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Deriving the distribution of PRO and Obligatory Control (OC) in finite contexts has been a topic of considerable debate. Evidence coming from different languages shows that there is OC in finite contexts, then the theories of “Government and Binding “(GB) and “Minimalist Program”, which analyze control structures based on nonfiniteness of the complement, need to be refined. Landau (1999, 2000, 2004, 2006) proposes an alternative approach in which the distribution of PRO is more directly linked to tense/agreement properties of infl. He claims to get a generalization to account for the distribution of PRO in finite and nonfinite contexts in all languages. However, this article shows that while Landau’s model is effective for justifying exhaustive and non-obligatory or non-control constructions in Persian, it has some deficiencies in accounting for non-exhaustive control in Persian. Then it is proposed that building upon Jackendoff and Culicover’s (2003) semantic analysis of control, we can solve inadequacies of purely syntactic analysis in justifying the distribution of PRO and overt DPs in the subject position of the embedded clause in Persian control structures. Therefore, in this article, the importance of semantic factors to solve this problem is proved.

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Noun incorporation is considered as a word formation process which is not treated similarly in different languages and has various representations. The incorporated noun is unmarked for features of definiteness and specificity; it does not take definite article, demonstratives or case marking. This study aims at finding an explanatory account for this phenomenon in Persian in order to decide whether a particular structure involves incorporation or not. To do this, incorporation is examined with respect to its relation to transitivity as a prototypical phenomenon. In this regard, it may be analyzed according to the notion of the degree of transitivity and the presence or absence of different transitivity parameters. The results show that the two parameters of individuation of object as well as affectedness of object specifically have role in the occurrence of incorporation. Aspect, also, has some effect through its relation to affectedness. Therefore, incorporation is better to be considered as an instance of transitivity decrease which occurs due to the lack of object individuation and object affectedness in a transitive clause. The deviation from the prototypical transitive clause due to the absence of these features is responsible for the structural differences of the incorporated clauses with that prototype.

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In this article, considering syntactic and semantic behavior of central modal verbs (Bayestæn, Šodæn) in Persian, we try to make a suitable decision about these verbs by demonstrating whether they are control or raising verbs. Based on previous point of views, we proposed three hypotheses: a) epistemic modals are raising and root modals including deontic and dynamic modals are control verbs b) epistemic and indirect deontic root modals having external participant are raising but dynamic and direct deontic root modals having internal participant are control verbs c) all kinds of models are raising verbs. In this article, using semantic and syntactic accounts, we concluded central modals which all of them are propositional in Persian, whether epistemic or root and whether internal or external participant are raising.

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Spelling is one of important skills of the second language learning, which deserves to be considered due to its importance and its impact on reading and writing skills. However, this language aspect has been less considered by educational planners and teachers. Learning spelling is a completely systematic process that is influenced by learners’ knowledge on different aspects of language (including phonological, morphological and orthographic knowledge). Through investigating the spelling errors of Persian learners, it is possible to achieve their real understanding from the second language structure at each stage of their linguistic development. Thus findings of such research are useful for teachers, curriculum and textbook designers who are eager to identify problematic areas for Persian spelling learners. The data of present research help them find in which linguistic aspect of spelling, their learners need more training.
The significance of this issue and the lack of literature in this field have led the authors of the present paper to analyze the spelling errors of Arab learners of Persian language by using  contrastive and error analysis approaches. The data collected from 105 of learners’ intermediate and final spelling tests in three levels of beginner, intermediate, and advanced. The population of the present research has been selected by simple random sampling among Farsi-learners at Jam’at-al-Mostafa-al-Alameyyeh , Ghom branch. Regarding errors’ sources, the data obtained divided into three groups of intralingual, interlingual and ambiguous and based on their category, they are classified as consonantal, vowel and form errors. The results indicate that categorically, the errors related to vowel system have the highest frequency (47%) and there aren’t much differences between consonantal (26/8%) and form (26/4%) errors. Also according to the source of errors, the inter lingual errors with the source of mother tongue with 56% have the maximum frequency and ambiguous and intra lingual errors are in the second and third places (26% and 18% respectively) (table 1). Therefore, it can be said that the most important source of spelling errors of Arab learners of Persian is the interference of learners’ mother language on Persian spelling learning. These kinds of errors are resulted from trivial differences between Arabic and Persian phonemic systems. This matter confirms with the moderate version of contrastive analysis.

