زبان و ادبیات فارسی

Teaching Persian grammar is the one of important subjects in learning Persian language and literature. The purpose of this research is to analyze the teaching of Persian grammar in the internship period and how it is taught by student teachers in the field of teaching Persian language and literature at Farhangian University. To achieve this goal, this research considers the effect of the implementation of instructional projects from the perspective of the professional development of interns in the field. For this purpose, a qualitative research method was used in the form of a case study, using the text of interns' reports and a semi-structured interview tool. Sampling was purposeful; eight incoming female students of 1991 and 1992 of Shahid Bahonar Higher Education Center of Farhangian University of Tehran participated. The data were analyzed using the "thematic content analysis" method. The preliminary results showed that the topic of Persian grammar was not in the first priority of students' educational plans; But these educational designs and implementations were able to create some opportunities to learn grammar for their learners. However, interns faced challenges in teaching grammar topics independently; The lack of relevant knowledge, lack of ability, inability to employ appropriate professional skills in teaching grammar, mismatch of educational designs and implementations with the content of grammar topics were among these. Interns should take more advantage of the opportunities available in the internship to teach grammar subjects; Interns should take more advantage of the opportunities available in the internship to teach grammar subjects.

Paying attention to the syntactic and rhetorical patterns of composition leads to the discovery of the main techniques of the poets of each period. The composition was an important characteristic of Indian style poetry (Shafi'i Kodkani, 1987: 64). The style has lasted for three centuries and includes various styles (Hasanpour Alashti, 2005: 19). This research investigates and describes the procedure and frequency, and patterns of composition, in two branches of Isfahani's Nazok-khiyal (delicate Imagination) and Indian Dur-khiyal (remote Imagination) in Indian style. However, research has already been done on the Special vocabulary compounds and genitive, and attributive compositions of the poetry of this style based on generative-transformational grammar, but those studies don’t care about the unique characteristics of the combination in Indian style and didn’t pay attention to the significant differences in composition between the two important branches of the Indian style.

This article, based on Semantic relations and the existence or non-existence of the determination and the head, in semantic relations, classified the compounds into two branches: Endocentric compounds and Exocentric Compounds (Bloomfield, 2000: 222).
 In this essay, the meaning of composition is close to the logical meaning of the composition. It means the words, phrases, or sentences that created the complete concept (Mohaghegh, 2007: 42). To accurately examine the routine of complexity and techniques of poets, the poets were classified into: the poets of Nazok-khiyal (delicate Imagination) style: Baba faghani, Orafi, Naziri, Kalim, and Hazin, and the poets of Dur-khiyal (remote Imagination) style: Zolali Khansari, Asir shahrestani, Ghani Kashmiri, Shukat Bukhari, and Naser-Ali Sarhindi.

 The Endocentric compounds consist of Special vocabulary compounds, polysemous and ambiguous compounds, irregular compounds, consecutive attributive compounds, and predicated metaphorical compounds which have the head and the determination, and the Exocentric compounds Consist of simile and metaphorical genitival compounds, irony, and allegorical verbal compounds, and figurative predicated with simile and metaphor, and hyperbole. These compounds do not have pronounced determination.Endocentric compounds:1.The Special vocabulary compounds in nazok-khiyal style, are simple and abounded and these compounds are artificial and abstracted in Dur-khiyal style.2.The irregular equivoque compounds in Nazok-khiyal styles are ingenious and these compounds in Dur-khiyal style are platitudinous.3.The Nazok-khiyal poets utilized attributive metaphorical compounds. These compounds in Dur-khiyal style are ambiguous because they describe rare and abstract situations. Sometimes these compounds are scattered, therefore, do not create a coherent meaning image.The predicate compounds in Dur-khiyal style are more difficult because these compounds have been mixed with hyperbole and antithetical simile and far-fetched etiology.Exocentric compounds:1.The attributive, additional, verbal compounds which have simile and metaphorical genitive means in Nazok-khiyal style are numerous and meaningful. In Dur-khiyal style, the poet relates unrelated adornments to each other.2.The predicated compounds have allegorical and metaphorical genitive means. These compounds constructed without any arguments somehow cannot be imagined as semantic for combinations.

