The verb in Russian Language is a part of speech which involves several GRAMMATICAL features. Regarding methods of expressing the person, we can classify it in two major groups: Personal verbs and Non-Personal verbs. The difference of these two groups is in their expression and in expression of the person as a GRAMMATICAL CATEGORY. The purpose of this research is to consider ways of declaring the person in verbal predicates of the Russian Language. The meaning of GRAMMATICAL person is sometimes determined by verbal affixes. In this condition, the means of expression by a person is grammar. On the other side, other elements of sentences which are pronouns and nouns determine the GRAMMATICAL person which we refer to as lexical tools. In Russian Language, lexical tools play an important role in expressing meaning, because in some situations such absence inexistence of a formal subject in sentences, and verbal affixes indicate the virtual meaning of GRAMMATICAL person.

When studying Russian morphology, one can distinguish two categories. These categories are "GRAMMATICAL" and "lexico-GRAMMATICAL". GRAMMATICAL categories can be specified through a series of GRAMMATICAL features of words. Considering different criteria, Russian grammarians and linguists divide GRAMMATICAL categories of their language into different types. In determining lexico-GRAMMATICAL types, in addition to a series of GRAMMATICAL features, they also consider a series of lexico-semantic features as well. The lexica-GRAMMATICAL type is determined in the different forms of parts of speech.

Modality in different languages can be expressed through different GRAMMATICAL categories such as modal adjectives, modal adverbs, modal auxiliaries, and modal lexical verbs. This descriptive-analytic study aims to determine GRAMMATICAL CATEGORY and syntactic position of “t͡ʃəmɑn” in Kalhori Kurdish, using Cinque’s spec-based approach (2004). One of the researchers’ linguistic intuition, as the native speaker of Kalhori Kurdish, was helpful in providing and analyzing the relevant data. Based on facts such as “its optional presence in the sentences”, “not receiving negative prefixes”, “not occurring with subjunctive mood”, along with “its placement necessarily after evaluative adverbs”, it was revealed that “t͡ʃəmɑn” belongs to the CATEGORY of adverbs. By assuming that there is an epistemic modality projection above the tense phrase projection, the specifier of epistemic modality projection was shown to be the syntactic position of “t͡ʃəmɑn” in this language. Finally we have argued that Cinque’s spec-based approach provides an adequate framework for specifying GRAMMATICAL status and explaining syntactic behavior of this linguistic element in Kalhori Kurdish. Introduction Modality in different languages is used to express a proposition and can be conveyed through various devices, such as modal adjectives, modal adverbs, modal auxiliaries, and modal lexical verbs. The purpose of this study is to determine the GRAMMATICAL CATEGORY and syntactic position of “t͡ʃəmɑn” as a modality marker in Kalhuri Kurdish, using Cinque’s spec-based approach (2004). Various approaches have been adopted to determine the syntactic position of adverbs. Some consider adverbs as adjuncts, which can enter the sentence structure wherever they are produced, while others believe the position of adverbs is the specifier of the projections that dominate verbal projections.      In the latter approach, Cinque (2004) proposes that sentence structure consists of about thirty functional projections, with the specifiers of these projections being the syntactic positions of adverbs, including modal adverbs. In his spec-based approach, Cinque assumes a fixed position for adverbs, and the displacements that sometimes occur in the adverb order relative to other sentence constituents result from the movement of those constituents above the adverbs. Palmer (1999; 2001) considers epistemic modality a subset of propositional modality, which explains the speaker’s attitude toward the status of a proposition. The term “t͡ʃəmɑn,” meaning “as if,” appears to function as an epistemic modality adverb. The findings of this investigation may be significant for researchers studying the Kurdish language or other Iranian languages, as they explore different modality markers in relation to the thirty different kinds of projections that Cinque proposes for sentence structure, helping to determine their syntactic position.      Givón (1995), Palmer (1999), and Narrog (2005) classify modality into three conceptions: it is the semantic information about the speaker’s attitude towards their speech; it extends beyond the propositions in the speech; or it is a device to distinguish truth from falsehood. These three concepts, collectively, provide a comprehensive definition of modality. Portner (2009) further defines modality as a linguistic phenomenon that enables discussion about, or based on, unreal situations.      Many studies have been conducted to explore different aspects of modality. Karimi (2005) classifies adverbs into high and low adverbs. Despite proposing a linear order for adverbs, she considers them adjuncts that enter the sentence structure wherever possible. Taleghani (2008) investigated the syntactic position of “shaayad” and “baayad” in Persian, identifying "baayad" as having both epistemic and root modality meanings, while “shaayad” functions solely as an epistemic adverb. Labbafan Khosh and Darzi (2015) studied the GRAMMATICAL CATEGORY and syntactic position of “baayad” and “shaayad.” Considering its two different meanings, they concluded that the position of the epistemic “baayad,” like “shaayad,” is the specifier of epistemic modality, while the position of root “baayad” is the head of root modality. Materials and Methods Using a descriptive-analytic method, this research aimed to determine the GRAMMATICAL CATEGORY and syntactic position of “t͡ʃəmɑn” as a modality marker in Kalhuri Kurdish, according to Cinque’s spec-based approach (2004). One of the researchers, a native speaker of Kalhuri Kurdish, relied on their linguistic intuition to provide and analyze relevant data. First, based on Palmer’s classification (1999; 2001), it was established that “t͡ʃəmɑn” is an epistemic modality marker. The main analysis was divided into two parts: analyzing the GRAMMATICAL CATEGORY of this modality marker and determining its syntactic position.      To determine the CATEGORY of “t͡ʃəmɑn,” we compared its behavior with that of adverbs to establish whether it functions as an adverb. We considered several behavioral criteria, including its optional presence in the sentence, its inability to receive negative prefixes, its incompatibility with the subjunctive mood, and its required placement after evaluative adverbs. Following this, Cinque’s spec-based approach (2004) was applied to determine the syntactic position of this modal adverb.      As previously mentioned, Cinque proposes that sentence structure comprises thirty different functional projections, with their specifiers serving as the positions of various kinds of adverbs. In his approach, Cinque suggests that the projection of epistemic modality dominates the tense phrase, while the projection of root modality is dominated by the tense phrase and dominates the negative phrase. The analysis then investigated the placement of “t͡ʃəmɑn” concerning this hierarchical order and, finally, examined its position as a modal epistemic adverb in relation to other words that function as the heads of root projections. Results and Discussion This study aimed to determine the GRAMMATICAL CATEGORY and syntactic position of “t͡ʃəmɑn” as a modality marker. Based on Palmer’s classification of mood, it was concluded that this element functions as an epistemic modality marker, which is used in certain propositions to add the meaning of "supposition" to the sentence. The analysis revealed that “t͡ʃəmɑn” shares several common features with adverbs, such as its optional presence in sentences, its inability to receive negative prefixes, its incompatibility with the subjunctive mood, and its necessary placement after evaluative adverbs. These findings indicate that “t͡ʃəmɑn” belongs to the CATEGORY of adverbs.      According to Cinque, the projection of epistemic modality dominates the tense phrase, while the projection of root modality is dominated by the tense phrase and dominates the negative phrase. Thus, by assuming that there is an epistemic modality projection above the tense phrase projection, it was shown that the specifier of the epistemic modality projection represents the syntactic position of “t͡ʃəmɑn” in this language. Conclusion Through the investigation of the GRAMMATICAL CATEGORY and syntactic position of “t͡ʃəmɑn” using Cinque’s spec-based approach, this study revealed that “t͡ʃəmɑn” is an adverb syntactically positioned in the specifier of the epistemic modality projection. The findings suggest that Cinque’s spec-based approach provides an effective framework for determining the GRAMMATICAL status and explaining the syntactic behavior of this linguistic element in Kalhuri Kurdish.