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This article provides and examines empirical data from different languages showing that long A-movement of the subject of the embedded finite clause to the subject position of the main clause is indeed possible in many languages of the world. However all kinds of raising out of finte clause are not the same and have obvious differences from each other.In present article we introduce and acoount four kinds of finite raising including hyper raising, super raising further raising and copy raising in different languages. Finally we try to determine the position of Persian in  cross-linguistic analysis of raising.

1. Introduction
The possibility of raising out of nonfinite clauses has been approved generally. In fact because of the defectiveness of infinitives, it is impossible for the subject to be asigned case in such clauses. Subsequently, the embedded subject has to move to the subject position of the matrix clause to check its nominative case. Based on this view raising is not permitted out of finite clauses because the nominative case of subject can be checked in the embedded clause. In general, in the present article, we seek to find the answer to the question of whether it is possible to raise the subject of the embedded finite clause in Persian.
 
2. Literature Review
Those who deny the existence of raising structure in Persian (Hashemipour, 1989; Ghomeshi, 2001; Karimi, 1999; Dabir Moghaddam, 1369), provide evidences showing such structures in Persian are only some kind of topicalization.
First, the predicate in the embedded clause of raising is typically represented by a subjunctive form which is a kind of finite clause  and it has tense and agreement features that enable it to license nominative case on its subject. Therefore, the subject NP/DP of the embedded clause  assigned nominative case. Since there is no need for the embedded subject to move out of the subordinate clause, it  can remain in situ. Second, there is no agreement between the matrix verb and the moved embedded subject, The subject agrees with the embedded verb in these cases. Furthermore, any other phrasal element from the embedded clause may move into the matrix clause in these. Based on these pieces of evidence, it has been argued in the literature that Persian lacks raising constructions.
Contrary to opponents' view, Darzi (1993) clearly distinguishes between the raising and control structures with arguments such as idiom chunks, selective restrictions, the ambiguity of the scope of quantifiers, and negative polar elements. He also provides evidences with arguments such as the floating quantifiers, the distribution of the naked reflection-emphatic pronoun "xod", and the scope of the general quantifiers that such structures are the result of the raising of the subject to the subject position and  in fact a movement to argument (A) position. ( For more information, see: Darzi, 2010).
 
3. Methodology
To answer the question whether raising is possible in Persian,  with the method of cross-linguistic analysis, we examine different types of raising out of finite cluses in different languages, Then the position of Persian language in this classification should be specified.
 
4. Results
This article provides evidence for an A-movement analysis of subject raising in Persian based on a number of tests, including , idiom chunk raising, scopal amibiguity , not changing the semantic reading despite of the passivisation of the embedded clause , etc.
 
5. Discussion
According to standard assumptions about Raising structures, Raising out of finite clauses, which have tense and agreement features and which are considered to be non-defective, is neither necessary nor permitted. However, contrary to this assumption, there are empirical data that show A-movement out of finite complement clauses is indeed possible in many pro-drop languages. But all kinds of these raising structures are not the same and have obvious differences from each other:
Hyper raising: The embedded subject in pro-drop languages cannot get case inside the finite clause, hence it stays active and raises into the main clause where its case and phai features valued.Then in hyper raising structures raised subject is in agreement with  the verb of the main clause (Ura 1994).
Copy raising: Hyper raising and copy raising structurs are identical in all crucial respects, with the main difference being that the pronominal resumptive copy is a full lexical pronoun in the latter languages, whereas it is a null pronoun in languages with Hyperraising.
Super raising: In this kind of raising, the NP/DP (the object of the sentence) passes from the position of the subject that has already been occupied and moves to the position of the subject of the higher clause, that is, the non-local argument position.
Further raising: In these constructions, the DP moves to the specifier of the embedded Tense, with which it agrees, and then satisfies the EPP in a higher  position, where it gets its Case-F deleted. Contrary to hyper raising, the raised subject is in agreement with the verb of the embedded clause ( Fernández-Salgueiro, 2005, 2008 & 2011) .
 
