PERSIAN LANGUAGE AND IRANIAN DIALECTS
Year:2019 | Volume:4 | Issue:1 (7) |Papers Count:8

In this contribution, we aim to analyze the architecture of "verb" in Anaraki, a central dialect of Iran, regarding the morphosemantics categories and the split agreement system. We argue that in Anaraki the past tense is expressed through both the affix marker and the split agreement system. Through this slit system, the position and the form of the agreement marker changes according to the tense, in other words it is encoded tense-sensitively. Anaraki data show that the agreement markers in preset tense are agreement affixes while proclitics in past. This rare condition is of importance because the agreement markers are often represented in suffix form. This portrays the linguistic reality that the less a category is related to the root, the more distant it stands to the root. Based on this principle, agreement markers are expected to be positioned at the end of the verbal root, as they are not semantcally reated to the root, but syntactically. Anaraki rejects this universal tendency.

Teaching grammar is considered as one of the most important subjects in second/foreign language curriculums and there have been many disagreements and disputes about it over the past 40 years. During this period, the position of grammar in the language learning programshas been frequently changed. Some approaches have considered the grammar as the central core of the second language teaching, and some have known it as the most important barrier to progress in teaching the second language. The current research investegates the situation of grammar, by reviewing the opinions of individuals as Alan, Dirven, Celce-Murcia, Krashen, Odlin, Ellis, Larsen Freeman, etc., it has returned towards a logical focus on teaching grammar, a focus that is called as pedagogical grammar. Nowadays, the pedagogical grammar is considered as an independent form of grammar based on its particular audience, different teaching method and adaptation to the curriculum and second language teaching approaches.

Bringing poetry testimonies is one of the most unique traditions in the Farsi dictionary. These witnesses, with all their disadvantages, from mischief and likelihood of confusion, to the duplication of philanthropic dictionaries, sometimes allow the editors to correct some texts. Of course, since recording a high percentage of these shadows is false, the sculptors also did not care much about them in the majority of cases, while at the same time, given the fact that the old classmates may have had copies closer to the time of the compilation of the ancient works, they are from the poetic evidence of these dictionaries, As a duplicate file can be used and used in correcting texts. In this essay, some suggestions are made to correct these bits based on some of Sanayi and Rumi's poetry in dictionaries and generally in Jahangir culture. In this essay, some suggestions are made to correct these bits based on some of Sanayi and Rumi's poetry in dictionaries and generally in Jahangir i culture.

in this research, we try to compare the effect of using verse and prose texts on teaching words to Persian learning Arabs in Persian language learning center at international university of Imam Khomeini by being in this environment. For this purpose, 43 students of Persian language learning center of this university were selected out of Persian learning Arabs in advance courses which mentioned amount was level out by conducting pre-test mostly focused on vocabulary knowledge related to new words which have been used in research texts and this leads to a reduce and 38 person remained. Then these 38 students divided into 2 examine groups including a group of 19 Persian learning students which new words of research were taught them by texts in verse and other 19 Persian learning students group which new words of research were taught them by turning same texts into prose. After that pre-examine was used as post-examine. results was analyzed by covariant analyze method. The results of analyze suggest that even by improvement of responding and better performance of 2 groups this performance difference isn’ t that tangible and meaningful indeed theory of research won’ t be proved.

Gilaki is a northwestern Iranian language, It has two main different varieties, belonging to east and west of Gilan. These two varieties are significantly different which may partially cause difficulties in mutual understanding. This paper aims to study and compare the differences and similarities between these two varieties from the word order typology point of view. For this, word order typology in Rasht dialect as the western variety and Lahijan dialect as the eastern variety representative are chosen to be compared based on Greenberg’ s theoretical framework (1966), considering Dryer’ s word order criteria (1992) and Dabir-Moghaddam (2001; 2013). The 24 typological criteria are studied in each of these two language varieties separately based on the said theoretical framework. The data are gathered through the direct interview with native speakers. The findings show that the two varieties have the same typological behavior in word order with some minus differences in three criteria: adposition type, the order of standard of comparison, marker of comparison and adjective and the order of main verb and tense-aspect auxiliary.

This study offers a brief evaluation of the quantity and the impact of teaching culture parallel to teaching Persian language to others using Byram's checklist (1993). For this purpose, the following three books have been selected as samples to investigate the process of cultural transmission in a comparative analysis: ‘ Zaban-e Farsi: Book 3’ (1386 — Ahmad Saffar Moghaddam), Amoozesh-e Zaban: book 1’ (1384 – Mehdi Zarghamiyan) and ‘ Dars-e Farsi’ (1386 — Taghi Poornamdariyan). In these three books big ‘ C’ culture refers to cultural items and materials such as national history, music, literature and art, and little ‘ C’ culture refers to social practices such as behavior, etiquette, beliefs, values, and rules. This method counts the examples of teaching language with a focus on themes like life, family, school and workplace, while also keeping track of the quantity of cultural themes and the pertinent interactions. This study tries to develop a theory in which teaching culture is fully incorporated within the teaching of language.

Brahui dialect of south Roudbar is a common dialect in "Tom-meyri" village, located in south Ruedbar city in Kerman province. This dialect is one of the non-Iranian dialects that is exist in Iran. Most of them live in Sistan and Baluchistan province, but a minority group with fewer than 1, 000 people live in south Ruedbar, And some of them live in Faryab city in southern of Kerman province. This dialect is one of the species of Brahui language, belonging to the Dravidian family. The subject of this article is the descriptive study of phonomes in this dialect and its purpose is to recognize and introduce phoneme system in that. The research area is Tom-meyri. The data of this research have been gathered from different levels of educated and age male and female speakers in the fieldwork and interviews with them. Then, by extracting the phonemes and using substitution, their phonological examination, along with numerous examples, is discussed. Each phoneme has been attempted to contrast with the phoneme with the same place and method of production.

Despite the reputation and importance of Zamakhshari's Muqaddimat al-Adab, one of the oldest extant Arabic-Persian Dictionaries and a rich source of Persian equivalents of Arabic terms, it has not received considerable attention from scholars. The reason is probably the lack of a meticulous authentic edition of this book. Therefore, the two existing editions of this dictionary need to be emended to remove errors and defects. This paper aims to provide a critical edition of Muqaddimat al-Adab, and at the same time, focuses on a series of critical notes of the two editions of the book; notable among them are the following: Lack of a detailed introduction of the author and lexicographical method; insufficient description of the manuscripts; no editorial methodology for editing the manuscripts; no reference to the manuscript variants; incorrect recording of entries and their equivalents as a result of misreading the inscription; false etymological explanations; and irregularities within the Arabic and Persian indexes. Finally, with the new discovery of some authoritative and rare ancient manuscripts, a comprehensive critical edition of Muqaddimat al-Adab is essential.