The corpus of the research is taken from the final writing test of the General Persian language Course(GPLC) of Persian Language Teaching Center(PLC) at Imam Khomeini International University(IKIU), which was held in the winter of 2016. 90 Chinese Persian learners participated in the mentioned test; hence, a total of 90 test sheets were used as raw data. The test consists of two parts: In the first part, four pictures, marked with numbers one to four, show a short story and the students are asked to write story of the pictures with at least 10 lines of 10 words. In the second part, they are asked to choose one of the two given topics and write a text of at least 10 to 12 lines of 10 words. In one of the suggested topics, Persian students were asked to write a text about one of their travels so far. What did they do before the trip? What items did they take with them? What places did they visit? In the second issue, they were asked to write a letter to their Iranian teacher and explain their country in terms of climate, population, culture, civilization, etc.; Therefore, each writing test sheet contains two written texts: a text related to the narration of the given images and a text about a personal trip or a letter to an Iranian master. Given the minimum of 100 words for each text, it can be said that the body contains 90 texts about the visual story and 90 texts about one of the two proposed topics and a total of 180 texts. If we consider at least 100 words in each text, the body contains approxi. Persian Chinese learners "General level of Persian language" Persian Students who are in the general Persian language course of the Persian Language Training Center of Imam Khomeini International University for 16 weeks and 20 hours per week for four skills of listening, reading, speaking and writing skills They have participated in a total of 320 training hours in face-to-face classes. Considering the quality and quantity of the educational program and the individual characteristics of Persian Chinese students, the general level can be considered equivalent to the intermediate or pre-intermediate level (A2) in the framework of the common European reference. To prepare the body, the Persian writing sheets of Chinese students were first implemented in the word processing software. Attempts were made to type as much as possible what the Persian learners had written in their worksheets. Then, the GRAMMATICAL labeling of the typed content was done within the framework of the CATEGORY and amount grammar. At this stage, 26 GRAMMATICAL labels such as number and types of sentences (kernels and clusters), number and types of clauses (kernel, dependent, ordered, inverted, orderly, Mahin, ancient, self-standing and non-standing), number and types of groups (current, noun and adverb ), The number and types of information related to the current group (time management, direction and negation and proof), the number and types of information related to the nominal group (complement, position and nominal dependencies) and the number and types of information related to the adverbial group (unmarked and By marking) in the Persian text, the students were identified and counted and the data of each sheet were recorded in a table that was prepared for this purpose. n conducting the research, as much as possible, the criterion for analyzing the components of the text is Persian students's writing and the written text should be analyzed without applying language corrections. Since the dot is intended as the boundary of the end of one sentence and the beginning of another sentence, the authors punctuate the posts. And amended or supplemented as required; Next, the work of identifying and separating the sentences has been done. In body analysis, the inverted clause components are identified and calculated as the constituent elements of the clause (current group, nominal group and constraint group). To count the current groups, in addition to the current group, in the documented paragraphs (Mahin paragraph), the undocumented paragraphs (Kahin paragraph), the "inverted" self-static and non-static inverted clauses are also calculated as the clauses with the current group. In the analysis of dependent nominal groups, only one nominal group is considered. In other words, the nominal groups within the constraint groups are not analyzed separately. Findings indicate the core, ranked and major sentence frequency. The verbal group has characteristics such as finite personal and active voice on average and there is almost no trace of finite impersonal and passive voice. The nominal group has no or one dependent. The adverbial group is approximately the same proportion of marked and unmarked. Research has also proven the effectiveness of CSG in accurately describing writing of CLP's writing.