6. Conclusion
It is quite clear that the process of raising in Persian, like Galician, Spanish, Portuguese, European and Italian, is of the Further raising  type, because in this language, as in the languages ​​mentioned, the raised subject is not in agreement with  the verb of the main clause.
ânhâ            be-nazar          mi-yâd                         (ke)                  e          faghir   bashan.
They           to view            dur-comes                    (that)                            poor     be-3pl
‘They seem to be poor.’
In this construction, the DP moves to the specifier of the embedded Tense, with which it agrees, and then satisfies the EPP in a higher  position, where it gets its Case-F deleted.

The lack of hyper raising structures in Persian can be attributed to the fact that multiple agree of phi features is not allowed in Persian. Regarding copy raising, the following example shows that there is no special rule of copy raising in Persian language to save the derivation from being crashed.
*Ali be-nazar          mi-yâd                         (ke)                  u          faghir   bashe.
Ali   to view            dur-comes                    (that)                he        poor     be-3sg
‘Ali seems to be poor.’
Due to the lack of a special rule for copy raising in Persian, it seems super raising constructions could not be found in Persian to

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This paper investigates different kinds of control predicates in Persian subjunctive complements. First, it is shown that the obligatory control (OC) constructions syntactically consist of two subtypes exhaustive control (EC) and non-exhaustive control (NEC). Then building upon Jackendoff and Culicover (2003) and Culicover and Jackendoff’s (2005) semantic analysis of control which is devoted to the treatment of infinitival and gerundive complements, we show that in a very large class of cases of OC in Persian , the controlled subjunctive complement also denotes an action. Providing a descriptive typology of each verb class, this analysis justifies the syntactic classification of control predicates  proposed in this paper. Classes of exceptions are treated as coercion in the sense of Sag and Pollard (1991), Pollard and Sag (1994), followed by Jackendoff and Culicover (2003) and Culicover and Jackendoff (2005), in which internal conventionalized semantic materials, not present in syntax, are added. The article shows that both semantic and syntactic properties of control predicates determine the type of control relation in Persian subjunctive complement clauses.

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Since the outbreak of the COVID-19 pandemic in 2020 up to at least the beginning of 2022, e-learning has largely replaced the face-to-face teaching method in Iran. Accepting web-based learning could be effective in the continuity of this method, at least in a hybrid one, even in normal circumstances. As such, the role of teachers’ perspectives in this regard should not be neglected. Due to the importance of this kind of technology in teaching a second language and the effect of teacher acceptance on the decision to use it, in this study, we examine 63 Persian as a Second language (PSL) teachers' acceptance of Web-based e-learning technology to explore the various factors that impact their intentions to use it. This study uses the Technology Acceptance Model (TAM) as the theoretical foundation. The survey data obtained from 63 PSL teachers through previously tested and validated questionnaires are analyzed using Structural Equation Modeling with AMOS. The results suggest that the perceived usefulness (PU) directly impacts behavioral intention (BI). Then, there is the motivation to use (MU) construct and the perceived ease of use (PEU), which could indirectly affect BI. The Internet self-efficacy (ISE) construct directly affects BI. Finally, the factor of computer anxiety has a negative effect on behavioral intentions to use web-based E-learning technologies through the factor of perceived ease of use. The research results show that perceived usefulness is the most influential factor in PSL teachers’ intention to use technology. It implies that PSL teachers would be more likely to continue to use Web-based E-learning technologies if they consider them useful.