جستجوی مقالات مرتبط با کلیدواژه « دستور زبان فارسی » در نشریات گروه « ادبیات و زبان ها »

Persian grammar has a long history in the subcontinent. The influence of Iranian culture and the Persian language in the subcontinent has led many people to seek education and learning in this language, resulting in a serious development of Persian language education. Amadnames and Safwat al-Masader are among the works that have been written in the subcontinent of India for teaching Persian grammar, specifically in the direction of source derivation in Persian. In this research, first, a brief overview of the influence of culture and the Persian language in India and the tradition of Amadname writing in the subcontinent is mentioned. Then, the introduction of handwritten and lithographic versions of these works, the explanation of each work, and the correction of selected sections containing important aspects of source derivation and classification methods are examined. The next step in the research is to compare the methods of these works with each other and mention their differences and similarities. In this study, a comparison is made between the methods of these works and two important historical works in Persian grammar, namely, Jam'e al-Fawaid and Dastur-e Sokhan, and their similarities and differences are highlighted. In general, this study critically evaluates the scientific reasons, characteristics, and shortcomings of these works.

By publishing dasture-sokhan, Habib-e Esfahāni compiled the first independent grammar teaching textbook in 1289 AH. Other autors kept on composing Persian grammar teaching textbooks based on French and Arabic Grammars. In this article some Persian grammar textbooks taught in Iran schools (from 1298 to 1357) were studied. General feautures of the books of this period and their discussed grammatical issues were analysed. We concluded that most of the grammar textbooks were influenced by Arabic grammars. Although the writers had their own approach in compiling a book, at the same time they were affected by previous or contemporary authors. Therefore, only a few books had their own distinct method, and most of the books followed a similar approach. The grammar textbooks written by Gharib, Panj Ostād, Khānlari, Anvari and Ahmadi Givi, Sādeghi and Arzhang were the pioneer books of that period.

The purpose of this research was to study the perception of intermediate PFL learners on the effects of blended learning on their Persian grammar and vocabulary knowledge. The purpose of blended learning, or the use of various experimental materials, is to properly mix traditional and regular educational materials of face-to-face classes with modern technology. The statistical population of the research was all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. 60 intermediate PFL learners studying Persian in different institutes in Tehran participated in this research. They were randomly divided into two groups namely the control group (= 30 learners) and the experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. Furthermore, the analysis of learners’ responses to the questionnaire showed that they all had a positive viewpoint towards blended learning. However, the experimental group had a better and more positive view towards it. The results could be beneficial to researchers, teachers, and linguists.

Research in Persian grammar books and representing their ways of expression and teaching following new educational theories can open the way for grammar writing and scientific education. The purpose of this research is evaluation the educational prose in Persian grammar books based on its communicative Competence. In this research, the data was collected in the form of a library, which was done by examining 9 Persian grammar books. Data analysis was carried out in a descriptive-analytical way and by designing reviews based on the approach of applied linguistics and teaching instruction. Based on this, the characteristics of each of the basic theories were extracted and numbered as an index so that the findings can be inserted in front of them. According to the findings of the present research: Persian grammar books are written according to the structuralist or formalist descriptive order and in an analogical way. In none of them teaching grammar indicators such as context-oriented, considering form and meaning and function, concept-oriented, task-oriented, production-oriented, and paying attention to speech types, have not been the teaching criteria. In this text, the emphasis is on linguistic knowledge; No communication skills. According to this study, Persian grammar is not written based on the corpus of linguistic data.

Recently, some academics have used the title "zabānshenāsi ye rāyāneshi" in the naming of academic fields. Before that, this combination was created and published in the Academy of Persian Language and Literature. In this article, the method of making the second part of this name, "Rāyāneshi", its origin and source is discussed and it is shown that this word, which is made from the Pahlavi language, Its construction is in conflict with the language rules, Persian grammar, and Persian language patterns is wrong, just as the word "rāyāne", which was created by the Academy of Iranian Language (Farhangestān II) equivalent to "computer", is wrong according to the rules of the Persian language, and although it has fewer problems than "rāyāneshi" It is acceptable due to high usage.Of course, the word "computer" was established and common in the Persian language, and there was no need to create an equivalent for it, and today it is more common than "rāyāne". In this article, it is shown that the use of "rāyāneshi" is not acceptable in any way.

