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The need to address reading skills in language teaching is important because it is related to the other three skills (listening, speaking and writing) and ultimately affects the main goal of language teaching, which is the ability to create effective communication. Now, given the presence of all mobile phones and laptops, questions arise, to what extent are electronic opportunities included in the educational content of the Russian language in Iran? Аanswering this question, as well as analyzing questionnaires with eleven main questions regarding the inclusion of new technologies, cultural topics, playing with proverbs and other issues raised in the teaching content of the reading lesson, as well as questions about whether such materials are included in the reading textbook or not, we came to the conclusion that there is an acute lack of new technologies and other things in the educational content of reading. Therefore, the authors of this study propose new ideas in the educational content of reading to solve existing problems and improve the educational process of teaching reading in Russian at the undergraduate level.
 

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Choosing the active or passive constructions for the native speakers of a language, as the name suggests, is simply a "choice" and "selection" and the speaker uses one of these two voices to express the meaning according to his situation and recognition. This conscious choice between the two structures mentioned is not a problem as long as the speaker speaks his native language. The problem begins when a person wants to speak or write in another language and for his “choice”, among the data and training that he has received in a foreign language up to this point, he looks for a reason to choose the best option among two voices and not allow errors. This article tries to answer the question: how can students for whom Russian is not their native language consciously choose a passive construction? In other words, this article is not intended to compare the Voice in Persian and Russian or to observe students’ “mistakes” in encountering this category. The article is aimed at developing a questionnaire containing the “correct” options from among the types of quasi-passive, passive and active and implementing it for 86 students of the Russian language in Iran and Russia (for whom Russian is considered a non-native language) and, based on the analysis of their answers, to reflect them "trend" in the use of passive structure. From this point of view, we try to help Russian teachers in teaching the use of the passive voice.

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The reason or cause of doing something, in most cases, differs in Persian and Russian Language. These differences will be revealed when the reason is explained using prepositions. In Russian, the prepositions, in addition to position and purpose, have causal features that are very important when talking in Russian and translating from Persian into Russian. Further Iranian language learners become superficially familiar with them when learning the language but they (language learners) are not taught enough as they ought to be. In Russian language, a definitive preposition is used for expressing a special reason in a way that the other preposition can not be replaced with it. The meaning of nouns and verbs, which are used with causal prepositions and also the reason of creating that, are really important in finding the causal preposition and that's why Iranian language learners have trouble in expressing the reason. This article examines Iranian language learners' problems and tries to prove it based on evidence.

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Farhang–e Bozorg-e Sokhan (Sokhan’s Grand Dictionary, 8 vol., under the supervision of Hasan Anvari, Sokhan, Tehran, 2002) is relatively a new research in the field of Persian Lexicography. This dictionary as using of the achievements of previous dictionaries has many outstanding innovations various aspects of Lexicography. For example, beside of using of body language, in the process of choosing of words, it has given attention to different aspects of transcription, combinations of words, examples and relevant evidences. Etymology of Persian words is one of the characteristics of this dictionary, especially for the first time, it mentions the Russian origins of 90 Persian words. However, despite of this innovation, we can see some defects and mistakes in the etymology and semantics of Russian loanwords in Persian language; the subject that we will study in this paper. In other words, here we try to answer this main question: “In the Farhang-e Bozorg-e Sokhan, to what extent the Russian loanwords in Persian language has been mentioned correctly and what is their difference with their origins in Russian from the viewpoints of etymology and semantics.    

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This study tries to examine the syntactic characteristics of imperative structures with figurative meaning in the Russian language and the manner of their translation and description in Persian. Grammatical forms in the Russian language, apart from their original meaning, can also be applied in auxiliary and figurative meanings. The imperative mood in this language is not exempted from this rule. The original meaning of imperative mood predicates to an action that has been requested i.e. when a person commands someone to do an action. The imperative mood in the Russian language, with giving away its original meaning,  is applied for expressing various grammatical meanings such as action conditions, necessity, possibility to perform an action, unexpected action and so on.  This research is aimed at finding an answer to this question, that whether such structures with figurative meanings have special syntactic characteristics, compared to the structures with direct meaning, and is there any relationship between direct and figurative meanings in these structures? In this article, we will analyze 11 most important figurative meanings of imperative constructions in the Russian language, embedded in more than 60 examples, and will study the most common methods of their translation into the Persian language. Analyzing the syntactic and grammatical characteristics of imperative constructions with figurative meaning in the Russian language and various methods of their translation into Persian, due to fundamental syntactic and structural differences of basic and target languages are the most important aims of this study.

