رضامراد صحرایی

Although there are many educational resources in the field of Persian language, selecting a suitable resource based on the needs and criteria of the educational course that can meet the needs of the language learner, teacher and curriculum planning well, has become one of the important decisions; therefore, it is necessary to evaluate educational resources along with other activities in the field of education. Choosing a suitable educational resource requires a systematic assessment of educational resources. The aim of the present study is to evaluate the "Practical Word Teaching" set written by Reza Morad Sahraei and his colleagues based on Cunningsworth's indices. The "Practical Word Teaching" set has been designed and compiled with the purpose of teaching the most used words and phrases of the Persian language. Cunningsworth's checklist provides 45 criteria for assessing textbooks, which are included in eight sections, namely, objectives and approaches, design and organizing, language content, skills, subject, methodology, teacher's book, and practical considerations, respectively. Thanks to the fact that the "Practical Word Teaching" set is single-skill and special for word training; the most important used indices are "index of specialized books for a skill" and "index of principles and approaches". The results of the examination of the "Practical Word Teaching" set show that Cunningsworth's indices and criteria have been met to an acceptable level. The nine dimensions of the word nation can be seen in the educational principles of the word in the design of the set. Among the 23 types of educational activities of the words nation and web, the following are observed in the book: extensive listening, classification, information transfer, task-focused speaking interaction, related skills, extensive reading, context-based guessing, quick reading, word-based comprehension questions, semantic mapping, and intensive reading.

The research aims to compare anxiety of non-native (Iraqi) Persian language learners in computer adaptive placement test of Persian grammar and vocabulary with its linear computerized test counterpart. To this end, this research question was formulated as: "What is the relationship between linear and adaptive vocabulary and grammar placement tests with testees’ anxiety (in case there is any)?". Mixed-method approach was used used in the present study. The procedure for data collection was field research via the application of questionnaire and tests. Therefore, the designed test was given to 48 Iraqi male and female students with the age range of 25-40 years from Persian language center of Tarbiat Modares University, with different language levels and in two forms of adaptive and linear computerized tests. According to positive upper and lower limits of average variance, we understand that the average of anxiety component in linear computer test is more than the average 3. The findings revealed that test anxiety level of Iraqi students in adaptive test was lower than the linear computer test.

The present study investigated repair fluency, one of the three main aspects of fluency in Skehan’s model (2003; 2009), across different proficiency levels using the giver test-taker data in a speaking test. There are three main aspects of fluency in the model: Speed fluency, breakdown fluency, and repair fluency. To date, there is no research aiming to measure the speech fluency of foreign Persian test takers. Therefore, this study sought to achieve an appropriate rating scale for speech fluency. The study, in particular, has examined some parts of the repair fluency construct in the mentioned model, specifically repetition and false starts, and attempted to determine the extent to which repetitions and false starts varied across different Persian proficiency levels of foreign Persian test-takers. This study transcribed, rated, and labeled repetitions and false starts of 23 foreign Persian language learners taking a speaking test. The spoken data were classified into four proficiency levels according to the Persian Teaching Standard Reference (PTSR), namely pre-intermediate, intermediate, upper-intermediate, and advanced. The duration of recordings was 44 minutes in total (11 minutes for each level). The results were analyzed, using the Kruskal-Wallis test, and revealed that false starts and repetitions did not make a distinction across Persian proficiency levels. The findings imply that raters and rating scale designers do not need to consider repetitions and false starts for identifying or describing different Persian proficiency levels.

