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. Translation is one of the ways that provides trade between two languages, especially if the works selected by the translator are among the noble and precious works of that language. Marzbannameh of Saad al-Din Varavini is one of these valuable works that has a high literary status in Persian language, which was translated into Arabic by the Iranian-origin writer, Shahab al-Din Ahmad bin Abu Muhammad known as Ibn Arabshah in the 9th century. Both books have received influences from the other language in their language format, which indicates a deep connection between Persian and Arabic languages. The present research has been organized in a descriptive-analytical way with the aim of evaluating and explaining the effectiveness and mutual utilization of Waravini and Ibn Arabshah in Arabic and Persian language. The result of the research showed that Varavini has made Marzban-nameh as a technical work that has a rich literary language, decorated with Arabic evidence in terms of words and combinations, poems, verses and hadiths, and on the other hand, Ibn-Arabshah also in the process The translation has benefited from Persian language evidence such as borrowing Persian words, combinations and literal translation of proverbs. The element of culture, as an inseparable pillar of a language, has permeated Persian and Arabic languages and has become a part of that language, and all these elements show the deep and unbreakable connection between Persian and Arabic languages

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In cognitive semantics, a polysemous word constitutes a semantic concept, and the various meanings of that word assign themselves to radial network members of that concept. Accordingly, this study investigates the polysemy of the prefix "/pas-/" based on a cognitive semantic approach. The nature of this qualitative research is descriptive-analytical, and data have been extracted from Persian-language resources, namely Dehkhoda Dictionary (1994), Moein Dictionary (2003), and Amid Dictionary (2010), using a library research method. In this study, the two criteria of Tylor and Evans (2003), namely the prototypical fixed meaning or historically evidenced meaning and salience and prominence in the semantic network, have been employed to determine the primary or prototype meaning of Persian language prefixes. The authors aim to demonstrate that the prefix "/pas-/" is a polysemous prefix with a spectrum of lexical functions. This prefix, given its usage in Persian, has different semantic clusters such as "after, before, in front, back, and behind," which have expanded from a prototype or primary meaning. The findings indicated that the prefix "/pas-/" attaches to diverse textual foundations and generates newly derived words such as "pas-farda (the day after tomorrow), pas-pariirooz (the day before yesterday), pas-andaz (savings), pas-larze (aftershock)," and the like. It is observed that the prefix "/pas-/" possesses an extensive radial network due to the combination of this prefix with various verbs.

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I can't paste the abstract here. I don't know why. I send that as attachment file.
 

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One of the challenges and important dimensions of assessment and evaluation in language teaching is test fairness, a broad concept that includes several factors and components. In the standards of educational and psychological assessment, test fairness means that there is no bias and advocacy and the same treatment with all subjects regardless of their race, religion, gender and age. The purpose of this study was to investigate the perception and attitude of Persian language instructors to non-Persian speakers about the definition of the concept of test fairness, essential components for a fair test and the general concept of test fairness. This research has been done by field and combined methods (quantitative and qualitative). 58 Persian language instructors for non-Persian speakers were selected by available sampling and participated as a statistical sample from the Persian language instructor’s community. Homayouni standard questionnaire (2015) was used to collect data, and SPSS version 23 were used for analysis of descriptive statistics and inferential statistics. In the qualitative part of the research, 9 semi-structured interviews were conducted with the instructors and the opinions of the instructors were extracted based on the content analysis of Krippendorff (2004). The analysis of descriptive statistics findings showed that experienced instructors have a better and deeper understanding of the general concept of test fairness, the definition of the concept of test fairness and the components necessary to conduct

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In the current research, based on the descriptive-analytical method, the phonological and morphological changes of Persian loanwords in the process of localization, as well as the influence and impact of the Persian language on the Ottoman Turkish language, have been studied. For this purpose, by referring to all the dictionaries, the dictionary of definitions and allusions, thematic dictionaries and encyclopedias that were written during the period of the Ottoman Empire in Anatolia, the data required for this research, which were about 6000 Persian loanwords, were collected and examined. In this research, using Excel software and with the help of computer, the percentage and frequency of occurrence of common processes in the field of phonology and morphology have been determined. The results of the research show that among phonetic and phonological processes including vowel harmony, phonetic over differentiation, assimilation, metathesis, insertion, omitition, lenition, and weakening; Vowel harmony, which is one of the prominent features of Turkish as an agglutinating language, has the highest frequency. In the morphological field where the processes of composition and derivation were examined, derivation has the most frequency. Despite the different typological characteristics of the Persian and Turkish languages, the relationship between these two languages ​​has been extensive and its consequences have been remarkably one-sided, the consequence of which is the existence of many Persian words in the Ottoman Turkish language.
 