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Although syllable is not a meaningful unit of language, it has major functional roles in language. One of the most important functional roles of syllable is the formation and organization of language’s phonetic system. Any language has its specific syllable construct (patterns), and specific restrictions for the combination and use of sounds in the syllable level. In addition, various languages usually tend to keep their syllable rules; so, syllable patterns usually are not loaned by languages. Therefore, it can be said that part of differences in phonetic systems in various languages are caused by differences in their syllable structure. On the other hand, due to its main function (formation and organization of language’ phonetic system), syllable is directly associated with the learning of language’s phonetic system. The present article deals with comparison of the common syllable patterns in Russian and Persian languages. The results show that the patterns of the Russian syllable are more diverse than that of Persian. Most important differences that are often problematic for Iranian learners are the heavy consonant cluster in the onset of Russian words and syllables, as well as the frequency of multi-syllabic words in Russian language.  

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The verbal style of repentance is classified under the speech act of apology. To apologize to the highest authority in the religious hierarchy is called repentance. The purpose of this study is to identify the linguistic tools used to express repentance in both Persian and Russian. In this respect, we have attempted to understand the linguistic similarities and differences in repentance that lead to the diversity of this verbal style in the two languages. The research methodology is based on contrastive linguistics. The result shows that in both verbal environments, speakers use the single pronoun ‘you’ to address God. Moreover, the implication of imperative structure in the formulas of repentance is ‘request’ rather than ‘order’ and it includes begging and pleading with the addressee. In both languages, the singular imperative form is used to express repentance. Examples are Прости! (Forgive me) in Russian language, and dargozar (Forgive me) in Persian language. The characteristic of this verbal style in Persian is that some of these forms have been borrowed from Arabic: astaghfirullah and al’afv. In addition to the singular imperative form in Persian language, such borrowed forms – that are the morphological forms of the verb – as well as the phrasal form xodaya tobe tobe [=God, repentance, repentance] are used to express repentance. None of these grammatical structures are used in Russian language.  

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This study explained the impact of indirect speech acts with interrogative constructions on the course of dialogue from the perspective of the Russian language. Successful dialogue requires matching the intentions of communicants, that each of them has made its communicative purpose. Meanwhile addressee's statements are related speech acts, located entirely under the influence of the speaker's remarks. But sometimes, in the structure of the dialogue text are used constructions having a special purpose - to carry out the impact on the course of the dialogue. Interrogative sentences are actively used as a response cues in the dialogue, in this case they are indirect speech acts, since they were not used in their intended purpose - to ask a question. But are these proposals affect the course of the dialogue, or serve as a signal of communication failure? In this study indirect speech acts that have interrogative constructions assembled from National Corpus of Russian language and literature are analyzed in the course of the dialogue. In this research, which has functional descriptive approach, as a tool for discourse analysis was used the theory of Speech acts. The results of this study can be used to translate of indirect speech acts from Russian into Persian and vice versa.

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This article reviews the nouns ending in suffixes «-як(а) / -ак(а)» in Russian language,having the concept of common generic noun in this language and agentive adjective in Persian, and also analyzes their derivability in terms of derivation and grammar of Persian and Russian. Semantically, these words usually have a wide variety. The aim of this research is to identify all common generic nouns between females and males, or so-called «общий род» ending in suffixes «-ак» and «-як» in Russian language, and their equivalents in Persian, and also to check out the derivative relation of the words in this language. For a closer look at the issue, examples of literary works in Russian were translated and Persian equivalents of the common generic nouns ending in suffixes «-ак» and «-як» were analyzed. Also, for choosing the appropriate Persian equivalents, the contemporary word formation tools were used and roots of words and their derivability and non-derivability were analyzed. Then the author classified semantic components of words ending in these two suffixes. Finally, the relationship between agentive adjectives in Persian language and these words were discussed. The comparative method and insight of this research in analysis of common generic noun equivalents ending in suffixes «-ак» and «-як», and the analytic and translational approach of this analysis in Persian language distinguishes this research from other researches on common generic noun in Russian language.
 
