جستجوی مقالات مرتبط با کلیدواژه « Persian Grammar » 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.

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.

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

Language learners are often expected to achieve an acceptable level in grammar, which is considered as the basis for all human languages. Teaching grammar was the main component of language teaching methods in the past. Even the communicative approach, the most widely-accepted teaching approach today, did not ignore teaching grammar. Although teaching grammar was viewed as unimportant and laid aside for a short period of time, researchers and authors later realized that without teaching grammar, language learning would be of poor quality; as a result, they referred back to teaching grammar. All these point to the fact that mastery over grammar could help the learners in better comprehending and producing language. The present study is an attempt to present a framework on the basis of Keck and Kim (2014) for evaluating Persian grammar teaching textbooks. The name “Kem” is coined in the present study and is composed of 28 likert-scale questions. The “Kem” framework is made up of two main parts: explanations and activities.

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.

Many researches and studies have been conducted in the field of Persian grammar the result of which is valuable and important. However, there are still many answer-free questions about this, indicating the necessity of the more exact scientific studies. One of these is verb mood with numerous questions such as: Is there a comprehensive definition for the mood as one of the verb features? Is the structure important or function to determine the verb mood? On the other word, is the mood a grammatical category or grammatical-semantic one? Regarding the researchers’ point of view about the field of the verb mood, how many moods can be accepted definitely, not over lapping other categories? Studying and criticizing the available researches and summarizing adding up the materials indicate that firstly, a specific definition for the mood is essential based on which multiple classifications can be presented. Secondly, the verb mood in the sentence is arguable; therefore, in this grammatical category, the function is important. Furthermore, all the approved moods can be studied according to three main moods off affirmative, subjunctive and imperative. The final purpose of this research is to apply these achievements in today Persian grammar.

Arabic and Farsi-Turkish grammar. It has special applications and has its own characteristics. That syntax is in Arabic and Farsi. It has special applications and has its own characteristics. Syntax is an old term that has a close connection with the grammatical rules of the language from the beginning of the speech and the writing of languages. It is understandable both in terms of passion and passion, whenever words, Or Arabic and Farsi words are viewed in an orderly manner. Its value is gained by the science of terminology and science, and its syntax, Thus, the word Waw is one of the letters of the basis of both languages, which plays the composition of the sentences in a grammatical perspective. That same role in the order creates the beauty of the word and its intricacies; Then there is the difference between Vawa and Arabic in Persian. And there are also many similarities between the two. Since science is synonymous with the basic sciences of both. One of the basic topics of science is the syntax of the use of the letter wow in the command of both languages. It has different species and wide application in Persian and Arabic languages. We decided to explore different types of Waw and its use in both Persian and Arabic languages. Research In this research, a library method has been used.

The float words or Mofradāt is a class of words that they haven’t fix morphological labels. In other words, these words are placed between morphology and syntax. On the other hand, they are words and on the other hand, the determination of their exact meanings is depended on consideration syntactic relations and their places. So, they are morphological-syntactic categories. Therefore, they must be measured in terms of other words of the sentence to attribute to one of the syntactic categories in Persian grammar. This article –by descriptive-analytical method- tries to explore these words in Kamal al-Din Hossein Khwarizmi’s Iršād al- Morīdīn. The results of this research show that the float words of this text are: “bas / basi”, tā, čand/ čandīn, čonīn/ čonān, čo/hamço, čoon/hamčoon, če, degar/digar, ke, magar, ham, hame, and hīč. Many of these words have grammatical functions such as adverb (interrogative, cause, conditional, exceptional, uncertainty, increasing, negative and arrangement), adjective (quantity, interrogative, indefinite and exclamatory), preposition, subject, conjunction, pronoun (indefinite, interrogative, non-interrogative and numeration). Meanwhile, “ke” is the most usable float words in this text. The next clauses of it have the functions of non-interrogative pronoun, conjunction, subject, adjective, object, time and condition adverb.

