized into two theoretical models (tokens and types) in phase one of the study, and in the second phase, the effect of teaching emotive narratives on learners’ pragmatic knowledge of controlling emotions was scrutinized. To this aim, 30 English bed-night stories (15 in English and 15 in Persian) with similar lengths and difficulty levels were selected randomly. In the first phase of the study, the frequency of occurrence of emotional terms (ETs) in English and Persian English bed-night stories were compared. The results indicated that there were not statistically significant differences between the two groups of stories in terms of the emotion tokens utilized in both languages. Nevertheless, there was a major disparity in the number of ETs found in English and Persian bed-night tales concerning various types of emotions. During the second phase of the study, a group of 25 EFL learners were explicitly taught emotive English bed-night tales. A pre-test post-test design using a Discourse Completion Test was used to seek the efficacy of teaching ETs on the learners’ pragmatic knowledge of controlling emotions. Findings showed that teaching emotive narratives enhanced students’ pragmatic knowledge of emotions significantly. In light of the findings of the study, a number of conclusions are drawn and the implications are discussed.

本调查旨在通过在两个阶段中采用对比分析方法来研究波斯语和英语儿童睡前故事中的情感术语 (ET)。在研究的第一阶段，情感术语被分为两种理论模型（标记和类型），在第二阶段，教学情感叙事对学习者控制情绪的语用知识的影响进行了审查。为此，随机选择了 30 个长度和难度相似的英文睡前故事（英文 15 个，波斯文 15 个）。在研究的第一阶段，比较了英语和波斯英语的睡前故事中情绪词 (ET) 的出现频率。结果表明，就两种语言中使用的情感标记而言，两组故事之间没有统计学上的显着差异。然而，在关于各种情绪的英语和波斯语的睡前故事中发现的 ET 数量存在重大差异。在研究的第二阶段，一组 25 名 EFL 学习者被明确教授情感英语的睡前故事。使用话语完成测试的前测后测设计用于寻求教授 ET 对学习者控制情绪的实用知识的效果。研究结果表明，教授情感叙事显着提高了学生对情感的语用知识。根据研究结果，得出了一些结论并讨论了其影响。