 

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This research is dedicated to the study of basic radar terms in the Russian language and their equivalents in Persian. Despite the high level of military interactions between Iran and Russia in various areas, such as radar and radar equipment, there is no specialized bilingual dictionary to meet the requirements of translators and specialists. In this paper, the authors analyze current equivalents radar terms and abbreviations in 9 sources such as: bilingual Russian – English, Russian- Persian and English-Persian dictionaries, and equivalents offered by Persian language and literature academy and specialists in the area. After analyzing the equivalents in various sources, in case of untranslated terms, the authors offer equivalent for the terms. The results of this research showed that existing sources were useful at least in 50% of all cases which could meet the needs of their users. In other cases, researches seem necessary to translate terms from Russian to Persian language. In this paper the authors with the help of specialists were trying to translate these terms and offer an approach to do such research works in other areas.
 

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This article is dedicated to study of Persian equivalents of emotive predicates in Russian syntactic structures. The number of Russian syntactic models serving to describe the mental state, depending on the lexical and grammatical nature, ranges from one to seven. In Persian language, as well as in Russian, there are different linguistic ways to express the emotional state, but they are poorly studied, moreover, they are not clearly classified, unlike their analogues in Russian language. The variety of synonymous models for expressing mental states in Russian language makes it difficulties for Iranian students to select the appropriate model. This problem requires comparative study of ways of expressing mental states in Russian and Persian languages.
The purpose of this study is to attempt to answer two main questions: how equivalence are the Russian syntactic structures of emotive predicates in Persian language, and is it possible to provide a stable model for their translation from Russian into Persian?
The novelty of our study is that for the first time we consider the linguistic ways of expressing a mental state in a comparative Russo-Persian aspect. In order to classify the Persian equivalents of emotive predicates in Russian language have been reviewed about 5,400 examples of literary works translated directly from Russian language into Persian and also examples from Russian-Persian dictionaries. Analysis of collected examples shows that in the Persian language the Russian emotive predicates are expressed with the help of at least 11 different language means. These means can be classified into three groups: 1) nominal model 2) verbal model 3) metaphorical model.
As our study shows, the meanings of the Russian verbs of the emotional state in most cases are expressed in the Persian language by the verbal model, and among the subgroups of this model, compound verbs are the most frequent model, specially verbs by model: noun with meaning of mental state + verb. Other Russian models are expressed in the Persian language generally with the help of nominal models and among the subgroups of this model, constructions with non-verbal predicates (noun, adjective) + linking verb or constructions with non-verbal predicates + connected pronoun are the most common. In addition, our study shows that the translation of emotive predicates in different Russian syntactic constructions into Persian language does not follow a stable model.
 
 
 

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Iranian learners of the Russian language face numerous problems when learning the Russian grammar. One of these problems is the complexity of Russian prepositions, especially spatial and temporal prepositions in comparison with the Persian language. Since the task of the teacher is to facilitate the learning environment, to improve the learning process and to classify the content of learning from a logical point of view, it is necessary, first of all, to identify students' errors and study the causes of their occurrence. At the next stage, the teacher needs to think about ways to overcome these mistakes. The main objective of this study is to classify the frequent errors of Iranian students who use the spatial and temporal prepositions of Russian by identifying the reasons for their occurrence and the ways to overcome them. The corpus of the present study consists of 150 students of the middle stage of Allame Tabatabaei University. Research methodology is experimental –descriptive. The results of the study show that the most frequent errors in the application of spatial and temporal prepositions are associated with the interference between the native and the studied language, and the possibility of using simple Russian prepositions with several cases. Strategies are also being shown to reduce errors, among which the most important is the introduction of the subject “teaching prepositions” into the program of teaching Russian in Iran and teaching students to think in Russian, rather than translating Persian thoughts.
 
 

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The present paper seeks to analyze the main term-formation methods in Persiand and Russian Languages Special languages and their linguistics specification (morphological, syntactic, word formation and etc.) are one of the most research subjects in modern terminology. Recently , among these linguistics specifications, researches on  term formation are becoming necessary due to their main role in terminology systematization.
On the other hand, with the increase of inter-linguistic interactions in the specialized fields, the comparative aspects of the aforementioned researches have made a major contribution to the research in this field. It is evident that for such research, a general reference system of the classification of tools and methods of word formation is necessary.
This paper aims to present a common system for different types of term formation in Persian and Russian languages. This paper answer to this question: to what extent term-making tools and methods are overlapping in these two languages, and could reach into a comprehensive classification of both Persian and Russian languages?
To This end, The authors first studied all present kind of term-formation methods and tools in both Persian and Russian languages. The result showed, in the first section, the relative affinities term-formation methods and tools for the Russian and Persian languages. Next, according to classification cited in Russian sources and focusing on the linguistic nature of the new term-formation method, the term – formation methods were classified into five general categories of morphological, syntactic, semantic, borrowing, and abbreviations making.
  Morphological method focuses on morpheme (generally affixes) for new word; syntactic method leads to phrase-formation as an term; in semantic method usually, words of general language are transformed to terms using metonymic or metaphoric tools; in borrowing, words incorporated into one language from other languages and in abbreviations making – as a word formation method, words divided to a unit such as phoneme.
 