The structure of language and researchers' perspectives on it have underpinned the evolution of second language pedagogy. Consequently, the progression of second language education can be categorized into three distinct stages. Initially, language education was synonymous with grammar instruction; subsequently, grammar was excluded from the curriculum; and finally, grammar instruction was reintegrated and complemented with communicative approaches. Thus, it is evident that grammar poses a significant challenge in second language education, a challenge that extends to teaching Persian grammar to non-native speakers. Moreover, a critical aspect of second language learning and instruction is the acquisition process—specifically, the stages second language learners navigate and the reasons behind them. Numerous scholars have explored this topic, including Manfred Pienemann, who in 1998 proposed the “Processability Theory.” This theory delves into the intricate process of second language grammar acquisition, positing that learners advance through a structured sequence known as the “Processability Hierarchy.” Processability Theory posits that second language learners sequentially master content words, function words, phrases, sentences, and subordinate clauses. Considering the discourse on the significance of grammar and the difficulties in learning and teaching specific grammatical structures in Persian, the researchers sought to explore the acquisition of causative constructions by non-native Persian speakers, employing Processability Theory. They then intended to develop a teaching model for these constructions, tailored for non-Iranian Persian learners, using the research outcomes. To accomplish this, they needed to ascertain the Processability Hierarchy stage at which each Persian causative construction is acquired. Following their investigations, they discovered that simple causative constructions are learned during the sentence processing stage, whereas complex causatives are mastered at the subordinate clause processing stage. Building on this, data was gathered using an interview technique, as recommended by the theory. The study involved 120 non-Iranian Persian learners across five proficiency levels: beginner, pre-intermediate, intermediate, upper-intermediate, and advanced. The data were scrutinized using analytical methods consistent with Processability Theory. The analysis confirmed the theory's prediction that Persian learners initially grasp simple causatives before moving on to complex ones. Moreover, it was established that learners progress through the periphrastic, unequal root, equal root, compound unequal, and mono-lexical causatives in sequence when learning simple causatives. For complex causatives, the order of acquisition was found to be agentive-obligative unrestricted, without implicit meaning, with negative implicit meaning, agentive-obligative permissive, and patientive-obligative compulsive. Ultimately, the research findings informed the creation of a model for teaching causative constructions in Persian to non-native speakers.

Knowledge of word and its building is of a great importance for language production either from a derivational or an inflectional point of view. The ability to use an appropriate form of a word in a specific grammatical context is essential for developing the language efficiently. Otherwise, language learners may only use the forms of the words which are already known to them or replace them with other grammatically appropriate words. Knowing a word is knowing affixes along with the stem which can be also used in other words. Despite the importance of inflectional affixes, different studies indicate great importance for derivational knowledge of words in language processing. So, this research concentrates on Persian derivative words and studies Persian learners' word formation literacy; including both suffixes and prefixes. Considering this, the main question of this study is to what extent the derivational morphemes are represented in the learners' written documents, using the "general Persian Parsa3 course book".