The Tanazo is one of the disciplines of grammar, according to which, part of the sentence takes several different syntactic roles simultaneously. The purpose of this paper is to determine the aesthetic roles of this language preparation in poetry. When competing in poetry, the poet adjusts the structure of the sentence so that different vocabularies, combinations, and sentences entice litigious toward themselves for completing their syntactic structure and, in other words, they are struggling to get it. This feature creates various artistic creations in poetry and connects the sentences and sections of the poem like a hinge, and giving them depth and meaning. The creation of ambiguity and Polysemy, the construction of Figures of Speech, coherence, the creation of specific poetic language, and briefness observance and avoid expansion or redundancy are among the artistic functions of struggle in poetry. In most cases, the poet is consciously using the struggle to make his poetic language more prominent

The essential part and core of the predicate in Persian grammar is the verb, i.e. one of the pivots of stylistic analysis in the syntactic layer of language. This research analyses the role and stylistic function of verbs in Rubaiyat of Omar Khayyam. The questions that are going to be answered in this essay are, firstly, what are the pivotal characteristics of the verb in Rubaiyat of Omar Khayyam?, secondly, how is the frequency of the features of the verbs in Rubaiyat of Omar Khayyam?, thirdly, how the important characteristics of the verb is united with the style and content of Rubaiyat of Omar Khayyam? In the first place, in order to answer the research questions, the verbs in Rubaiyat of Omar Khayyam were extracted inductively. Then, the pivotal characteristics of the verbs were described in terms of grammar. Finally, the link between verbs and speculative style of Rubaiyat of Omar Khayyam was analyzed. The result of this study indicates that, in terms of time, the verbs in Rubaiyat of Omar Khayyam are attached to the present time, and they are in line with Khayyam who gains ground. In terms of the verb moods, in the first place, indicative mood is mainly to express the certainty of the message of the Rubaiyat and secondly, the imperative mood is to invite the addressee to live blissfully. In terms of the subject, mostly third person is used to attract the addressee to see the reality of essence and the surrounding world and referral to the external world. Most of the verbs are transitive and the collocation of the sentence structural components aims at a clear-cut and direct representation of the sentence message.

Abolfazl Beihaqy, the holder of valuable work titled “Masoudi's History/ Tariq Masoudi” beside his task on teaching and history- writing, has observed literary and grammatical techniques in his great work and beside it considered to wording and language developing. In this respect, “affixes” play most important role in constructing lexical and lingual compounds of Beihaqy's History. Affixes have these capability and efficiency in Persian Language to place along with other words and create new vocabularies and by such partial establishment beside other vocabularies, remove some additional descriptions from language, lead to brevity and speech distinctness and add to literary language power and attractions. “Affixes” are small components of language that although they have not a certain and clear concept and meaning, they can create novel words for announcing furthest meanings and most unexpected thought. One model can be examining and identifying these influent components in ancient literary works and familiarity with the way of their linkage to words for making novel words in Persian mighty language …Abolfaz Beihaqi is one of great contemporary prose- writers that finds well the important role of this components in speech and language and creates by their helping and by creating compounds and new interpretations a wondrous evolution in writing style of Khorasani era and even and subsequent eras and have remained special writing style. Keywords: Language, Persian grammar, Prefix, suffix, Beihaqy's History

This Paper intends to shed more light on the types of vocative constructions recognized in Persian prose and verse texts by Iranian grammarians. The paper shows that classical Persian prose and verse texts contain vocative uses of personal pronouns, demonstrative pronouns and adjectives, emphatic pronouns, pro-forms and participles. These findings seem to enhance our understanding of the use of the Persian vocatives.

As the novelty and importance of the link between objects and phenomena in the image is important, as the structure is also important to express these connections. The purpose of this paper is to examine the types of structures that contemporary poets have used to show imaging connections. The purpose of this study is the poet of grammatical issues in a way that uses the arts to promote its image. And change the type or grammatical function of the word, it will cause loss of picture or artistic values. In addition to the additions in contemporary poetry common structure similarity of grammatical categories such as exchange, enlightening (audit), adjectives, and adverbs also been used to provide image. The grammatical structures are located in the center of visualization and some of them recently and the importance of greatly depends on the structure provided.