 
 

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In this research, based on a descriptive-analytical method, some quasi-frequency phonological processes in Russian are investigated and compared with what is happening in Persian. Phonological processes are the effects of neighboring phonemes in words of a language, although these processes can occur in unpolluted phonemes and sometimes between the two words. One of the most important and complex topics studied in phonology is phonological processes. Each of these processes may be more frequent in one language than another, or, depending on the particular phonetic features of a language, it may not be possible a phonological process or particular type of a phonological process. These processes occur in fewer or more frequencies depending on their specific phonetic features in all languages ​​of the world. The questions we are looking for in this article are: What are the phonological processes of Russian and Persian languages? Despite the phonetic differences between the Russian and Persian languages, are there similarities between the phonological processes of these two languages? What are the differences between the phonological processes of these two languages? The research hypothesis is that phonological processes in Russian and Persian languages are not fully compatible. In this article, first, some of the phonological processes are described in Russian, and then the same process is examined in Persian language. The purpose of this analysis is to answer the research question that finds similarities and differences in phonological processes in two languages ​​by studying and comparing the exact phonological processes of the two languages. Many phonological processes, such as the “assimilation”, the “metathesis”, “dissimilation” in the Russian and Persian languages, are similar, but some of them, like “assimilation of soft consonants” and “dieresis” in Persian due to its specific phonetic features can’t be occur. The phonological process of “vowel and Consonant harmony with manner of articulation” in Persian is examined in the section “assimilation” and is known as “consonant assimilation” and “vowel assimilation” in the Persian language, whereas in Russian since vowels and consonants refer to sounds of different types and to the end, as a rule, they cannot be assimilated to each other and the term “assimilation” cannot be applied to them. The phonological process of “regressive assimilation of soft consonants” that occurs in Russian is not possible in Persian because there are fifteen pairs of hard and soft consonants in Russian (thirty consonants in total) and some paired hard consonants become soft in specific situations; but in Persian, there is no paired soft consonant with their hard counterparts.
 

 
 

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The present investigation has been tried to study participles in the structure of the Russian sentences, the current translations and although it has been provided approaches for accurate matching this category of the grammatical area in the Persian Language.  In this study, the constructive method, analysis of examples and translations have been used. Regarding examining the hypothesis that the syntactic role of participles of the Russian language could be effective for correct interpreting of this case in the Persian language, 90 sentences including participles have randomly selected from novels interpreted from Russian into Persian. For instance; Home of the Gentry by Turgenev, War, and Peace by Leo Tolstoy and The Government Inspector by Nikolai Gogol were picked and the procedure of the translating was assessed, finally, the equivalents considered for the participles were examined. The principal hypothesis for the research is: could the participle, as a unit of translation in the Russian text, find a suitable equivalent among the linguistic units of the Persian language? Whether the provided translations reflect the exact meaning of the adjective verbs in the Russian language? What is the solution? The history of linguistic research in the field of the Russian language proves that the question of the lexical and grammatical characteristics of participles was very controversial. The existence or absence of this grammatical category in Persian also raises many questions, and a lot of research has been done in these areas. Despite the research done, there are still many problems in this area. The novelty of this study lies in the fact that for the first time it considers the Russian participle a translation unit when translated from Russian into Persian. Taking into account the basic rules include translating from Russian into Persian, further we will check the correctness of the hypothesis and proposals of our research. Some scholars believe that each of the morphological and syntactic structures used in the original language is an individual style of the author, and if we intend to make an original and correct translation, we must preserve the morphological and syntactic structure of the original text. In this study, it is assumed that the participle in Russian can be considered a unit of translation into Persian, and the translator can take into account the syntactic role of the participle in the sentence and choose a logical approach for its accurate translation. Based on the basic needs of translation, the following suggestions are provided for translating Russian language participles into Persian:

1. If we have the participial constructions in a Russian sentence, to translate it into Persian we must use an explanatory dependent sentence with the conjunction "که";
2. If a participle precedes a noun and serves a descriptive role, it must be translated using the adjective or adjectival phrases or the adjectives formed based on verbs;
3. In order to translate the substantive participles of the Russian language into Persian, we must use Persian nouns.
4. In order to translate a participle that has a propositional role, we must use a conjugated Persian verb.