One of the basic and necessary steps in teaching Persian language to non-Persian speakers (AZFA) is to collect and record raw linguistic data and prepare the corpus of non-Iranian Persian learners and describe the data using linguistic theories. The present study was done with the aim of taking a small step towards creating the production corpus of non-Iranian Persian learners and also getting to know more about the GRAMMATICAL features of Farsi learners' writing. The main question is about the characteristics of the GRAMMATICAL structure of Chinese Persian learners' writing at the intermediate level. The subsidiary question is about the effectiveness of the CATEGORY grammar and the level in describing the GRAMMATICAL structure of the intermediate language of Persian learners. This research employed a descriptive-analytical, and it was carried out by using linguistic corpus taken from the final writing test of 36 Chinese Persian learners of the Persian Language Education Center of Imam Khomeini International University based on the linguistic theory of CATEGORY and measure. The findings showed that the sentence structure in the writings of intermediate level Chinese Farsi learners is mostly of the nuclear type, ordered and definite, but dependent and inverted clauses are also seen in the writings. Another finding is that, on average, the current group of each sentence has characteristics such as personal, definite and positive, and the current group of impersonal and unknown direction is almost invisible. The distinguishing characteristic of the nominal group is its non-dependent and single-dependent nature,but the adverbial group is almost equally marked and unmarked. The research has also confirmed the effectiveness of CATEGORY and measure order in describing Chinese Persian learners' writing accurately.

вид, translated most often in Russian linguistic texts as aspect, is one of the GRAMMATICAL categories of verbs in the Russian language. вид manifests the process of an action from the resultative or inresultative, continuity or incontiuity and so on point of view. вид is formally expressed by some morphological instruments such as suffixes and prefixes inside the finite form of verbs. In the Russian language аспект, being a functional-meaningful CATEGORY, just as вид may express the process of an action However, it is able to be expressed not only by morphological instruments but also by other instruments such as syntactic instruments, lexical meaning.

