One the most important factors in correct and fluent translation of a text is analyzing the syntactic structure of the source text. This is particularly important in the translation of the Quran so in this article, we analyze syntactic construction of EMPHATIC "L" (ل) in Quran and after analyzing parallels of this structure in Persian and some translations of this construction in translator Qurans regarding the view points of syntactic and vowel point scientists, interpreters and Persian grammar, we present a similar translation based on analyses of this structure. This structure: "was /were not + "L" (ل) +future verb followed by "that" ( (ان that is not present in sentence " used in 19verses of Quran and discussed in syntactic sources, Quran`s vowel point books and interpretations. EMPHATIC "L" (ل) comes before future verb while "was /were not" is precede and marks end of the verb with vowel point "a", for example: "وَ مَا کاَنَ اللَّهُ لِیُضِیعَ إِیمَانَکُمْ" (Al_Baqara, 143). There are many disputes among two Basra and Kufa schools and syntactic scientists following each of the two schools over the factor which marks the end of the future verb with vowel point "a" and " predicate" of this structure. Basra school thinks that this factor is "that" which return to infinitive and with preposition "L" (ل) which precede it, governed by a preposition and it is owned to the omitted " was /were" predicate and structure of that is so:" ماکان قاصداً للفعل" because the negation of intention is more eloquent than negation of verb because negation of the verb is not entails negation of the will, but negation the will entails negate a verb. But Kufa school believes that vowel point "a" at the end of the future verb is because of "L" (ل) itself and "L" (ل) is unnecessary and for emphasis so predicate of (was /were) is future verb + "L" (ل) that is present in sentence.Hesitate to this verse and other verses confirms point of view of both the Basra and Kufa schools, that is precede by "L" (ل) is because of "that" ( (انthat is not present in sentence, but not "L" (ل) itself because in many verses of Quran vowel point of future verb that is precede by (was /were not) become "a" because of "that" (ان) such as:" وَ مَا کاَنَ لِنَبیِ‏ أَن یَغُلَّ" (al_Emran 161), "وَ مَا کاَنَ لِمُؤْمِنٍ أَن یَقْتُلَ مُؤْمِنًا إِلَّا خَطَا"(nesa 92), "مَا کاَنَ لِنَبیِ‏ أَن یَکُونَ لَهُ أَسْرَی‏ حَتیَ‏ یُثْخِنَ فیِ الْأَرْض‏"( anfal 67), and other 17 verses cab be confirmation for the structure of "L" (ل) that the factor which marks the end of the future verb with vowel point "a" is "that" ((ان that is not present in sentence. In the syntactic books: among the factors that mark the vowel point of future verb to "a" only "that"((ان can function while it is hidden or appear and should be hidden when it precede by (was /were not), moreover "L" (ل) can not mark the vowel point of future verb to "a" because it is one of the factors that assigning to the nouns so it is not correct that what is allocate to noun, act on verb, then it is necessary to a factor to change the future verb to noun, so that "L" (ل) can act on it as preposition and only "that"(ان) can do this. Most of the vowel point scientists and interpreters believe that predicate in this verses is not appear in sentence, but some of them think so in some verses and in others believe that the factor which marks the end of the future verb with vowel point "a" is "that" (ان) that is not present in sentence. Mohiedin Darvish in 6 verses can not accept the omitted predicate and say: " "L" (ل) and preposition is in place of predicate". Studding the context and meaning of other 13 verses not only reject hidden predicate, but also show that future verb with vowel point "a" because of "that" (ان) can be predicate itself in these sentences without any problem.Due to differences of opinion of syntactic scientists, the context and meaning of the verses and the rule of non omission in any of these 19 verses, it is not necessary to omitted predicate and "L" (ل) emphasis on negation (Ibne- Hosham: 1,228/1386). For translation of this structure "never" adverb and continuous past or predicative future/present regarding to the context should be used. While the parallel structure of "L" (ل) in Persian is: a confirmation adverb such as "certainly", but due to meaning of these verses "never" adverb should be used in for translation of "L" (ل).

This study attempts to investigate the relationship of daughters' EMPHATIC behaviour toward mothers. These daughters are those who enjoying metacognitive skills (self-regulating learning strategies) and educational achievement. They are high-school girl students residing in Tehran, out of whom 196 persons were selected by two questionnaires: the empathy questionnaire and that of Zimmerman, regarding self-regulating learning behaviour. The results were analyzed using correlation, variance analysis, and regression methods. The findings show that there is a significant positive correlation between daughters' EMPHATIC behaviour and their educational achievements. Also, a significant relation was found to exist between self-regulating strategies of the students and their given Educational District. There was no significant relationship among EMPHATIC behaviour, educational achievement, and the Educational District.

The present paper tries to introduce a special type of verbal constructions in "Hawrami". These constructions, called EMPHATIC progressive verbs in this paper, are composed of two conjoined parts: the infinitive plus present continuous, past continuous, and simple past verbs; nothing but agreement clitics (either subject-referring clitics in ergative constructions or object-referring clitics in non-ergative constructions) can separate these two parts. The functions of these constructions are: forming progressive aspect (while used with present and past continuous verbs), and emphasizing the verb (while used with simple past verbs); the former function is more unmarked than the latter one. These two functions will be differentiated on the basis of Givon's (2001) view on the nature of informative and contrastive focuses. Since these constructions are highly influenced by the information status of their constituents, the derivational process of these constructions can be looked at from the perspective of the information structure theory.