The purpose of this research was to evaluate the oral productions of non-Iranian Persian language learners based on the Lexical Diversity (one of the components of Lexical Richness). Therefore, one of the formulaic measures of Lexical Diversity (LD) called Guiraud's Index was used to calculate the Lexical Richness of the oral texts of the subjects of the present study and find out its relationship with variables such as nationality, gender, age, first language and educational background. For this purpose, first, the audio files of 268 non-Iranian Persian language learners of four nationalities, Lebanese, Chinese, Syrian, and Iraqi, who participated in the final exams of the Persian Language Center of Imam Khomeini International University were transcribed. Then, based on the principles and rules of transcribing corpus and using the LancsBox software, the Types and Tokens of each subject's speech were extracted and counted. After that, the LD of each subject's speech was calculated based on Guiraud's index, and the research hypotheses were evaluated and verified. Results showed that there is a significant difference between the subjects of the research in terms of nationality and gender. Also, from the perspective of the subjects' first language, Arab subjects showed more LD than Chinese subjects. Another finding of the research was that there is a significant but negative relationship between age and vocabulary; also, it was found that with the increase of the level of education, LD does not necessarily increase. The results and findings of this research can be used in the direction of quantitative and objective evaluation of subjects' speech, as well as downplaying the consequences of intuitive judgments and preventing the bias of evaluators in the field of evaluating subjects' lexical knowledge.
Extended Abstract:Active Vocabulary means the words in the written or oral productions of the learner; In other words, an Active Word is a word that is present in the written and oral productions of language learners. The Active adjective for these words is in contrast to those words that learners have already learned and show their awareness of these words during a test (for example, reading comprehension or vocabulary tests), but in instant productions and under the influence of test limitations (such as writing and conversation tests) do not use those words. The purpose of this research was to evaluate the Active Vocabulary in oral productions of non-Iranian Persian language learners based on the Lexical Diversity (one of the components of Lexical Richness).
Lexical Diversity (LD) which is sometimes considered synonymous with Lexical Richness indicates the number of different words in a text. In fact, LD shows the use of a range of different words and the avoidance of lexical repetitions in the texts of language learners. Traditionally, the LD of a text is obtained by dividing the number of different words (Types) by the total number of words in the text (Tokens). In other words, this index is calculated by comparing the number of different words with all the words in a text, using the Type-Token Ratio (known as TTR). The more diverse words our text has and the less repetition it has, the greater its LD will be. The main problem mentioned for TTR is its dependence on the length of the text, because as the length of the text increases, the amount of TTR decreases (i.e. the longer the text, the lower the amount of TTR). For this reason, most of the researches in this field in the past years have been focused on finding a solution to solve the problem of TTR dependence on text length. Some substitutes for TTR make a simple mathematical change in TTR, one of which is Guiraud's Index which is also known as Root TTR (RTTR). In this research, one of the formulaic measures of LD called Guiraud's Index was used to calculate the LD of the oral texts of the subjects of the present study and find out its relationship with variables such as nationality, gender, age, first language and educational background.
To answer the research questions, first, the audio files of 268 non-Iranian Persian language learners of four nationalities, Lebanese, Chinese, Syrian, and Iraqi, who participated in the final exams of the Persian Language Center of Imam Khomeini International University, were transcribed. Then, based on the principles and rules of transcribing corpus and using the LancsBox software, the Types and Tokens of each subject's speech were extracted and counted. After that, the LD of each subject's speech was calculated based on Guiraud's Index, and the research hypotheses were evaluated and verified.
Results showed that there is a significant difference between the subjects of the research in terms of nationality and gender. The findings showed that there is a significant difference between the four nationalities of Lebanon, Syria, Iraq and China in terms of LD of oral productions. Also, the results of Tukey's follow-up test indicated that this significant difference between nationalities is due to the difference in the performance of Lebanese and Syrian subjects compared to Chinese and Iraqi subjects; In fact, there was no significant difference between Lebanese and Syrian subjects. In other words, the Lebanese and Syrian subjects had the same situation in terms of LD, and the Chinese and Iraqi subjects are also at the same level. Learners' first language was investigated in the second hypothesis. Findings showed that Arab subjects’ oral texts indicated more LD than Chinese subjects, i.e. Arab learners’ oral texts had a higher LD than Chinese learners’ oral texts, so it can be claimed that the first language of the subjects of the current study has an effect on the LD. The variable of gender and its effect on the LD of oral productions was investigated and the results of the study revealed that gender can have a significant effect on the LD of the oral texts (women better than men). Another finding of the research was that there is a significant but negative relationship between age and LD. Findings showed that not only there was no positive relationship between age and LD, but also the relationship between these two variables was negative and significant. Also, it was found that with the increase of the level of education, LD does not necessarily increase. It was concluded that there is not only no significant relationship between these two variables (LD & educational background), but also this relationship tends to be negative.  
In this study, the LD of the oral productions of non-Iranian Persian Language learners was measured. According to the findings, Arab learners had a higher LD than Chinese learners and it can be claimed that the first language has an effect on the LD of their oral texts. These results can be considered in line with the results of Dewaele and Pavlenko (2003) (in the context of bilingualism), which showed that learners' first language can affect the LD of their oral texts and create a difference. But it does not support the results of Yu (2009), who compared Filipinos and Chinese. The results obtained in terms of the effect of gender on LD are consistent with the results of Singh's research (Singh, 2001) and Dewaele & Pavlenko's research (2003), which showed the effect of gender (although a weak effect) on LD. Also, it confirms the research of Hӓrnquist, et al. (2003), but it does not support Yu's research (Yu, 2009) that did not find significant relationships between these two variables. The fourth hypothesis was related to the age and it was found that when speaking Persian language as a second language, increasing age can be an inhibiting and reducing factor in terms of LD. This finding can be somehow, although in the opposite direction, in line with the results of Johansson (2008), who says that LD, compared to Lexical Density, can be a good measure to detect the difference between age groups. Regarding the relationship between the LD of oral texts and the level of education of the subjects, it was revealed that with the increase in the level of education of learners, LD does not increase and surprisingly in some cases it decreases, although this result is not in line with the results of researches such as Hӓrnquist, et al. (2003), who admit that educational background can predict LD. The results and findings of this research can be used in the direction of quantitative and objective evaluation of subjects' speech, as well as downplaying the consequences of intuitive judgments and preventing the bias of evaluators in the field of evaluating learners' lexical knowledge.
Acknowledgment
The authors of this article would like to appreciate and thank all those who somehow contributed to this research with their time and best efforts.
Conflict of Interest
The authors have no conflicts of interest to declare.