Teaching Persian grammar is the one of important subjects in learning Persian language and literature. The purpose of this research is to analyze the teaching of Persian grammar in the internship period and how it is taught by student teachers in the field of teaching Persian language and literature at Farhangian University. To achieve this goal, this research considers the effect of the implementation of instructional projects from the perspective of the professional development of interns in the field. For this purpose, a qualitative research method was used in the form of a case study, using the text of interns' reports and a semi-structured interview tool. Sampling was purposeful; eight incoming female students of 1991 and 1992 of Shahid Bahonar Higher Education Center of Farhangian University of Tehran participated. The data were analyzed using the "thematic content analysis" method. The preliminary results showed that the topic of Persian grammar was not in the first priority of students' educational plans; But these educational designs and implementations were able to create some opportunities to learn grammar for their learners. However, interns faced challenges in teaching grammar topics independently; The lack of relevant knowledge, lack of ability, inability to employ appropriate professional skills in teaching grammar, mismatch of educational designs and implementations with the content of grammar topics were among these. Interns should take more advantage of the opportunities available in the internship to teach grammar subjects; Interns should take more advantage of the opportunities available in the internship to teach grammar subjects.

The study of imperative verbs in Hafez`s poems started with looking for imperative verbs in his poems by considering five different grammatical aspects and 1835 affirmative and negative imperative verbs have been found through 495 poems of Hafez .It has been concluded that almost 80percent of those verbs are affirmative imperative and 20percent are negative imperative. It has also been concluded that two third of those verbs are simple verbs and the rest are compound verbs. In the analyzation of structure of those verbs It has been clarified that the early majority of them belong to the group of imperative verbs without verbal prefix and the second majority belongs to imperative verbs with affirmative imperative maker prefix and negative imperative maker prefix. In this study we have undrestood that If we want to categorize imperative verbs into different groups by considering their intentions, we can claim that affirmative imperative verbs can be assorted it has been concluded that the intentions of the majority of affirmative imperative verbs consist of "permission" and "encouragement" and the intentions of the majority of negative imperative verbs include "threatening" and "guiding" .All in all, Hafez should be known as a guide in the aspect of using imperative verbs. If we want to take a look at his poems from the fifth aspect which is the addressor`s view we can recognize that About 90 percent of the addressors in Hafez`s poems are "singular second-person" .The other noticeable point that has been found out in this study is that grammar teachers categorize the addressors of imperative verbs into three groups including "singular second-person","plural second-person" and "plural first-person.

Review and introduction of some effective suffixes in making Amplification in Persian language Based on a case study of Rumi's poems Amplification is very important in Persian language and literature. But unlike many other rhetorical elements, little attention has been paid to it, and the methods of its construction have often been limited to the same old views. In the classical view, Amplification is divided into three types of Amplification, hyperbole, and Bombast based on the limits of magnification, but no importance is given to the methods of its construction. Accordingly, in this research, the suffix is considered as one of the effective methods in making Amplification and is the basis of research. The main question is which extensions can be effective in creating amplification. The research method was such that in the first stage, Rumi's Masnavi and Shams Ghazal Divan were studied based on the form and use of amplificated elements and then the hypothesis was strengthened that Rumi used suffixes in a special way to make amplification. This study, in addition to finding and inventing some unique and innovative words of Rumi, showed that a range of suffixes are effective in amplification. Suffixes that make the place amplificated include "lan", "kadeh", "stan". Suffixes that amplificate the possessiveness of an adjective include "nak", "bareh", "mand" and "gin". Suffixes that have been linked to the topic of amplification with the help of the simile and the amplification in the simile relation; Like "Wash" and "Anne" And suffixes that combine the adjective with the concept of plurality and abundance Constructions such as "eh" and the suffix "gray" which expresses a behavior, work or adjective that is associated with abundance And finally, the suffixes "-K" and "-Ki", which are used for miniaturization and its special use, show that, at least in the world of poetry, it can be used indefinitely with different attributes and names.