Consideration of the process and pattern of composition in Nazok-khiyal style indicated that in the endocentric part existed the determination. In Nazok-khiyal style, the Special vocabulary compounds are simple and near to the Khorasani style. In Dur-khiyal style, these compounds are difficult and very close to the Azerbaijani style. The polysemous and irregular compounds in Nazok-khiyal style are artistic and ingenious so which increases the coherence of the distich, but it seems that the Dur-khiyal poets do not have this ability to use this artistic technique, therefore, compounds compose ambiguous images. In both styles, attributive compounds with condenses and eliminate compose comprehensive, hyperbolic contradict consecutive adjectives. in Dur-khiyal style, these adjectives convert to abstract clauses which do not have enough coherence and cannot compose a meaningful description. In both styles, phrasal verbs are an outstanding technique of depiction which gradually become complex and abstract expressions. Predicated figurative compounds in Nazok-khiyal style are simple and in Dur-khiyal style composed with an array.In the exocentric part, the additional compounds in Nazok-khiyal style are meaningful although imaginative but in Dur-khiyal style, these abundant compounds are insignificant. Predicated figurative compounds in Nazok-khiyal style are attendant with a condensed trope and condensed antithetical simile. These compounds in Dur-khiyal style with abstract relations predicated on each other without logical causation. These compounds are an important technique that composes the complex meaning. in Dur-kheyal style, the intentional leonine rhyme of the poet and weak causation are conducive to an unusual nonsensical predicate that increases the intricacy of the poem. a complex compound sentence, artificial instance, and hyperbolic antithetical predicate destroyed the coherence of this style and created abstract intricacy, and indeterminacy, and plays a major role in the blunt imprecision of the composition of this style.

The new fields of Persian language and literature have fundamental drawbacks besides their benefits. The lack of theoretical foundations in defining these fields is the most important drawback. The lack of specific, methodical theoretical foundations has caused the involvement of some unconscious presuppositions in the targeting and definition of these fields and their curriculums. In this article, by reviewing some of the subfields, these non-methodical foundations and their blind spots have been discussed. The most important of these items are (1) traditional and theme-oriented view of classification and definitions, (2) lack of problematic and methodical view in the definition of subfields and curricula, (3) reductionism in selecting the texts and subjects because of superficial focusing on localization, and (4) lack of interdisciplinary approach. These drawbacks are in close relation to each other. The greatest impact of these drawbacks is the lack of research findings in the academic literature. In this paper, we have focused attention on the interdisciplinary approach for methodological and research expansion of the field of Persian language and literature.

Despite many efforts to simplify the Arabic language's grammar, some students still face challenges in this subject; In this regard, the use of multiple intelligences strategy in developing students' skills and preventing their weakness seems necessary. One of these bits of intelligence is Gardner's theory of multiple intelligences, according to which learning is not achieved only through cognitive ability; while, in the learning process, different types of intelligence complement each other. As for the challenge between language and logic that language and thought are both equal or that thinking and reasoning are superior to language, the present article has been conducted to investigate the relationship between linguistic- verbal intelligence and logical-mathematical intelligence with understanding the grammar of Arabic language. This study's statistical population includes all undergraduate students of the Persian language and literature University of Hormozgan (52 people), who in the second semester of the academic year (1398-99) were taking the course of the grammar of Arabic language. The method of the research is descriptive-correlational. Data were collected using Gardner Multiple Intelligences Questionnaire in two components of linguistic-verbal intelligence and logical-mathematical intelligence, and students' final score was used as a tool to understand the grammar of the Arabic language. The results show that the correlation between logical-mathematical intelligence and linguistic-verbal intelligence with the Arabic language's grammar guarantees the success of students in this course. Thus, part of the reasons for the success or failure of Persian language and literature students in the course of the grammar of Arabic language in University of Hormozgan has a lot to do with their degree of intelligence in each of the two types of intelligence which have been mentioned, which by making the balance between the type of students' intelligence and the curriculum, its quality can be improved.