Considering the role and importance of tense recognition in language learning the aim of the current study is to investigate the types of cues used to recognize the grammatical tense by Arabic-speaking Persian learners at the beginner and advanced levels. The relationship between the understanding of the time of Persian sentences and gender, as well as the relationship between the understanding of tense and the first language of Persian learners, has also been investigated. This research was conducted based on the lexical precedence principle of the input processing theory of VanPatten (2015). The participants of the research, who were selected as available random sampling, were 53 Arabic-speaking Persian learners who were divided into two groups, beginners and advanced based on their level. The instruments used in this research were two tests in two stages; in the first stage, using the sentence recognition test, the subjects marked the tense of the sentences they heard in the answer sheet, and in the second stage, the same test was performed; with the difference that in this test, the sentences did not have time adverbs. The findings of this research show that beginner learners use both lexical cues and verbal inflections in recognizing the tense of a sentence; but in most cases, their choice is only one of the cues. This is while advanced level subjects simultaneously use two lexical cues and verbal inflection. Regarding gender, the results showed that there is no significant relationship between gender and the ability to understand sentence time.

Today, corpus-based language teaching is the focus of many researchers in the field of language education, and language corpuses are used in different ways in this field. In this article, we intend to introduce various types of corpora useful in language teaching and point out their structural features, and discuss the efficiency of corpora and their role in language teaching. Based on this, we have generally introduced two types of corpus, pedagogic corpus, and the other language learner corpus, and we have mentioned examples of these corpuses in the Persian language. In addition, we have listed some tagged linguistic data of the Persian language and showed how they can be used in teaching the Persian language. It is clear that the main question of this research is focused on the effect and applications of corpora in language teaching, and to answer it, we had to refer to the background of theoretical and practical studies in this field with a comprehensive descriptive view. The results of the review and research studies of this study show that each of the mentioned bodies can be useful in language teaching in a special way according to the content infrastructure they have, and the data analysis of this article confirms the positive effect of linguistic data on the production of appropriate educational content.

With the spread of the corona virus, teaching Persian to non-Persian speakers, like other disciplines, turned to virtual and online education, and teachers faced new challenges in teaching Persian different aspects. One of these aspects was the prepositions teaching as polysemous categories. In language books, meanings of prepositions are usually presented in a list, and this problem makes learning them difficult. On the other hand, the cognitive grammar confirms the semantic network of prepositions around the prototype meaning. In this research, at first, using the semantic network of simple prepositions "از، با، به، تا، در", curriculum content was designed. Then, based on the cognitive theory of multimedia learning, a combined verbal-visual multimedia tool (animation) was used and the content was tested with 52 samples. The results of statistical analysis showed that the progress of language learners was significant. It can be concluded that the teaching of prepositions with research tools has been effective. In addition to the language level variable, social intervening variables of age, gender, nationality, field of study and status were also measured. The findings indicate that gender, nationality, field of study and age has had a significant effect. But other variables didn’t have a significant effect.

Systemic functional grammar (SFG) is a theory which is very strong and so flexible that it addresses various research areas such as ‘language development in children’, ‘educational linguistics’, ‘computational linguistics’, and ‘clinical linguistics’. One of the other research applications of the mentioned theory is ‘language typology’. The research area of language typology within SFG is called ‘systemic functional typology’ or ‘systemic typology’ in short. In this paper, along with briefly introducing the book “Language Typology: A Functional Perspective”, we have tried to present a profile of ‘systemic typology’. To do so, at first, we have briefly reviewed the dominant approaches to language typology, i.e., holistic typology and partial typology, and the studies conducted in the framework of those approaches. Then parallel with the chapters of the book “Language Typology: A functional perspective”, we have mentioned the key points in systemic typology. Since the main objective of systemic typology is ‘to achieve empirical generalizations’, a large part of the introduction of systemic typology in this paper has been devoted to typological generalizations. In the end, an analysis of ‘word order typology’ has been touched upon, too.