Of the 90 examples reviewed, translation of 46 sentences matched the hypothesis of our study; however, in the translation of 44 cases, either the participle was not translated at all, or there was no exact equivalent for it, or words that do not exist in the original text were used to convey the meaning of the participle. Consideration of the research hypothesis showed that in the examples there are cases when their translation corresponded to the research hypothesis, and cases when the proposed rule was not used to translate them. We considered these cases and the possibility of correcting them using the hypothesis of our research. For example this Russian sentence   «Это топор, зажаренный вместо говядины» is passive, but for it translation in Persian was used active sentence »  «به¬جای گوشت گاو، تبر پخته¬اید (بازرس). Because of this, the structure and atmosphere of the Russian and Persian sentences are different. The proposed translation, corresponding to the hypothesis of our research, is as follows: «این تبری است که به­جای گوشت گاو، سرخ شده». Obviously, using these two sentences in conversational situations will have different consequences for listeners. Whereas the translation should be provoked a reaction similar to the original text. In this Russian sentence:  
«Без сомнения, проезжающий чиновник захочет, прежде всего, осмотреть подведомственные вам богоугодные заведения.» equivalent to the composition «проезжающий чиновник» was choose «مأموری که می­آید» can be replaced by a descriptive combination according to the research hypothesis «مأمور در حال عبور». We will have:
 «بدون شک، مأمور در حال عبور، قبل از هر چیز تمایل به بازدید از مؤسسات خیریۀ زیر نظر شما را خواهد داشت».
The participle was made of the verb «проезжать», and the concept of passing, which is at the root of the verb, must be reflected in the translation of the participle. An analysis of existing translations and a review of the translatability of examples in accordance with the hypothesis of our study confirms the effectiveness of this hypothesis in choosing equivalents for various types of participles in Russian. The participles of the Russian language can be considered as a unit of translation into Persian.
 By defining the syntactic role of participles and using the hypothesis presented from this study to translate different types of participles, a step can be taken to standardize the translation of participles. In addition, it is possible to use the achievements of this research in machine and electronic translation.

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Correct place and order of adjectives is one of the important factors affecting the correct translation of a word or a phrase. Not paying attention to the adjective order can completely change the meaning of a sentence or a phrase. In this study, based on 320 examples collected from Russian-Persian dictionaries and the Russian National Corpus, The authors attempt to consider and compare the order of adjectives in Russian and Persian languages. In the present study, we are trying to answer the following  questions : how is it possible to explain and describe the rule for adjective order in Russian language and is there a certain and constant model for their translation from Russian to Persian. The results of this study can be efficient for the improvement of the translation process as well as the training of translation from Russian to Persian and vice versa. The analysis of the collected examples indicates that only in half of the cases the order of adjectives in Russian and Persian languages is fully compatible, and in the other cases their translation from Russian to Persian does not follow a constant model.
Paying attention to the rules of word order is one of the important issues when learning Russian language. Having a rich vocabulary by itself cannot be effective in correctly expressing of sentences. In many cases, when you change the place of words in a sentence, the meaning is changed completely as well.
 The position of various adjectives in relation to each other and in relation to the modified word in a sentence or phrase, as well as the preservation and transfer of this order when translating into Persian, is one of the main problems of non-native students and translators.
In this study, based on 320 examples collected from Russian-Persian dictionaries Voskanyan, G. A., Ovchinnikova, I. K. Mirzabeigyan Zh. M. and the Russian National Corpus, the authors attempt to consider and compare the order of adjectives with focus on the modified word in Russian language and the way of their translation and transfer to Persian language. So far, no study has examined the order of adjectives in Russian and Persian language in a comparative manner.
The aim of the present study is to provide a specific rule for the order of adjectives in Russian, as well as to study and compare the degree of correspondence or inconsistency of this order when translating into Persian.
The analysis of the collected materials shows that in the Russian language adjectives come before a noun, pronominal adjectives are used before qualitative and relative adjectives and qualitative adjective comes before relative adjective. In cases where a phrase consists of two relative adjectives or two qualitative adjectives, the closest adjective to the noun expresses the attribute of the noun more than the others.  Also, the analysis of the collected translation examples indicates that only in half of the cases the order of adjectives in Russian and Persian languages is fully compatible, and in the other cases their translation from Russian to Persian does not follow a constant model. The results of this research can be effective in improving the process of translation and teaching it from Russian to Persian and vice versa.

