Cross-linguistic interference is a major difficulty which Persian learners encounter in the process of foreign language learning. Addressing this interference and its negative impact at an earlier stage is both a challenge and target for the teacher. This study aims at analyzing the frequent errors made by Persian learners in different tenses in French. The analysis of the errors, the comparison of the speculations of the cause of errors, and the results of interviews with the learners showed that the learners made two kinds of errors: intralingual and interlingual. Intralingual errors occurred in generalizing the grammatical rules of le futur simple. The analysis of the interlingual errors revealed that learners’ first language (Farsi) was the main reason and the English language was the less important reason for errors in the usage of past tenses. Furthermore, learners’ first language (Farsi) turned out to be the only cause for errors when using present tenses.

This study examines the relation between the level of informant's interlanguage and the frequency of two types of errors: intralinguals and interlinguals. A cognitive- contrastive approach has been suggested as an eclectic model to analyze the frequency of errors of Persian-speaking students in using Spanish verb-governed prepositions. This study is considered as an applied study based on research objectives, and a correlation from the point of view of method. The population is from Alame Tabatabaie University undergraduate Spanish students. First 75 students were selected according to the cluster sampling method. Then 67 of students were reselected and divided into the following three levels of interlanguage: basic, intermediate, and advanced. The level of interlanguage was determined by the student's answers to the questionnaire. Using descriptive statistics, the study shows that the frequency of intralingual errors has a positive correlation with the level of the interlanguage, and the frequency of interlingual errors has a negative correlation with the level of interlanguage.

One of the factors that hinder the process of second language acquisition is the linguistic errors. Indeed, making errors in the process of language learning is a normal and predictable matter. However, the importance lies in being aware of these errors and finding strategies to rectify them. Analyzing the error in order to find its sources is considered as one of the essential parts of language teaching. During the process of teaching the Japanese language, students with different levels of proficiency commit errors in the use of passive sentences. Considering the frequent use of passive sentences in the Japanese language, the correct usage of it is of high importance. As the first step of our study, an overview of the structures and properties of passive sentences in the Japanese language is carried out, followed by field research for an investigation into the most common errors made by Iranian language learners when using these sentences. The results of the research revealed that the language learned have committed two types of errors: Interlingual errors and intralingual errors. Examining intrerlingual errors revealed that the Persian language is the main cause of errors such as substituting objects for subjects, the omission of the doer of the action and errors in the use of syntactic structures due to overgeneralization of grammar rules between Persian and Japanese languages. Examples of intralingual errors include failure in differentiating between passive sentences and similar grammatical forms, misuse of postpositions and errors in the making of three-component part passive sentences.

Errors are common and systemic deviations resulting from the violation of the rules of the second language. In the present study, lexical errors based on the classification of Dulay, Burt and Krashen of errors (1982) are divided into three categories: intralingual errors, interlingual errors and ambiguous errors. The purpose of this research is to investigate the source and distribution of lexical errors in the speech of Kalhori natives living in Kermanshah. The sample of this quantitative- qualitative study included 170 bilingual Kalhori males and females living in Kermanshah. They were selected equally via voluntary sampling method. After gathering data, at first they were classified and then their frequencies were shown through tables and charts. The results showed that the sources of these errors are intralingual and interlingual. The highest percentage of observed errors belonged to intralingual and then interlingual errors. The results of this study, along with presenting a description of the lexical errors of Kalhori natives, emphasize on the necessity of correcting and improving teaching methods, constructing tests and teaching resources and providing books to teach Persian to Kalhor students, in order to take steps to decrease the problems of Kalhori natives when interacting with Persian natives.