George Gordon Lord Byron,a British poet of 19th century, was heavily influenced by Oriental and Persian literature in his works. The poet’s life coincided with beginning of the “Victorian age”, and “romanticism” style emergence and the beginning of the European literature’s impressionability presentation from Iranian literature and Persian language; hence he is known as an outstanding person and European renaissance’s symbol and among the Persian literature’s impressed ones.In This research attempt to clarify the “Manfred” Play’s contribution among Lord Byron’s works in Persian literature’s impressionability through library and documentary tools and relying on an analytical and comparative method. The result is that the above work is influenced strikingly by the works of Persian literature and language, Oriental myths and culture in “symbols”, “concepts”, “fantasies” and even “lexical” terms, which are collected due to Byron’s studies in his subconscious. Also research data show that the two categories of “Zoroastrianism” and “mysticism”, in effectiveness of Persian literature, had the largest share which are presented under two total categories: character-making level and space-making level.

Along with the kings, women in the Gurkani court of India were supported and encouraged by Persian-speaking poets and speakers to be of effect on the status and the stability of the Persian language and literature in India. They provided the ways and means of expanding the language among the Indian courtiers. Under the courtiers’ support, most of those women created great works in Persian and established schools and libraries to compile and translate prominent works of the Persian language. This provided the ground for the consolidation and learning of this language. Also, many such women have left behind prose and poetic works in Persian, which is due to their being fond of the Persian Language and Literature. What predisposed the situation for this enterprise was the literary education popular in the Gurkani Dynasty and the poetic and literary environment in which they grew. The present research aims to examine the role of Gurkani women in the expansion of the Persian language and literature. For this purpose, the main question is ‘How did the women in the Gurkani court influence the spread of the Persian language and literature in India?’ The significance of this research is that, so far, no independent study has been carried out on the role and performance of Gurkani women in the development and expansion of the Persian language and literature. The study addresses the subject via a descriptive-analytic method.

The critical thinking is the integration of the knowledge attitude and practical skill. Today the scholars of Education believe that one of the most important aims of academic learning is critical thinking. At the present essay after an introduction about this subject, a short history of critical thinking with review of its concepts and definitions has been considered. Then the five principal parts of the critical thinking that consist: 1) Inference 2) Recognition of assumption 3) Deduction 4) Interpretation 5) Evaluation of argument has been explained. Thus, the inefficient educational systems – among them educational systems of Persian language and literature – that only transfer the information has been proved, the methodology of this hypothesis is evolution of the student of 1386 – 1389 language and Persian literature with Watson – Glaiser questionnaire. The result of this research is that the ability of critical thinking of 1382 has not improved .At the end , the manner of presenting credits has been suggested for the Persian language and literature for three Periods: B.A , M.A and PhD.

The most important concept in comparative literature is the existence of a literary, cultural, and historical relationship between cultures. In the present era, many researchers have focused on the investigation of these relations. For the same reason many scholars have traveled to Iran for further and closer investigation. Among them one can refer to Yusef Hossien Bakka r. His eight year residence in Iran and his acquaintance with Gholam Hossein Lotfi helped him be more familiar with the sources of Persian Literature. He has written invaluable works which serve Persian literature. As it will be explained he has been truly successful in the interaction between these two languages.

Trend- setting for the field of Persian Language and Literature is the subject of the present paper. The author believes in setting of such a trend, and criticizes the reasons of opposing ones, citing his own proofs. He also enumerates his considerations about trend-setting circumstances at the end. Trend- setting for the field of Persian Language and Literature is the subject of the present paper.

Mutual cultural and literary relations among world nations، especially neighboring countries، have been customary and conventional. A prevalent relation، worth mentioning، could be that of Iran and Iraq. The contemporary Iraqi poet، Jameel Sedqi Zohawy (d. 1936)، possesses a particular status in this regard. The author tries to write about his life، works، views، style and position in contemporary Arab world، and also his competence in and familiarity with Persian language and literature. No doubt Zohawy''s friendship with contemporary Iranian men of letter like the late poet laureate Bahar، his attendance in the congress for the millennium of “Ferdowsi’s Shahnameh” and presentation of Persian and Arabic poems in this congress، are studied in this article. Also stated in the article are some words on the Farsi poems of Jameel''s father، Mula Mohammad Zohawy. The author believes that these topics are great steps in understanding literary and cultural cooperation of Persian language & literature with that of Arab and Muslim countries.