The grammatical argument of contention means playing two functions by one word or phrase in Persian language sentences. There is ambiguity and disagreement in Persian grammar articles and books about contention or the appositional function. In the present study, the contention in Persian grammar has been studied and an attempt has been made to answer the following questions: 1) How is the contention in Persian grammar sources explained in different sentences? 2) What is the connection between the discussion of contention and the categories of ambiguity, suprasegmental units, deletion (reduction), and deep structure of language sentences? 3) With which grammatical issues and rules does the belief in contention in Persian language sentences lead to contradiction and conflict? The result of the research shows that in Persian syntax, each word or phrase plays only one function in the syntagmatic axis in the sentence, and the cause of the contention is the combination of the form with the meaning, and considering a compound sentence as two independent sentences, therefore the contention has interfered with the categories of deletion, compound sentence interpretation, ambiguity, and dependency. IntroductionIn Persian grammar articles and books, the discussion of contention or the appositional relation (dual function of a word or phrase in the sentence structure) has been raised according to the Arabic syntax and is generally defined as follows: contention is when one of the components of the word in a compound sentence plays a different function for each of the verbs. There is disagreement about the issue of contention in Persian grammar. Some of the factors that have caused this disagreement are: the newly established writing technique of Persian grammar, the imposition of grammatical rules and categories of other languages ​​in Persian, the combination of historical grammar with contemporary grammar, and so on. Due to this disagreement, the present study investigates the issue of contention in Persian grammar. The authors will continue the issue according to the hypothesis that there is no contention in Persian sentences and the belief in contention (i.e. two functions for a word or phrase in the sentence structure) will disrupt and ineffective other rules of Persian grammar, especially in teaching Persian grammar will create an unnecessary challenge. Materials and MethodsIn this research, first, the outlooks of Persian grammar scholars about contention are presented using a descriptive method. Then, using an analytical method, based on the evidence of the same sources, the contention in various sentences of the Persian language is examined and criticized. Finally, the analysis and suggestions of the authors in this field are presented. ResultsAn examination of the views of Persian grammar scholars shows that the category of contention has occurred due to ignoring the structure of the compound sentence, the category of omission, subordination, and emphasis on deep structure and sometimes the form of sentences. Accordingly, the authors suggest that based on the basic rules of grammar, including the definition of the sentence, one function of a noun and a noun phrase in the sentence, the principle of the economy (omission or reduction), and subordination, there is no need to raise the issue of contention in Persian grammar. Therefore, the evidence related to appositional relation or contention in Persian grammar sources can be described and explained based on other grammatical rules. ConclusionContention in Persian sentences has been discussed according to the syntax of the Arabic language and in a variety of simple, basic, and compound sentences. In the sources that have considered the occurrence of contention in Persian sentences, several factors underlie this view. For example, referring to the deep structure of the sentence, ignoring the post determiner of the type of explanatory relational sentence, considering a compound sentence as two independent sentences, and relying on the form and formal structure of the sentence have caused a word or group in the sentence structure to have two functions that sometimes are repetitive but the same and sometimes different from each other.Belief in the occurrence of contention in Persian sentences interferes with the categories of omission and its types. Contention also conflicts with the interpretation of the compound sentence and the resolution of the dependent clause (dependent) in the form of a noun or adjective phrase in a compulsory or optional function in the sentence. Also, the occurrence of contention in Persian sentences is not possible because each word or phrase in the structure of a larger unit (i.e. the sentence), has only one function. Since the compound sentence is also considered an independent sentence in Persian grammar, a separate analysis of the compound sentence as two independent head and dependent sentences is not necessary and justified. It seems that believing in contention in Persian is in some way imposed by the Arabic syntactic rules and insisting on matching another language category with Persian.