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Abstract: This paper investigates the polysemy of the Persian word /širin/ from the perspective of cognitive sociolinguistics. It starts with introducing the principles of cognitive sociolinguistics, then investigates the polysemy of the Persian adjective /širin/ within the framework introduced by Robinson (2010), (2012a), (2012b), and (2014), to show that polysemy cannot be reduced to a static state, one and the same for all speakers of the language. In fact, social variables like age and gender affect the way people perceive different senses of the polysemous word. The data is gathered using documentary and field method(library research, interviews, and questionnaires). The research method employed is mixed(quantitative and qualitative). The statistical population is all monolingual Persian speakers living in Tehran, and the sample includes 200 subjects, 100 male and 100 females, in four different age groups of under 18, between 18 and 30, between 30 and 60, and above 60 years old. The results show that different senses of the polysemous word do not have the same distribution among different speakers, both male and female, belonging to different age groups, and are not accidental but explainable in terms of gender and age of the speakers. The results also indicate that cognitive sociolinguistics is more adequate in giving more exact explanations concerning meaning variation in polysemous words and the effect of social variables of age and gender on the number and salience of each sense.

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Nowadays, many people and companies enter the business world. So, rgarding the important and prominent role of internet and commercial advertisements in daily life, the relation between the business world and people should not be ignored. The purpose of this research is to examine the persuasive language in terms of type and number of persuasive steps in a number of Persian commercial internet textual advertisements based on the Cheung’s (2008, 2010) persuasive move schema model. This research is of descriptive-analytical kind. Therefore, To this end, a number of 120 Persian commercial internet textual advertisements collected through official Persian websites have been analyzed as research data based on the type and number of the persuasive steps. As to the type of persuasive steps, the results showed the most used type of persuasive step was steps of the persuasive move "offering suggestions" having been used with a frequency of 63.7%. On the other hand, the persuasive steps of "explicit stimulus actions" included the lowest frequency with a frequency of 0.1%. It was also shown the new persuasive step "motto" has been used with a frequency of 17%. Besides, the examination of the number of persuasive steps indicated the most used advertisements were "four-step" advertisements with a frequency of 26.7%. "Ten-step" advertisements were observed with a frequency of 0.9. Finally, the analysis of the type and number of persuasive steps revealed there was a significant difference not only between the type of steps examined but between their number as well.
 

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 The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.

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This study employs graph theory to analyze the semantic network of Persian verbs among bilingual speakers. Situated within the frameworks of cognitive linguistics, lexical semantics (cognitive semantics), and computational linguistics, the research involves administering a questionnaire comprising 50 basic Persian verbs to participants, asking them to map the conceptual and intra-linguistic relationships between these verbs.The primary objective is to identify the most robust and frequent conceptual and intra-linguistic links among these verbs and to provide a detailed description of the graph structure constructed by bilingual speakers. The study seeks to address the question: What typology of conceptual and intra-linguistic relations is reflected in the graph patterns of non-Persian-speaking Iranians? The working hypothesis posits that semantic relations such as synonymy, antonymy, hyponymy, and collocation will manifest in this network.The methodology is field-based, and the instrument used is a localized questionnaire. Participants were instructed to diagrammatically represent any semantic relationships among the verbs provided.The findings demonstrate that the semantic graph constructed by Iranian bilinguals exhibits semantic relations such as synonymy (6.45%), reverse antonymy (34.94%), polysemy (7.79%), entailment (11.01%) (comprising "type-of" relations at 8.60% and "part-of" relations at 2.41%), as well as intra-linguistic collocation (28.22%). Among these, collocation, entailment, and antonymy were the most frequent relations, respectively. 