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Russian and Persian languages, regardless of the linguistic worlds, are special languages ​​in terms of phonetic system, grammar, vocabulary, etc. and have differences with each other Since the learners have already internalized the linguistic knowledge of the first language in their minds, they are very likely to commit errors in the process of learning a second language. This phenomenon, which is mostly natural and unavoidable, is referred to as interference. The present study aims to explore the effects of interference on the errors by providing evidence from the usual errors committed by the Persian-speaking learners of Russian in the elementary level. First, the authors  attempt to detect and classify the speaking errors of the learners in terms of the type of interference, and then the authors provide an analysis of them. Phonetic tests are used to collect the data. The participants of the study were 51 elementary level students in Isfahan, Guilan and Gonbad universities. The analysis of the data suggests that the target language (Russian), as one of the influential factors contributing to interference, has a drastic impact on the errors committed by the Persian-speaking learners of Russian.
 
1. Introduction
The present study examines the role of interference and its effect on the occurrence of such errors by referring to some common mistakes of Persian-speaking Russian learners of elementary level. The purpose of the present study is to investigate and identify the phonetic errors of Persian-speaking Russian learners, which are categorized and analyzed according to the type of interference, and the source of errors and the frequency of occurrence of each of them are specified separately. In this study, the authors seek to answer the following questions:
1. Do the language system and rules of the language being taught interfere with the corresponding rules in Persian?
 2. Which type of Mistakes are due to interlingual or intralingual errors made by Russian-learning students at the phonetic levels ?
 
2. Literature Review
The term "interference" was first adapted from physics by linguists. In linguistics, the subject of interference was first used in the second half of the nineteenth century, through which linguistic phenomena arising from the connection of one language with another were studied. The subject of interference has been discussed by many linguists and researchers, including Rosenzweig (1972), Weinrich (1972), Selinker (1974), Ziahosseiny (1999, 2009), Azimov and Shokin (2009), Choybonova (2009), Yar Mohammadi and Rashidi (2009), Barakhta (2015). Among the few studies that are somewhat close to the subject of the present study in the Russian language, the following works can be mentioned:
1. Elham Babaei Veleni (2013) in their dissertation "Comparative study of the phonetic system of Persian and Russian";
2. Gholami (2005) in a study entitled"On some common mistakes of Iranian language learners in Russian speech".
 
3. Innovation
In the last two decades, valuable and comprehensive studies in the Russian language - mostly based on areas such as Morphology, syntax, semantics, etc. - have been conducted by Iranian researchers, but no necessary and extensive  research has been done specifically and separately in the field of  Interference in the occurrence of phonetic errors of Persian-speaking Russian learners of the elementary level of the Russian language.
 
4. Methodology
The research method in the present article is based on the description and analysis of errors. The statistical population of this research consists of 51 students of the elementary level of the Russian language entering the universities of Isfahan, Guilan, and Gonbad-e Kavus in 1398. The instrument used to collect research data was the phonetic test.
 
5. Discussion and analysis
In this study, it was found that with the help of error analysis, it is possible to identify problematic cases in the field of phonology that Russian-learning students can potentially face with. In relation to phonetic interference, four categories of errors were identified: stress errors on the pronunciation of words, substitution of consonants and vowels, pronunciation of several consonants in a word, and finally errors related to the pronunciation of hard and soft consonants. The results showed that in terms of frequency of occurrence, the stress errors on the pronunciation of words has a significant share of errors, which indicates a significant difference compared to other errors in this area; in terms of the origin of the frequency of production, three categories of errors, the main cause of which is the influence of the Russian language on Persian, are more common than the error of pronouncing the sequence of two or more consonants in a word that has an interlingual origin. Therefore, based on the obtained results, it seems that phonetic interference has occurred as a result of the difference between the mother tongue (Persian) and second language (Russian) systems and, of course, the influence of the Persian phonetic system from Russian.
 