This article is organized with a linguistic approach to the prominent texts of past and contemporary Persian literature and with the aim of recognizing the compound word (morakkab-e atfi) from the coordinating phrase, and representing its lexical structure. First, the words of both sides of the conjunction “و” (and) were examined, and those that were components of a compound word, and syntactically independent, as components of a lexical unit were extracted and collected with some examples. Then, by examining the data structure, the lexical structure of the compound words, was grouped together under the heading of the term (vâže-atf)  and examples of the most difficult evidence were presented to show that 1) "Syntactic independence" is the most effective way in identifying the compound word of the coordinating phrase, especially in identical forms, 2) vâže-atf in the text does not completely follow the compound irreversibility rule, and 3) it benefits from greater structural diversity than standard language.

In the present study, the underlying delicacy of Hafez’s poetry in skillfully expressing predicative sentences is taken into consideration by examining his masterful change of word order, compared to sentence word order as put forth in grammar books. To achieve this goal, by presenting theoretical ideas of experts in the field of Persian grammar and explaining their different opinions, this study has examined the skillful use and quality of predicative sentences in Hafez’s poems. The results of this research show that: 1) In Hafez's poems, a word can be both “predicate” and “subject” simultaneously; 2) “To be verbs” and their derivatives can be used ambiguously and simultaneously both as main and linking verb; 3) Predicative sentences are usually accompanied by equivocalness, and such subtle equivocalness is not usually noticeable; 4) The substitution of predicate and subject in most Hafez's poems is accompanied by a change of meaning

Any literary work is composed of more detailed structures.The syntactic and morphological construction of any work forms the foundation of its rhetorical and content construction."Ra", which is now more commonly known as an objective function word, has had a more sensitive and diverse place in the texts of past Persian literature, and its various application has to lead to understand the meaning and the rhetoric of the text.One of the epic poems that has gained more fame and reputation among the national epics after the Shahnameh, is the Asadi Tusi Garshasbnameh, written in the fifth century AH.This system, apart from being epic, is debatable in terms of language, especially syntactic and morphological constructions, and so on.The language and expression of this system, for two reasons, are different from other systems, in this period and in later periods.The first reason is the style and expression of the author, second the structure of the system that expresses ancient myths and It also shows an older structure of the Persian language.As we know, the support of the literary structure of any text is the same as its rhetorical structures, and the rhetorical structures also depend on grammatical structures.The preposition "Ra" is one of these grammatical structures which, due to the difference in syntactic usage and semantic breadth, has a very important role in the correct reading of classical Persian texts.Therefore, this article seeks to identify and introduce the various applications and meanings of "Ra" in Garshasbnameh and present an accurate statistic of the types and roles of "ra" in various applications in this industry, grammatically and semantically.