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History of essay writing in Iran dates back to the Sassanid era. It included official documents and personal letters and sometimes the prominent figures’ remarks and sayings as well as moral and religious advice.
In the post-Islam era, one can say that essay writing began by emergence of Dari Persian language during Yakub Leith Ansari’s era. Such people as Mohammad Bin Vasif Sagazi, the document writer of Yakub and later Abolfazl Beihaghi and other writers made efforts in this field.
With the influence of the Persian language and literature on the subcontinent, besides grammar and culture, essay writing captured the attention of literary figures and writers. Such an interest led to the creation of numerous masterpieces in various fields such as epistolary writings, letters of invitation, letters and documents the number of which is many times greater in the subcontinent than those existing in Iran. Most of these masterworks have been composed in verse, seasoned with rhyme and decorated with literal and rhetorical terms. Some of the pieces are combination of verse and prose. Almost all the characteristics of abstruse prose style can be traced in the writings of the Timurid era. Of course some other pieces are also found among these, which have been written in a very simple style.
 

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Although the literal translations of the Qur'an seemed insufficient and unclear, and do not have enough adaption with Persian language, however in many cases these translations have strong points which make them better than modern translations. Some of the strong points of these translations are: accuracy in finding exact equivalents, consistency and cohesion with the text of the Qur'an, paying attention to the morphological and syntactic structures in the source language. On the other hand, Lack of eloquence, ignoring the deletions, literal translation of metaphors are some of the shortcomings of literal translations of Qur'an. In this regard, this paper is to study the advantages and disadvantages of following literal translations of Holy Quran: Dehlavi, Sharany, Mesbah-zadeh and Moezzi.    

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This article examines the changes that have occurred in Arabic loanwords after entering the Persian language. These changes are described and categorized on the phonetic and semantic levels. The results of the research show that some Arabic phonemes have become some of the closest phonemes in terms of the place of production (without second generation) in the Persian phonemic system due to their absence in Persian language or their dual articulation in Arabic.
At the level of semantic, although the loan words has entered the Persian language with the same form as in Arabic, they have meanings other than hgose in the Arabic language. On the other hand, many of these loan words in the post-Safavid period have received new meanings in new contexts in accordance with the Persian and Shiite culture, which has not been used in Arabic; so far as we have to translate these words from Persian to Arabic into different words. These semantic transformations can be categorized under several groups including: semantic changes, semantic narrowing, semantic widening, semantic elevation, and semantic pejoration.

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Amphibology, also called as equivocating, Fantasy and visualization, is accounted as one of the most worthwhile arts as well as one of the most artistic literature ornaments. In amphibology, the eloquent with employing high artistic skills generates different meaning paths in his/her verbal communication and makes some meaning expansion. Amphibology is also defined as using a language with double away and close difference meaning, in which the announcer discusses the away meaning; however, the auditors identify the close denotation. There are different types of amphibology; for instance, solitary (abstract or single) amphibology; disclosed amphibology, proportionally amphibology, antagonism amphibology, complex amphibology, double inverse proliferation amphibology, and … . This paper tries to investigate the amphibology industry as well as the generation processes in the above mentioned different types. In same way we investigate the different amphibology classifications from eloquence point of view in Arabic and Persian languages.

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Although more than thousand years has passed from written literature of Persian language, paying attention to the unity of writing and editing is a new topic.
This new event is because of growing public education and increasing number of printed books. Anisotropy of spelling is the result of not paying attention to establishing the grammar of Persian language. One of the important reasons for such anisotropy is the fact the user of any language acquire the rules of the language when learning their mother language. Therefore just like the social rules and regulations control the social evolutions and coordination and adopting the affairs and prevention of social chaos, the grammar sets up the linguistic relations and observing the norms and also prevents any disorders in the language with due regard to the evolutions and their developments based on the new requirements in the form of approved rules and regulations.
Entry or the subjective attached pronoun is on of the important points in Persian grammar to which less attention has been paid grammatically specially in the area of writing styles. So, in this short opportunity we try, study briefly the history of Persian grammar and spelling and its role in the Persian language aimed at reaching a unified approach and the various views in this regard have been analyzed thought a look at its background.