6. Conclusion
Overall, the results of the study confirm that in the process of learning Russian as a foreign language, the first language system (Persian), which is often imprinted in the minds of Russian students, does not play a significant role in errors and students often make the mistakes due to difficulty and lack of paying attention to the rules governing the language being taught. Based on the analysis of the types of errors studied and according to the results of this analysis, practical solutions can be provided to reduce the occurrence of errors in facilitating Russian language teaching for students. Description of errors can cause the teacher to pay more attention to solving problematic issues in order to advance the educational goals. It is recommended that the content related to the analyzed errors be included in the educational resources and appropriate exercises be included in the curriculum to minimize the amount of errors in language learners.
 
 

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The present article examines the errors of Persian language students (undergraduate) in translating commonly used derivative verbs from Russian to Persian. In order to do this research, some of the most frequently used derivative verbs in Russian language textbooks intended for teaching prefixal verbss to foreign speakers are examined. Also, the Russian-Persian bilingual dictionaries that are used as one of the educational tools in students' classrooms are studied and analyzed. According to the present study, the problems created for Persian-speaking students while learning Russian derivative verbs are not limited to their lack of knowledge about the Russian prefixal verbs, but this problem is closely related to the educational resources available in teaching the subject of the verb to Persian-speakers.On the other hand, it can be inferred that the problems created while learning Russian derivative verbs are also related to the shortcomings in the curricula of universities and higher education institutions. The main question of the current research is to investigate the causes of making errors in Persian language students in using Russian derivative verbs. It should be mentioned that the purpose of this study is to find the reasons for making errors by Persian language students in translating the Russian verb and also to provide a suitable solution to eliminate the problems created while teaching this category of speech.

The purpose of this research is to obtain information that helps us to understand the reasons for these errors, and when any scientific activity, both in the field of education and in the field of learning prefixal verbss, we pay more attention. It seems that Persian language learners 'unfamiliarity with the grammatical features of Russian verbs, lack of appropriate and standard textbooks, language learners' unfamiliarity with verb word-building concepts in Russian are the main reasons for errors in learning Russian prefixal verbs in Persian language classrooms. In this article, the authors try to provide a suitable solution to improve the learning process of Russian prefixal verbs and improve the educational quality by showing the mistakes of Persian language learners as well as the problems and shortcomings that cause these mistakes. In this article, the authors examine students' error in translating high-frequency prefixal verbss from two perspectives: 1) Errors that are divided into six categories: lexical, morphological, syntactic, idiomatic, stylistic and lexical errors; 2) The reasons for these errors are divided into two categories: Insufficient knowledge of Persian-speaking students about language structures as well as problems in the Russian-Persian bilingual dictionary used in Persian-speaking classrooms. In order to eliminate possible errors of language learners while learning and using frequently used Russian prefixal verbss or to reduce the possibility of these errors occurring, the authors have offered various solutions. One of these strategies, which is very important, goes back to how to choose Russian prefixal verbs during the course. Since every Russian verb has the ability to combine with countless prefixes and convey a new meaning, it is therefore recommended to use prefixal verbss in textbooks that have a higher frequency than other regular verbs.
that the frequency of non-derived verbs and prefixal verbs in many cases have no relation to each other.
It should not be forgotten that the frequency of verbs alone can not help in the choice of verbs in the compilation of the textbook, because during a study of the Russian frequency dictionary (Л.Н. Засорина, 1997) we came to the conclusion. For example, among the verbs, the non-derivative verb "быть" has a higher frequency, while among the prefixal verbs, the verb "посмотреть" is in the first place in this respect.
This means that non-derivative verbs may be lower in frequency, but verbs derived from the same verb may be higher in frequency.
This shows that more care must be taken in the selection of prefixal verbs in order to compile textbooks
By the way, we have already mentioned that the verb prefixes in Russian have several meanings, some of which are more frequent.
As a result, it is clear that when choosing prefixal verbs during the course, it is necessary to consider prefixes that are more commonly used as prefixal verbs.

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The word "clitic" refers to the dependent unit, that depends phonologically on another word or phrase, which is the interface between bound and free morphemes, exists in all languages of the world, and can be divided into types of proclitic, enclitic and endoclitic. In this article, the types of clitic in Persian and Russian languages have been studied and compared with each other, and the similarities and differences between them have been expressed based on the analytical-descriptive method. According to the findings of Iranian linguists, nine enclitics and one proclitic are recognizable in Persian and there is no endoclitic in this language, but in addition to the existence of several endoclitics in Russian, the number of enclitics and proclitics in this language is more than their number in Persian. Many prepositions in Russian are proclitics, but none of the Persian prepositions are proclitics. The reason for this is the different types of stress in these two languages, because prepositions and conjunctions in Persian have stress, but many prepositions, especially monosyllabic prepositions, in Russian do not have stress or their stress depend on the nearby word and are considered a proclitic.