 The research method is based on the analysis of the data obtained from the text of this essay, and its conclusion is based on the analysis of the structural and semantic content of this data.DiscussionThe breadth of the meanings of the prepositions and adverbs is one of the important secrets of the eloquence of the Persian language that our capable speakers and writers have mastered in their use. Among them is the preposition "Ra", which some commentators call "signs" and some "role models-naghshnama". This sign or role model, since it is related to all the main grammatical patterns and some related patterns, has had a special place in the grammatical structures of the Persian language, especially in the previous texts. Because unlike other grammatical signs which affect the structure of a word, this one affects the structure of a sentence. For this reason, grammar writers and linguists have followed it closely and enumerated its various applications and meanings. Nominal groups in the sentence, according to the division of contemporary linguists and grammar writers, have or one of the main roles (nahad, object, complement, predicate and adjective) in the sentence, or subordinate roles (apposition, focus, repetition) or dependent role. And the "Ra" sign is often used in the noun group of the object and as the role of the passive view; however, in ancient texts, "Ra" played a role in all nominal groups, without being the mere signifier of the passive object.In Garshasbnameh, "Ra" has a special place and has been used in various applications and meanings. This makes the role of "Ra", with the exception of other patterns of language, doubling the importance of examining and analyzing it. Another point is that the language of Garshasbnameh's book, especially in the applications of this role, is so prominent that we rarely see anything like it in other texts. Ra, now widely known as a passive role model, plays a more sensitive and diverse role in ancient texts, especially books such as Garshasbnameh, which has a structure that fits older linguistic patterns, and its uses and meanings are prominentfeatures of giving the style of the author and recognizing its work, and understanding its various meanings and uses helps to understand the meaning and recognition of the rhetoric of the text.Therefore, this article seeks to identify and introduce the various applications and meanings of "Ra" in this epopee and present an accurate statistic of the types and roles of "Ra" in various applications, grammatically and semantically.

Findings:

According to the research conducted in this study,The "Ra" used in this system, in addition to special applications, are divided into four groups, which are:1- Objective Symbol: One of the main functions of "Ra" in old texts, and its only role in new official texts is this.2- Complement sign or preposition: The letter "Ra" is an additional letter whenever it is used in the sentence to mean one of the prepositions and gives a complementary word to the word before it.3. The sign of the "nahad": Sometimes "ra" is used after the "nahad" (subject and sujet) and has been a symbol for the nahad group.4- "Ra" instead of the "kasre" or sign of the " fake azafe":Persian language combinations can be divided into two major categories.Compounds that consist of two nouns and compounds, one of which is an adjective of another name, are called adjective compounds.These compounds have a striking feature that, in other languages, is almost unparalleled: continuity through a pattern that is called an additional model" naghshnamaye ezafe".In descriptive groups, the adjective and the description are sometimes replaced by "ra".In additional combinations, the "fake ezafe" is formed by the presence of "ra".The first three groups are from the main maps, and the fourth group, or " fake ezafe" is from the dependent roles.The "ra" is also used in the nominative noun group; But because its structure is an additional compound, it is considered from " fake ezafe" group.

Of the about 1,314 "Ra" cases, 503 are objective signs that correspond to the current use of "Ra". About 343 cases, "fake azafe" sign; 294 items are complementary to the meaning of the preposition and the motamem. (Of these, 150 are used to mean for, 118 are used to mean "to", 19 are used to mean "with", 6 are used to mean "on" and 3 are used to mean "in"); And 174 are the roles of the "nahad", which are less likely to play a role in these positions today.Knowing and recognizing the role of "Ra" in the verses of Garshasbnameh helps a lot to understand the meaning of the verses, especially for today's readers.In some cases, the semantic difficulty of the verses is easily solved.

The Use of Predicate in Meaning and Rhetoric development of Speech Associate Professo, Department of Persian Language and Literature, Faculty of Letters and Humanities, Vali-e-Asr University of Rafsanjan Abstract Too much concern with structure of literary works yields interesting outcomes but, in some cases, significantly undermines their contextual richness. Structural analysis that lays emphasis on observable manifestations of language and seeks to identify components of words, phrases and sentences, mostly neglects effects of syntax in conveying new meanings. In Persian language, a predicate adjective is used as a subject complement in relative clauses. The present study is a descriptive-analytic examination of semantic role of predicate adjective in the relationship between thoughts and stylistic features. Results indicate that predicate adjective is a word that modifies a preceding subject and plays a significant role in enriching rhetoricism and meaning-making. Keywords: Persian syntax, predicate adjective, meaning-making, rhetoricism 

