Objectives: Auditory perception or hearing ability is critical for children in acquisition of language and speech; hence hearing loss has different effects on individuals’ linguistic perception, and also on their functions. It seems that deaf people suffer from language and speech impairments such as in perception of complex linguistic constructions. This research was aimed to study the perception of complex Syntactic constructions in children with hearing-impairment.Methods: The study design was case-control. According to the inclusion and exclusion criteria, twenty children with severe to profound hearing impairment, aged 8-12 years and twenty normal-hearing children, aged 6-7 years were selected in a simple random sampling from exceptional schools for deaf people and from normal kindergartens and schools for normal cases. The perception of sentences was tested by using a researcher-made task called sentence-picture matching task. At first the content validity was determined and then the reliability was confirmed with Cronbach Alpha Test. Data were analyzed by statistical tests such as Independent Samples T-Test and Mann-Whitney U Test using SPSS.Results: Perception of the group with hearing-impairment was significantly lower than the normal control group. The hearing-impaired children failed to perceive complex Syntactic structures. Linguistic function of the group with hearing-impairment on perception of sentences with simple word order was better than on complex sentences.Discussion: If rich linguistic inputs are not available for children during the critical period of the first language acquisition, the Syntactic skill, especially in complex Syntactic constructions, will not normally develop. In order to establish a foundation for a healthy perfect Development of syntax, at the early years of life, children should be exposed to a natural language.

This study explored the Syntactic acquisition by Persian monolingual and Kurdish-Persian bilingual learners of English as a second and third language and the effect of instruction on beginner learners' Syntactic acquisition with reference to UG-based non-primary language learning theories. A group of EFL learners (23 Persian monolingual and 73 Kurdish-Persian bilingual learners) were selected. They were divided into beginner, intermediate and advanced levels based on their performance on the Oxford Placement Test. A grammaticality judgment test, a translation test and a functional test were used to collect data. ANOVA analyses indicated that Kurdish-Persian bilingual learners of L3 English and Persian monolingual learners of L2 English were able to reset the parametric variations related to the intended features at intermediate and advanced stages of L3 acquisition, but they failed to do so at the initial stage. The Direct Access (DA) hypothesis, the Full Transfer/Full Access (FTFA) hypothesis and the Modulated Structure Building Hypothesis (MSBH) were found to best explain the findings. Paired-samples t-test showed that instruction positively influenced the acquisition of the Syntactic features by beginner-level learners after the treatment.

Pienemann (1998, 2015) put forward Processability Theory to enlighten why language learners follow definite Developmental paths. The aim of the present study was to run a comparative investigation into the difficulty order of different grammatical structures for male and female Iranian EFL learners predicted by Processability Theory. 185 Iranian university students took part in this study. They received a Demographic Questionnaire and a Validated Researcher-Made Grammar Test designed based on the stages of Processability Theory. Item Response Theory (IRT) Rasch Modeling was used to analyze the collected data. Results pertained to the research questions revealed that the stages predicted by Processability Theory do not account for the Iranian male/female EFL learners. Another major finding emerged from the data was that the difficulty level of different grammatical structures presented by Pienneman in PT doesn’ t match the difficulty order obtained in this study by male/female EFL respondents. All things considered, results of the study provided a reliable counterevidence for the assumptions of the theory.

Dr Makhzoomi who has known the syntax and morpholoigical problems of Arab students specially Iraqian students, tried to present a kind of syntax which is free of complication and he believes that it is closer to the nature of language that grammarians views which has come in a book "the analysis of Arabic syntax" which the author tried to explain that subject through an article. It is worthy to mention that Dr Makhzoomi represent his practical veiws in "Arabic syntax, rules and comparison". Makhzoomi, by enjoyment of other ideas and without prejudice tried to represent a kind of syntax which is learnable.