1. Introduction
The word "clitic" refers to the dependent unit, that depends phonologically on another word or phrase, which is the interface between bound and free morphemes, exists in all languages ​​of the world, and can be divided into types of proclitic, enclitic and endoclitic. In morphology and syntax, a clitic is a morpheme that has syntactic characteristics of a word, but depends phonologically on another word or phrase. In this sense, it is syntactically independent but phonologically dependent—always connected to a host. A clitic is pronounced like an affix, but plays a syntactic role at the phrase level. In other words, clitics have the form of affixes, but the distribution of function words. For example, the contracted forms of the auxiliary verbs in I'm and we've are clitics.

1.2. Research Question(s)
In this article we try to compare the types of clitics, i.e. enclitics, endoclitics and proclitics in Russian and Persian, and find the similarities and differences between them. The questions we seek to answer in this study are: What are the types of clitics in Russian and Persian languages? What are the differences and similarities between the use of clitics in these two languages? Is there endoclitic, as a clitic that exists in a small number of languages, in these two languages or not?

2. Literature Review
In the Persian language, Kalbasi (1992, p.24-25), Shaghaghi (2013), Meshkatuddini (2005, p.18), Rasekh Mohand (2005, 2007, 2008, 2009, 2010), Sarahi and Alinejad (2013), Naghzguy Kohan (2014), Bahrami and Rezaei (2013), Mahmudi (2013) and ..., and in the Russian language, researchers such as Zaliznyak (2005), Mironova (2015), Zimmerling (2018), Valova (2016), Zimmerling and Liutikova (2016), Tamilina (2018), Duykina et al. have studied the clitics and have created works.
3. Methodology
In this article, the types of clitic in Persian and Russian languages ​​have been studied and compared with each other, and the similarities and differences between them have been expressed based on the analytical-descriptive method.

4. Results
According to the findings of Iranian linguists, nine enclitics and one proclitic are recognized in Persian and there is no endoclitic in this language, but in addition to the existence of several endoclitics in Russian, the number of enclitics and proclitics in this language is more than their number in Persian. Many prepositions in Russian are proclitics, but none of the Persian prepositions are proclitics. The reason for this is the different types of stress in these two languages because prepositions and conjunctions in Persian have stress, but many prepositions, especially monosyllabic prepositions, in Russian, do not have stress or their stress depends on the nearby word and are considered a proclitic.
Although the enclitics and proclitics of Russian and Persian are different from each other, the existence and use of them in these two languages ​​have been proven. There is no endoclitic in Persian, but this type of clitics exists in Russian and is used.
The number of proclitics in Russian is much more than the number in Persian, and this is due to the lack of stress on many prepositions and conjunctions in Russian, as mentioned, lack of stress is the main characteristic of clitics.
Some conjunctions and prepositions in Russian can be used as clitic due to lack of stress, but this is not possible in Persian, because prepositions and conjunctions in Persian have stress and cannot be clitics.
In the Persian language, clitics refer to structural and syntactic relations, for example, they can be possessive modifiers or direct objects, and so on. In the Russian language as well as the Persian language, clitics, which consist of conjunctions, prepositions, and particles, are used to express grammatical relationships at the sentence level. In other words, clitics are similar in terms of semantic function in Russian and Persian languages.
 

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Russian language, with regard to its grammar, is a language with its own special complexities, hardly found in other languages. Although languages are different from each other, they have some similarities as well. The Iranian learner, while learning Russian, analyzes the sentences using patterns similar to his/ her native language patterns. Occasionally, such native patterns cause the learner to make glaring mistakes. Verb, in Russian language, is a word that grammatically conducts a noun and its modifiers (падеж). The difficulty, which the learners encounter is the lack of a complete agreement of verb conduction. That is to say, it is possible for a verb in Persian language to conduct its dependent word in a particular manner, which the very same verb, in Russian language, might conduct its defendant word in a different manner. It is even possible that the verb conduction by the same verb in the two languages might occur by means of two totally different prepositions. In other to avoid such errors, it seems necessary to make the learners aware of their occurrences at the very initial steps of language learning.