Spelling is one of important skills of the second language learning, which deserves to be considered due to its importance and its impact on reading and writing skills. However, this language aspect has been less considered by educational planners and teachers. Learning spelling is a completely systematic process that is influenced by learners’ knowledge on different aspects of language (including phonological, morphological and orthographic knowledge). Through investigating the spelling errors of Persian learners, it is possible to achieve their real understanding from the second language structure at each stage of their linguistic development. Thus findings of such research are useful for teachers, curriculum and textbook designers who are eager to identify problematic areas for Persian spelling learners. The data of present research help them find in which linguistic aspect of spelling, their learners need more training.
The significance of this issue and the lack of literature in this field have led the authors of the present paper to analyze the spelling errors of Arab learners of Persian language by using contrastive and error analysis approaches. The data collected from 105 of learners’ intermediate and final spelling tests in three levels of beginner, intermediate, and advanced. The population of the present research has been selected by simple random sampling among Farsi-learners at Jam’at-al-Mostafa-al-Alameyyeh , Ghom branch. Regarding errors’ sources, the data obtained divided into three groups of intralingual, interlingual and ambiguous and based on their category, they are classified as consonantal, vowel and form errors. The results indicate that categorically, the errors related to vowel system have the highest frequency (47%) and there aren’t much differences between consonantal (26/8%) and form (26/4%) errors. Also according to the source of errors, the inter lingual errors with the source of mother tongue with 56% have the maximum frequency and ambiguous and intra lingual errors are in the second and third places (26% and 18% respectively) (table 1). Therefore, it can be said that the most important source of spelling errors of Arab learners of Persian is the interference of learners’ mother language on Persian spelling learning. These kinds of errors are resulted from trivial differences between Arabic and Persian phonemic systems. This matter confirms with the moderate version of contrastive analysis.

When language learners select words improperly or inaccurately due to either interference from their native language (also known as the mother tongue or L1), or a lack of knowledge of the target language (known as L2), they confuse the listener or the reader. The present study is significant because lexical errors are a neglected aspect of language learning that requires attention. The study adopts an error analysis and contrastive analysis joint theoretical framework to analyze and study lexical errors extracted from 200 compositions written by Arab learners of Persian. The two approaches form a framework through which inter-lingual and intra-lingual errors can be identified and studied.The moderate version of contrastive analysis is used to study the inter-language errors. This approach provides a clear ‘equation’: wherever patterns are minimally distinct in form or meaning in one or more systems, confusion may result”. (Oller, J. & Ziahosseiny, S.M., 1970). In addition, the error analysis approach will allow the study of intra-language errors which mainly happen due to language (L2) ignorance (Keshavarz, 2011), based on Llach’s taxonomy of errors as it seems to be the most comprehensive and economic framework simultaneously.Research on this topic remains limited, with most studies focusing on grammatical errors while lexical errors have received less attention. According to the literature, no studies have addressed lexical errors in Persian from this viewpoint. This includes providing an appropriate taxonomy of errors, suggesting ways to learn to deal with these errors, and using these data to construct a dictionary of lexical errors.Previous studies discussed in the literature review including (Qamsari, 2007), (Tahrezadeh, 2015), (Dehkhoda, Z. & Motavalian, R., 2014), (Ghiassi Zarch, A. & Jafari, F., 2020) have focused either solely on error analysis or solely on contrastive analysis. Furthermore, these studies did not specfically study lexical errors but rather different types of errors and how to address them in the teaching process.

The present piece of research is an attempt to discover the nature of student's written errors which help learn about the strategies learners employ and better appreciate the leaning hypotheses. More specifically this study aims at finding the what, the frequency, and the origin of errors Kurdish learners of Persian make. Written essays of I 00 students in the fifth grade of a primary school in Mahabad were analyzed. These students errors were of morphological, syntactic and lexico-scmantic types. Interference from LI just one of the sources of errors, others being the interaction between the two languages, and the learning strategies of the learners.

Analyzing the Persian written errors of students can help to identify the problems and shortcomings of the Persian script, and by using this tool, we can understand the problems of Arab learners in learning words, phonemes, pronunciation and their impact on spelling, and ultimately the role of learner in the process of teaching the Persian language to the non-Persian speakers in all four language skills. By classifying their errors and analyzing them and providing useful solutions, we can improve the quality of learning learners.Therefore, our purpose in this study is to analyze the causes and how this kind of errors make in the mind of the learner, pronunciation, and writing. On the other hand, the causes of a significant number of written and spelling differences caused by the Persian script while arabs are learning, can be considered as intralinguistic (native language) or extralinguistic errors. One of the results of this study is the identification and categorization of Persian script and writing errors as well as the provision of educational solutions that can be one of the most important and essential teaching the writing to Arab learners of Persian; In particular, in addition to spelling, the role of the script in reading and writing skills is also very prominent. It is effective in accelerating learning of learners.