Literary Research
Year:2017 | Volume:14 | Issue:55 |Papers Count:6

Nowadays, Persian language like many other languages comes across different challenges. Generally speaking, these challenges on the one hand include the ones related to Persian language spoken out of Iran and on the other hand they encompass inner context and position of Persian language. In outer context, these challenges are evident among immigrant Persian speakers in Afghanistan, Tajikistan and other countries of central Asia. In its own territory of Iran, these challenges belong to the question of identity in Persian language, translation into Persian, writing system and the relationship of Persian with other dialects. In other words these challenges are dividable in linguistic and extra linguistic categories. As linguistic factor, we can mention triple divergence among Persian variants in Iran, Afghanistan and Tajikistan and the place of Persian Language in these countries as extra linguistic factors. This study has scrutinized these two main challenges of Persian Language.

In this study, the authors have tried to analyze and evaluate writing proficiency as a criterion for language proficiency in the end of secondary school among graduates who prepare themselves for entrance examination of universities. The objective of the present research is to evaluate the level of secondary school graduates’ writing proficiency .To do this, a questionnaire and a standard test were used as research methodology’s tool. Four hundred students from Tehran school were selected to participate in this test whose validity and reliability have been already confirmed. The main features in evaluating graduates proficiencies have been regulated based on educational purposes and the guide of curriculum. The proficiencies like spelling, applied grammar, summarizing, and writing were examined. The benchmark score is based on the usual routine of education, 12 (out of 20), and the lowest level of graduation, the lowest grade of 12 was equivalent to 60% of the total score. According to the educational goals of writing proficiency, official programs and reference documents, the results showed that most of graduates have not acquired the necessary writing proficiency and have not reached the level of mastery and graduation. The spelling had the best status in the way that at least fifty percent (50%) of graduates could gain satisfactory score. Finally, the summarizing had the most unfavorable situation where only 13% of the graduates obtained average score.

By adopting library based research methodology and based on semantic and structural theories, the authors of present study have tried to prepare a report on the historical evolution of Persian complex predicates from yesterday to today including its investigation and criticism. The results of this study showed that the more we go away from the beginning of grammar textbooks compilation and special scientific attention to the category of the verb, the more complex predicates construction and the manner we should recognize them get evolved. In this respect, it should simultaneously pay attention to the morphological, syntactic and semantic criteria. Thus, a complex predicate consists of two parts (Noun or adjective +light verb) where both blocks in sum have a unified meaning and has the attributive function in the sentence and its ability to expand does not concern its compounding.

In order to find the definition and referents of transitive and intransitive verbs, the investigation of Persian grammar textbooks shows that the grammarian incongruent ideas mainly refer to two basic definitions in the old version of Persian grammar manuals. At first, the subject and its referents. The ambiguity in determining referents of subject, to say grammatical subject highlights this fact that all linking or passive verbs lacking subject are considered in some textbooks as transitive and in some others as intransitive. The second ambiguity refers to the definition of transitive or intransitive verbs. For a verb to be “intransitive”, there is no necessity to the word “other”. The existent ambiguity in the referents of “other” cast doubt on the status of linking or passive verbs as Intransitive or transitive. In grammar textbooks which are based on linguistic theories, we have also the same division of Intransitive or transitive, but the transitive verbs do not overlap with its concept in traditional grammar and it remains as one of its sub categories. This study tries to present an analytical report on the origin of these incongruent ideas among some traditional and modern grammar textbooks.

The main objective of this article is to introduce the brief history of Aramaic language. The questions of this research are as follows: what kind of transformations are there in this language in each period during its lifetime in Iran and what’s their functions? Which dialects of Aramaic are used in Iran and which of them have written text? Finally, we will see that Aramaic language has been at first an administrative and spoken lingua franca and then it has been religious, scientific and spoken language. Nowadays, as the current language among Iranian ethnic groups like Aramaics, Jews and Mandaeans, this language belongs to the specific Iranian ethnic communities.

Verb is one of the main categories of Persian grammar being the subject of diverse discussions. Among these, the verb construction is not the case of exception and we encounter frequent incongruences ideas in this area where the lack of scientific insight is clear. A glance at Persian textbooks grammar easily reveals this diversity and heterogeneous ideas. This complexity leads to the vague questions for Persian language learners by rendering its learning much difficult. This study aims to open new horizon to the study of verb construction and description in Persian by adopting a critical point of view vis-à vis the basic definitions, representation and finally the criticism of grammarian thoughts in order to facilitate verb construction teaching in Persian.