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Sarli ,N.,Ph.D
 
Abstract:
 
This article, beginning with a fundamental question on the possibility of assessing the standardization degree of languages, intends to make clear the concept of language standardization degree and to extract objective criteria for such an assessment. Taking these criteria into consideration, a theoretical framework suggested by Fargosen and also standard language criteria and with due regard to it, the presented framework and standard in Persian language are studied from macro point of view. The suggested criteria in this framework are of four types: A) the criteria concerning the language use style and its extension; B) the criteria concerning the level of flexibility and strictness in creation and establishing a language; C) the criteria concerning the standard language situation in the society; D) the criteria concerning the acceptance of a language by people. The conclusion of the study is that Persian language from standardization point of view and with due regard to the group A and B faces unsuitable circumstance and with due regard to the group C and D it faces the suitable one.
 

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One of the language changes that occur at the level of words is the semantic change. The purpose of semantic transformation is transforming the first meaning while maintaining the appearance of the words. Loanwords are one of the breeding grounds in semantic transformation. What is discussed in the article is the semantic transformation of Arabic loanwords of KALILA WA DEMNA. For this purpose, initially we raised the linguists view of how semantic changes are happen. Then the semantic changes of Arabic loanwords of KALILA WA DEMNA based on these principles have been studied. This study is a longitudinal study that compares the semantic transformation of Arabic loanwords in Persian language in the sixth century (A.H.) with the previous centuries. Because this study examined the Arabic loanwords in Persian language, we can place it in the field of comparative literature. The purpose of this study is to investigate how the evolution of Persian language happens under Arabic influence over time.   

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Derivation is a process in which adding a derivational affix leads to formation of a new word. This process has been studied by linguists for many years and mainly seen as a morphologic or morphosyntactic process. Productivity of a derivational affix (the number of new words formed by a derivational affix) is a prominent factor while considering the derivation process. Phonological and morphophonemic factors may also play role in the ratio of the productivity of an affix. This paper studies the impact of syllable structure on the productivity of verbal derivational suffixes in Persian language. The results showed that there is a close relation between the syllable structure and the productivity of the verbal suffix derivational suffixes in Persian, all of them have a vowel in their initial syllable position. As a result, we can conclude that initiation with a vowel can be considered as a productivity factor of a derivational suffix in Persian. The study of the nucleus of the syllables also showed that the two front vowels of [a, e] are the most frequent vowels of these suffixes as nucleus. Consequently, it is concluded that phonological factors, especially syllable structure of a derivational suffix, play an indispensable role in its productivity      

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The aim of the present study is practical contrastive analysis of differences and similarities between the system of imperative mood of verb in Persian and its correspondence, imperative category, in Arabic considering structure, meaning, and usage. This study is accomplished based on the moderate theory of linguistics and using a descriptive-analytic method, it predicts difficulties and errors of Persian speaking students of Arabic in learning the imperative category in Arabic which in turn leads to the improvement of learning process. The results reveal that the imperative mood of Arabic is more varied than Persian in structure, meaning, and usage. Also, the deontic modality category in Arabic imperative is evident in imperative verbal noun, infinitive substituting for imperative, and an imperative verb which has an emphatic “n ”. whereas, Persian does not have this feature and uses adverb to show the deontic modality. In Arabic imperative, unlike Persian, the scope of imperator’s request is defined. Therefore, language learner will be confused in using such imperative categories.

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Persian language is not used in the same way in different geographical areas, historical periods & social contexts as other languages are. So always Persian language has had some varieties with some difference in words, sounds and grammars. Stable and unstable sub-cultures that are formed in the scope of Persian language are the most important factors to the occurrennce of  the social varieties. War front in Iran, as an example of small community, is a particular sub-culture with behavioral, written and oral dimensions,  and most significant part of it is collected in the book named "An Encyclopedia of the war front''. This descriptive  analytical article tries to present a slight part of oral culture of the war front with emphasise on  the linguistic aspect of contemporary Persian language. The most important section of oral cultures are the idioms, explanations and proper names  that many of them have been collected in the first volume of the mentioned book. As we know, the features of this language are mainly related to the vocabulary level; so in this paper, our consideration is  to  the first volume of  this book, and after a brief speech about the varieties of Persian language and common language in the culture of war front in Iran,  some examples are taken briefly