Examining the Cause of Errors among Iranian Language Learners in the Use of Russian Prefixal verbss: The Case Study of B.A Students

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 studentschr('39') 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 chr('39')unfamiliarity with the grammatical features of Russian verbs, lack of appropriate and standard textbooks, language learnerschr('39') 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 studentschr('39') 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.