The distinction between speech and writing as two types language skills is a controversial area in modern linguistic research. From this perspective, the Persian language, due to the considerable differences between the spoken and written forms, can be of particular complexity in education, especially in non-Persian languages. Therefore, in this research we intend to study the use of speech forms in Farsi productions of foreign learners and Besides we want to know to what extent language learners employ spoken words properly without provide them with direct Persian spoken instruction and relying solely on the native environment?. besides these products are subject to a particular pattern or not. Samples of this research were collected from intermediate level Persian students at Dehkhoda Institute. The results of this study indicate that language learners could produce spoken Persian without direct instruction of spoken form, and by relying only on the native language environment. They were taught only academically and with a focus on reading skills and grammar at Dehkhoda institute, furthermore spoken forms are used more accurately in vocabulary rather than in grammer. It is worth noting that in explaining the data of this study, the Input processing theory in general and the principle of content word priority in particular have been used. Analysis of the data has shown that according to this theory, products follow a certain pattern.

This research has examined the images of the book "Conversation", especially for foreign language learners, using the visual analysis method. This book, with the content of the conversations training, is compiled for foreign learners at the A1 level and has many pictures. The purpose of this research is to investigate the characteristics of the images of this book from the teacher's point of view, in order to investigate the images of an educational resource at the beginner level. The images in this book were evaluated quantitatively based on the "number and type of images" from Hill's (2013) point of view in Timilson (2013). Then, the sociocultural components of the linguistic community of Iran for foreign Persian learners have also been examined from the perspective of Bourdieu's (1986) theories of "cultural and social capital." The social, cultural and identity components that should be considered in the creation of an educational resource were studied in the book "Conversation for Learners of Persian as a Second Language." This research has presented a checklist of the essential features of images in Persian language educational resources for foreign learners, which can be effective in preparing images for the educational purposes of a teaching resource for teaching Persian to non-Persian speakers at the beginner level.

In the flipped class, unlike in the traditional class, new information and instruction are given at home, and homework is done in class; In flipped learning, direct instruction is transferred from the group learning space to the individual learning space, and as a result, the group space in the classroom becomes a dynamic and interactive learning environment, and the teacher, Instead of presenting lessons, along with language learners, guides them to apply concepts and interact creatively with the subject matter; and learners are also involved in the active learning process. Among the theories of secondary language learning, the skill acquisition theory is a purely psychological theory that is rooted in three types of behavioral, cognitive and relational psychology. This theory is not specific to language acquisition but is commonly used to explain the acquisition of a variety of skills. This research is a qualitative and practical action research type. The purpose of this study is to investigate how to implement a filipped approach to language teaching; For this purpose, among the theories of secondary language acquisition, the skill acquisition theory has been considered. Therefore, in this study, by reviewing the literature and theoretical foundations of the flipped approach and the framework of the skill acquisition theory, the alignment of these two approaches in the implementation of flipped Persian language teaching to intermediate Arabic speakers as a lived experience has been expressed. Findings showed that the format of skill acquisition theory is suitable for implementing the flipped approach in language teaching.

The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skills. Findings show that the highest dispersion of verbs in pre- and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality.

Corona is a phenomenon that the living human being has not experienced before, and it happens so suddenly that it causes the closure of Persian language classes in the world. There are 14 Lebanese students studying at the Center of Teaching Persian to Speakers of Other Languages at Allameh Tabataba'i University, who were getting ready to attend academic study in Iranian universities for the year 1399. They have spent half of their Persian-learning course in face-to-face classes where they have encountered Coronavirus problems. In order to solve their problem, Azfa center has shifted their class to virtual online classes. This article reports the result of the virtual Persian classes that took place in this center. The question of this research is: Whether virtual online classes can be replaced with face-to-face education in emergency conditions? The results showed that the rate of language learners' progress in Coronavirus epidemic conditions (virtual education) was not significantly different from face-to-face teaching. Lebanese learners were also largely satisfied with learning Persian virtually. It can be concluded that in emergency situations, the web platform can be used for language teaching. In order to answer the question of the research, we have used students' progress tests and compared the grades of face-to-face classes with virtual online classes and also used a researcher-made questionnaire to measure students' satisfaction.