Determination of the GRAMMATICAL CATEGORY is one of the problems faced by the lexicographers. Multifunctional words-words that show characteristics of more than one word class-make this task more difficult. Multiplicity of the function may be the result of ambiguity of lexical categories and interrelationship between them. Lakoff (1986) believes CATEGORY membership is a matter of degree and words can be more or less member of a CATEGORY. Neustupny (1966) speaks of marginal elements in each class that belong to the given class, but realize functions proper to another. According to Neustupny, these words are divided into two groups: peripheral elements, those which are characterized by features of another class but still belong to the given class, and the boundary elements which is not clear whether they belong to the given or to the opposite class (Balterio, 2007, p. 71). Some processes, such as ellipsis, polysemy and conversion can also cause that words to perform different functions. However, each of these processes has a different effect on the words that distinguishing these processes is not always easy. Some such as conversion change the lexical CATEGORY of the word while the others such as ellipsis are a kind of syntactic simplification that occur only in certain circumstances. However, what should be considered in lexicography and recording lexical entries is the process of word formation that creates new words or change the GRAMMATICAL CATEGORY of the already-existing words. It is crucial to note that the membership of a word in another word-class is possible only if it can accept all the functions and behaviors of that word-class and can appear in all possible positions for that word-class. Therefore, different criteria, syntactic, semantic and morphologic, should be regarded. Syntactically, the word must be able to appear in all possible positions and functions for the new CATEGORY. Morphologically, it must be able to accept all inflectional affixes of the new CATEGORY. Semantically, the meaning of the word in the new CATEGORY should be related to its meaning in the previous CATEGORY or be defined on it. To distinguish ellipsis, Adams (1973, p. 19) suggests a semantic specification criterion. He believes when an adjectival noun refers to a specific and limited semantic field, what happens is the process of shortening or ellipsis that is a kind of syntactic simplification and not a word formation process such as conversion. However, sometimes the words derived from the processes such as ellipsis, as a result of extensive use by speakers, are entirely independent and accepted in the new CATEGORY. In such a case, recording both lexical categories for these words is recommended. Finally, diachronic and synchronic criteria are used in distinguishing homonymy, polysemy and conversion. Lyons (1995, p. 58) and Huddleston (1993, p. 105) suggest the etymological and semantical criteria for differentiating between homonymy and polysemy. Polysemous words are said to be semantically related and have the same etymology, but homonymous pairs are said to be semantically unrelated and have different etymological sources. In addition, part of speech for the polysemous words is the same, but for the homonymous words can be the same or different. Converted words, such polysemous pairs have the same etymology and different but related meanings. The difference between these two is part of speech: converted words have different parts of speech but part of speech of the polysemous words is the same. In this research, some problems of lexicographers in this field have been examined and attempts have been made to find solution to overcome them. To achieve this aim, multifunctional words from a dictionary (Sokhan) were collected and studied. Statistical society of this research included all words listed in this dictionary, among them multifunctional words were picked as the sample. The research method was description and content analysis. Data in this research were indexed using Microsoft Excel 2010. Recorded items were 2459 words divided in different groups according to the recorded GRAMMATICAL categories. The group of adjective-noun that is studied in this research was the biggest one with 1172 words. The members of this group semantically referred to different concepts, so were divided into semantic subcategories such as color terms, numbers terms, curses and offensive terms (which were nouns referring to the animals or unpleasant things or adjectives with negative connotation), words referred to nationality or ethnicity, profession terms and sundry words (which referred to various concepts that could not be included in one group). These data were analyzed in an interpretive way. Results showed numbers and colors are only adjectives the application of which as their name is the result of the anaphoric ellipsis and cannot be considered multifunctional words. Profession terms, although defined in this dictionary as members of adjective-noun group, do not show any adjectival behaviors. These words in another dictionary (Farsi-e-Emrouz) are only defined as noun. Ethnic terms morphologically simple or derived both are defined as adjective-noun in this dictionary. However, the simple ones are only noun and the derived ones are adjectives which are made by adding suffix "-I" to the end of simple ones. These adjectives can be used as nouns to refer to people or languages, so can be considered multifunctional words. Besides, offensive terms defined in this dictionary as both adjective and noun are only nouns or adjectives which are metaphorically used to address people. Finally, members of the sundry group have undergone various processes such as ellipsis or polysemy. Functional changes of the words after ellipsis are not recorded in other dictionaries. As conclusion, most of the functional changes are the result of different phenomena some of which are only a kind of syntactic simplification and should be ignored by lexicographers.

In this paper first we define the morphism between geometric spaces in two different types. We construct two categories of U-GESP and L-GESP from geometric spaces then investigate some properties of the two categories, for instance U-GESP is topological. The relation between hypergroups and geometric spaces is studied. By constructing the CATEGORY SNS-Hv of Hv-groups we answer the question that which construction of hyperstructures on the CATEGORY of sets has free object in the sense of universal property. At the end we define the CATEGORY of geometric Hypergroups and we study its relation with the CATEGORY of hypergroup.

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