The question of "common pronoun" has been widely neglected in the studies of Persian grammar. Structurally, it takes three different forms: 1) kod āmadam; kod amadī, ... 2) kodam āmadam, kodet āmadī, ... 3) kod-e man āmadam; kod-e to amadī, ... In certain cases, the writer argues, these three forms are free variants, but in some other cases they are used in complementary distribution. On the other hand, in some cases, the shared pronoun is used as an EMPHATIC pronoun and in some others, as personal pronoun.  

Discourse markers are of the most important elements of the language system, especially the conversational and informal language. Today, the study of discourse markers is one of the newest and most important topics in linguistics. This is important because speeches which lack these linguistic units are incomprehensible, imperfect and not clear enough. These linguistic units perform different functions in a language system and "the EMPHATIC function" is one of them. Speakers emphasize on a specific part or the whole of a discourse using these discourse markers. Of course, based on the fact that "emphasis" is a complex issue in the language system, different tools are used to express it. Discourse markers are one of these tools. In this research, the EMPHATIC discourse markers are analyzed qualitatively and quantitatively based on the two-fold framework of Brinton (1996), according to functional approach, and in pragmatics sphere. For this purpose, a colloquial corpus has been selected, which consists of three telefilms such as "panj ta panj", "ye bilit šāns", and "amu jān hitler".

Language is the most important medium for communication among human beings to express their intensions and concepts; and all languages possess one or more specific styles through which the author(s) can influence the addressee's and audience's souls and minds. Accordingly, connoisseurs of oration arena have propounded criteria and styles to assess speech value, and they have enumerated the Quran, as the superior and best paradigm of this significant affair; and they have regarded all styles applied in it as the high paradigm of fluency and eloquence to which man's thought and meditation is not able to access.One of the considerable styles in the Quranic verses is that of emphasis which has been expressed at the peak of expressiveness and beauty; and in this paper we are going to deal with the rhetorical aspects of this style.

Meanings and applications of the letters and their usage have significant role in the interpretation and eloquence of the Old Persian texts. Bayhaghi's History is one of the most exquisite texts in Persian prose in which the letter “ra” has been extensively used. Some of the applications of “ra” in that book and afterwards is current in its contemporary texts. However, in some cases the usage of “ra” is specific to its own context. In any case, "ra" appears in the form of preposition, demonstrative, EMPHATIC, and so on. The verb accompanying “ra” has effective role in recognizing the meaning and its application.

The study aimed at examining the effects of scaffolding ESP readers, by using graphic markers and highlighting syntactic and EMPHATIC prosody, on their Foreign Language Reading Anxiety (FLRA) and fluency. A mixed-methods research design was used for a deeper understanding of the obtained data. An experimental design was planned with a control and an experimental group including 38 students of two fields, museum studies, and conservation of historic buildings in Shiraz University of Arts. Participants of the experimental group were scaffolded to develop reading fluency with different graphic markers, while members of the control group had their usual ESP classes. The participants’ FLRA and reading fluency levels were assessed prior to the study and after it ended. Statistical analysis of the results proved that scaffolding the students with graphic markers had the potential to lower their FLRA. Also, the results of fluency assessment frameworks including Words Read Correctly per Minute (WCPM), Multidimensional Fluency Scale (MDFS) and National Assessment of Educational Progress (NAEP) confirmed the effectiveness of scaffolding the readers with graphic markers. For a deeper understanding, the data were explored using qualitative data classification and analysis by the NAEP framework. The qualitative analysis of the observations showed while graphic cues can scaffold the learners to notice their shortcomings toward an optimum level of fluency, they could not be the sufficient condition for achieving the goal. It was also concluded that online decoding, sight-word reading, and sensitivity to stress and intonation are pre-requisites of fluent and prosodic reading with expression.

In this study, based on data obtained from a number of languages and dialects of Iran (as well as a number of languages out of Iran due to the analysis and discussion of the article), the reduplication process has been investigated and analyzed in framework of the views of Inkelas and Zoll (2005). The main purpose of this research is to answer these two questions: What are the main functions of reduplication in languages and dialects of Iran? 2) What explanation can be given for the common functions of reduplication in different languages? To answer these questions, after raising the issue and stating the research methodology, first the previous researches are reviewed, then the research data are analyzed, and finally a series of discussions and conclusions is given. Analyses and discussions in the article show that in the languages and dialects studied, reduplication is used to add different meanings to the base. Research studies also show that nominalization is another common function of reduplication in languages and dialects of Iran. In addition, it has been argued that within the framework of Inkelas and Zoll, it is not possible to provide a satisfactory explanation for some of the data, therefore it is necessary to reorganize this pattern in order to explain more types of reduplication. In explaining the phenomenon of duplication, it has been argued that paying attention to the relationship between form and meaning in duplication is very helpful. Also, through the presentation of some data and their analysis, it has been said that binary structures based on onomatopoeia can also be considered as a kind of reduplication.

The holy Qur'an, which is a luminescent on the life of all societies, with respect to different aspects of grammar, syntax, dialect and eloquence, has been taken into consideration by researchers and scholars from the same 1st Century Hijra and each of them, in their capacity, has deduced from the revealed book. The current article tries to study additional prepositions used in the first ten sections of the holy book. These prepositions have EMPHATIC roles in verses and emphasize the whole meaning in a way that their presence seems to be the repetition of the sentences. The paper discusses different viewpoints about the Qur'anic verses where additional prepositions have been employed and then it reviews, discusses as well as makes a comparative analysis in order to borrow conclusion based on those varying viewpoints.