Testing is an important part of teaching any language and an important part of learning a language. Vocabulary size test is one of placement tests that is used to determine the level of lexical knowledge of language learners .This test is designed in many languages and its vacancy was felt in the Persian. To design a vocabulary size test, one must pay attention to the frequency of the words used and linguistic corpus. The corpus used in this research is including paper texts in seven different fields. To design this test for each group of words, 80 questions were designed and arranged from high-frequency to low-frequency. The questions were computerized and the link was sent to the language learners. 130 people answered the test. 45 language learners also participated in the retest. Analysis showed that the mean test scores increased with the language level of the language learners. Skewness and Analysis of variance also showed that the data distribution was normal and the difference between the mean scores of different groups of novice, elementary, intermediate and advanced in this test was significant. Calculation of the correlation between test scores and retest scores indicates a strong correlation and test reliability. The interpretation of the scores of different language levels was also done and it was determined that each language level of the score can determine which language level. Based on this research, it can be said that the vocabulary size test can determine the language level of language learners as a placement test.

The importance of the concept of input is widely known in different areas of second language learning. The purpose of the descriptive-analytical research is to investigate two important principles (First Noun Principle and Event Probabilities Principle) according to the input processing model of Van Patten (2015) in intermediate, upper-intermediate and advanced Persian learners. In this research, we seek to know to what extent these two principles explain input processing. The participants of the research were 30 Persian learners from different nationalities, who were selected by available sampling method. Due to the lack of access to more Persian learners, there were only 10 Persian learners at each level. The participants were asked 14 sentences and they were asked to identify subject and object in each sentence. Findings showed that the two principles "first noun" and "event probabilities" affect the understanding of meaning and input processing in Persian learners of intermediate level more than upper intermediate and advanced level, and this result is in accordance with the input processing theory of Van Patten. We also found that doubts in the answers are more in the basic levels than in the advanced levels, which can be rooted in the level of proficiency of Persian learners.

An indirect object is a grammatical form in Persian. Indeed, it is a propositional phrase, and the relationship between the verb and its complement is only built up by a preposition. When it comes to Russian, the indirect object is not necessarily a prepositional phrase and it is governed in two ways. First, the verb directly governs the grammatical case of the object. Second, the governing of the object’s grammatical case is carried out by the preposition. The indirect object has a special feature as it plays a number of semantic roles for the message in the sentence. As far as Russian is concerned, the grammatical case is the criterion for recognizing meaning. In other words, a specific grammatical case is used for each semantic role. In the present study, we identified ten semantic roles for the indirect object in Persian, which are recipient, malefactive, beneficiary, stimulus, result, source, theme, goal, instrument and audience. Each indirect object which holds one of these semantic roles—according to the meaning of its verb of course—can be expressed in Russian through the following methods 1). Accusative case with no preposition needed; 2). Accusative case with prepositions needed “на”, “в” and “про”; 3). Dative case without or with prepositions “к” and “по”; 4). Genitive case without or with prepositions “от” and “у”; 5). Instrumental case without or with prepositions “за” and “с” and 6). Prepositional case with preposition “о”.

As you know, in typology, languages are categorized on the basis of morphological, syntactic, and semantic features. These categories help linguistics to introduce language universals. This article aims to determine the word order typology in Standard Arabic. Standard Arabic is the standardized and literary variety of Arabic used in writing and in most formal speech throughout the Arab world. The results of the article are of importance in teaching Persian to Arab students. In this article, word-order of the Standard Arabic is analyzed on the basis of the 25 typological correlations (Dryer 1992 and Dabirmoghaddam 2014). The results suggest that Standard Arabic, in comparison to African, Eurasia languages and other languages, which Dryer indicated them in his article, has 20, 22 and 23 correlations of strong VO languages; and also, has 12, 8 and 8 correlations of strong OV languages. Thus, Standard Arabic has a tendency towards strong VO languages.