Teaching Persian language to non-Persian speakers’ books have many different features and aspects. In the same vein, they must be studied for comprehensive review, evaluation and critique provision. In order to increase the effectiveness and efficiency of teaching Persian language to non-Persian speakers, it is needed to recognize the strengths and weaknesses of textbooks to overcome their shortcomings. One of the aspects of language teaching is teaching grammar. Pedagogical grammar is an important part of teaching Persian to non-Persian speakers; hence, with all its complexities and principles, it always requires special criticism and scrutiny. In this regard, the present study evaluates and criticizes the grammatical content of Modern Teaching of Persian Language books from the perspective of pedagogical grammar approach. Pedagogical grammar is different from other approaches of grammar in method, content and audience and is a process in which the procedure of teaching and learning takes place together, therefore it is non-linear and at the same time it is based on the teacher, learner and educational content. Modern Teaching of Persian Language books by Ehsan Ghabul are published in five volumes. The first and second volumes of the book are dedicated to the beginning level, the third and fourth volumes of the book to the middle level and the fifth volume to the advanced level. To evaluate the grammatical content of Ehsan Ghabul's five-volume set of Modern Teaching of Persian Language books, we selected five important and common features of pedagogical grammar theory from among the various and diffused features of this educational theory as follows: 1) The relationship between grammar and vocabulary instruction with other language courses 2) Contextual grammar teaching 2) Having a pedagogical grammar plan 2) The dominance of word instruction over grammar at the elementary level 2) The absolute grammar instruction in advanced stages Then, according to nonlinear teaching of pedagogical grammar based on the three principles of book, learner and education-based content were adopted to obtain the most important revisions and rating scales for a more fundamental evaluation of this set. In the principle of book “the presentation method”, in the principle of learner “the "audience and practices" and in the principle of education-based content “the content” were indeed evaluated and studied. To this end, at first all five volumes of the book were examined in terms of grammatical content; then the methodology of the pedagogical grammar of the set was analyzed in the above five principles. After the content analysis of the pedagogical grammar of Modern Teaching of Persian Language books, it was found that the grammatical content of the series, apart from the theoretical and methodological discussions, has some deficiencies which is inconsistent with the principles of Persian gramma. Thus, at the end of the article, the grammatical content problems in the four axes of grammatical inaccuracies, grammatical terminology, unusual and impractical sentences, writing mistakes were mentioned and suggestions for modifications were made. Research findings can be examined based on the five axes of pedagogical grammar in content, method, presentation method, and audience and exercises. The grammatical content of this book series lacks a coherent and planned layout, making the initial levels of the set grammatically bulky and difficult. On the other hand, the content of the grammar is absolute and the efficient and communicative features of the pedagogical grammar do not appear in it. This content is also devoid of step-by-step instruction. The author in compiling the grammatical content of this set has not utilized any systematic approach. Even worse, the grammatical errors in grammatical contents of the book made it far from the principles of traditional grammar. The author of Modern Teaching of Persian Language books has taught grammar on the basis of his own individual learning or traditional available grammar. Furthermore, the grammatical content selection and arrangement has no combinational, linear, cyclic or procedural modes in its explanation. The target audience of this educational book series is children based on images, texts and the book design, especially at the introductory levels. On the other hand, the rapid alphabet instruction and separation of the four Persian-specific phonemes and frequent use of Arabic words show the author's special attention to the Arabic language audience and the main problem here is that the author in the preface of all the book volumes emphasizes that this series can teach Persian to anyone who wants to learn Persian. The weakness of communication competency has led to unrealistic and abnormal texts, examples and exercises. Therefore, this gives an impression which is far from the basic and applied principles of the pedagogical grammar.

The purpose of this research was to study the effects of blended learning on intermediate PFL learners’ Persian grammar and vocabulary knowledge. Blended learning or utilizing of blended or mixed traditional curriculum materials by means of modern technology. The statistical population of the research were all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. In This research, 60 intermediate PFL learners studying Persian in different institutes in Tehran participated. They were randomly divided into two groups namely control group (= 30 learners) and experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. The results could be beneficial to researchers, teachers, and linguists.