Grammatical case in the agglutinative and inflected languages is described as a tool that has two functions: 1. determining the syntactic roles of a structure in a sentence, such as subject, direct object, indirect object, and so on. 2. defining the semantic roles of a structure in a sentence such as agent, patient, beneficiary, recipient, etc. In Russian, the grammatical case is also considered as a way to show the syntactic relationship between the elements of a sentence or syntactic group. At the level of the sentence and the syntactic group, the verb or other word that act as head of the group government on its obligatory and optional arguments or complements with the help of grammatical cases. Russian language defines six grammatical cases: nominative, accusative, genitive, dative, instrumental, prepositional. The dative case has a particular importance among the six grammatical cases because it has its own meaning. In Russian, with the help of dative case, five semantic roles are expressed: recipient, addressee, experiencer, beneficiary/malefactive and second member of the relationship. Since Persian does not have the category of »case«, it uses other syntactic tools to express the concepts that are expressed in Russian by the grammatical cases: simple and compound prepositions, postposition «را», ezafe, word order and conjunctions. In Russian, the dative case has four main semantic roles: recipient, addressee, experiencer, beneficiary/malefactive, and a secondary semantic role, i.e., the second member of the relationship. Since Persian language does not have a category »case«, the structures of Russian language that are used in the dative case are expressed in Persian language in different ways. In the present article, we examined each of these roles and identified the methods of expressing them in Persian.

Among simple prepositions, we can name ɂaz ‘from’; be ‘to’; daɹ ‘in’; baɹaye ‘for’ and ba ‘with’. The simple prepositions are the most frequent language unit when we search different corpora. This frequency confirms the importance of these language units. Prepositional phrases appear in the sentence either as an argument or as an adjunct. The purpose of this research is to classify the simple verbs with the object of the preposition /be/ in Persian language. This research has used Levin's approach in categorizing English verbs. Levin believes that the similarity of syntactic behavior and syntactic valence of verbs can lead to semantic similarities. In this paper, to investigate this issue, about 200 simple Persian sense verbs that have the object of the preposition /be/ were selected and extracted from the Syntactic Valency Lexicon for Persian Verb (gathered according dependency grammar), and then classified according to Levin's approach. The classification of the data indicated that these verbs could be grouped into seven semantic categories. It is obvious that achieving these semantic classes is useful for language learning and teaching the verbs as the core of the sentence.

Metaphor is one of the expressional Iʻjāz, and the Qur'an uses it to explain its meanings and mission. Metaphor in the traditional sense uses words other than their original meaning, but in this sense, it alone cannot show the worldview, structure and thoughts hidden in the verses. According to the metaphor, we can compare two classical and cognitive-linguistic viewpoints. It indicates that in traditional linguistics, metaphor has been merely a tool for the beauty of language expressions. Still, metaphor is a new look at how mental processes emerge and become linguistic elements in cognitive linguistics. The present study, with an analytical-descriptive method, aimed to evaluate metaphor regarding the traditional rhetoric scholars and cognitive linguists and the role of cognitive metaphor in Quranic explanations and analyses. The results, in the form of knowing the ways of distinguishing cognitive metaphor from traditional metaphor, and examining the verses according to metaphorical conceptualisation, indicated that a tool such as conceptual metaphor in the cognitive analysis of the verses and achieving the semantic principles governing the Quranic conceptualisation provides the possibility for the audience of the Qur'an in discovering the Qur'anic layers that not possible in the traditional metaphor.

One of the main problems of second language learners is learning grammar. In this research, We have tried to facilitate learning Persian grammar for Italian learners learning Persian by using the achievements of linguistics typology. For this purpose, similarities and differences between Persian and Italian are determined using typological word order. For the next step, without pointing out typological similarities and differences of Persian and Italian, the grammatical points were taught to the participants and then they were tested (pre-test).the test was in three parts. In the first part, sentences were presented in Italian and the participants were asked to choose the correct equivalent among four choices. In the second part, the participants were asked to translate Italian sentences into Persian. In the third part of the test, the participants were asked to translate a designed Italian text into Persian. Finally, after a certain period of time, the grammatical points were taught to the participants considering typological differences and similarities between Persian and Italian. Finally, the test (post-test) was performed. Data analysis showed that the participants' mean scores in the post-test were higher than their mean scores in the pre-test. In addition, the analysis of inferential statistic shows that the difference is considerable which means that the independent variable, awareness of typological features of Persian and Italian, has an impact on dependent variable which is participants’ scores. Therefore, being aware of these features (similarities and differences) could help the Italian language learners to get a better score.

Throughout history, nations have gotten to know each other's cultures and languages in various ways. This cross-cultural familiarization sometimes took place through war and imposing the dominant nation's language and culture on the defeated nation, and sometimes through commercial or religious interactions. In today's world, where political diplomacy is a strategic tool for creating various interactions between nations, the role of cultural diplomacy in creating and facilitating these relations is very important. Undoubtedly, one of the important ways to create cultural relations, strong cultural diplomacy, is to recognize these cultural-historical interactions. The present study wants to investigate the historical roots of the familiarity of Iran and Europe in order to understand how and in what ways the Europeans got to know the Iranian culture.With this aim, the foundations of cultural familiarity between Iranians and Europeans were examined historically in three periods: the first period, from 550 AD until the arrival of Islam in Iran. The second period, from the 7th century to the beginning of the 17th century, and the third period, from the 17th century to the present day. The purpose of this article is to investigate the reasons and methods of this acquaintance in the mentioned courses. These three historical periods are definitely different from each other in terms of duration, the amount of cultural exchanges and the type of statements exchanged.Therefore,first,the reasons and ways of creating interactions in each period were investigated, and then the results of this cultural familiarity were presented from a historical perspective. The research method in this article is the historical method based on sources, documents and books.Introduction           How the West got to know Iranian culture is an important issue. Many articles and books have been written in this field. The large number of these researches show that throughout history, cultural, political and even military and economic interactions and confrontations between the West and Iran have been important for researchers and historians. Preliminary investigations showed that the history of these relationships reaches more than five hundred years after the birth of Christ.The first cultural interactions between Iran and the West were religious interactions, and the prevalence of Mithraism and Manichaeism in Europe confirms this claim. In addition, studies have shown that these interactions have always expanded in different periods. Therefore, in this research, it has been tried to categorize these cultural and linguistic interactions in terms of time first, and then examine the types of cultural propositions exchanged in each period in order to determine what causes and factors made Europeans familiar with Iranian culture and Is it Persian? And which cultural propositions have been more or less durable in long-term interactions between them?Material & Methods Considering the long-term history of cultural interactions between Iran and Europe, this research aims to answer the main question: when did the acquaintance of Europeans with Iranian culture and Persian language begin? How was the beginning of this familiarity formed in different historical periods? From which point of view and based on which cultural propositions can the different historical periods of cultural relations between Iran and Europe be divided? The working method in conducting this research is descriptive and analytical based on the course of historical events related to the research questions.Discussion of Results & Conclusions     Studies have shown that the process of confrontation between Iran and the West can be divided into three historical periods.The first period between 550 years BC until the Arab Muslim attack on Iran, when all kinds of cultural interactions and statements exchanged in the 550-year period had a religious or philosophical aspect, and Europeans' familiarity with Persian culture and language in this period was mainly through the teachings of The religion of Mithraism or Manichaeism is sometimes weakened and sometimes improved.This research showed that the second phase of this cultural acquaintance, which lasted for about a thousand years from the 7th to the 17th century AD, was mainly based on scientific relations, and one of the primary reasons was the Muslim conquests in Europe. Conquest of lands between Iran and Europe helped spread Iranian and Islamic culture and sciences in Europe.The Crusades also helped settle Christians in Muslim lands and later accelerated the process of translation and this movement became a means to transfer and expand the knowledge, philosophy and culture of the East, especially Iranians.Studies show that the third and last period of this process, which is the main stage of familiarization of Europeans with Persian culture and language, began in the 17th century. Economic and political motivations played an important role in this field. Of course, other reasons such as Iran's access to India, European scientists' interest in synchronizing old geographical sciences with new information and sciences, as well as Iran's reputation as an ancient country added other reasons to the set of previous reasons. Therefore, there is no doubt that economic and political motives have played an important role in the relations between Iran and Europe. In addition, the East India Company played an important role in introducing Europeans to Iranian culture and language, because from the very beginning, company managers realized that their representatives would have difficulty in performing their duties without learning Eastern languages. They considered the reason for their lack of success to be unfamiliar with the habits and beliefs of the people of the East, especially Persian-speaking Iranians and Indians. Therefore, the brokers encouraged themselves to learn Persian language and literature from the very beginning. These reasons show that there have always been cultural interactions between Iran and Europe.