Learning a second language means developing communicative capabilities in the actual ‎context of the target language. The identification and application of morphological and ‎syntactical elements are necessary but not sufficient for language learners as they need to ‎comprehend, learn and enact the following competencies that native speakers actually are ‎equipped with: grammatical competence, discourse competence, sociolinguistic competence, and ‎strategic competence. Achieving such an objective requires certain key infrastructures such as ‎defining pedagogical objectives, preparing linguistic framework, identifying and analyzing ‎learners’ errors, preparing the major and supplementary learning materials (particularly, the ‎dictionary), reviewing teaching methodologies, (re)training qualified teachers, and assessing learners. ‎Outlining such key infrastructures, the present paper highlights the importance, roles and ‎interconnectivity of these infrastructures to enhance communicative capabilities in teaching ‎Persian to non-Persian speakers. The study specifically determines that a cohesive plan to ‎develop communicative capabilities and enhance pedagogical outcomes requires the ‎recognition of the interrelationships between different infrastructures; that is, they serve one another as prerequisites and complements.‎

This study aims to investigate the teaching method of Persian verb prefixes to Azeri-Turkish people through comparative analysis. Since there is no verb prefix in Azeri-Turkish language and this can create problems for learners, this study tries to provide a partial solution to such problems. At first, verb prefixes and divisions of Persian prefixes were defined semantically, and then the verb structure was stated in both Persian and Azeri-Turkish language. Next, the structures of Persian and Azeri-Turkish languages were described and a brief explanation was provided based upon a contrastive analysis. Then, the third transmissions were mentioned in the process of learning a foreign language in mother language. Moreover, some samples of Persian verb prefixes and their equivalents which change into simple or complex verbs in Azeri-Turkish language, were given in Azeri Turkish. Finally, the tense of verbs in both Persian and Azeri Turkish languages were investigated and their similarities and differences were discussed in detail. At last, a test was administered. This test proved that the transfer and translation of Persian verb prefixes in Azeri Turkish language can be helpful and often these verb prefixes change into simple or compound verbs in Azeri-Turkish language except when there are subtle differences that make learner confused. The result of this test showed that this transfer is positive in 85 percent of learners and is negative only in the remaining 15 percent. Finally, the test’s chart and the conclusions of the paper were presented.

One of the most effective factors in learning and teaching language is material design and development. By providing suitable and graded reading texts, it would be both possible to increase learners’ linguistic information and teaching them some points about culture and community. Regarding the importance of material development that is both based on teaching principles and reading skill, the purpose of the present study is to provide coherent and graded content for teaching this skill from Quran stories by applying material development approaches. In this paper, first Quran stories were analyzed both quantitatively and qualitatively and also according to readability formula. Next, based on the principles related to material development and theories of task-based approach, instructional material was provided for teaching reading skill to adult non-Persian learners at an intermediate level of language proficiency. The results of the present study can be described as follows. First, the suggested model for teaching reading skill in three phases of pre-task, during task and post-task is the main result of the study. Second, because reading stories is one of the most effective methods to attract the reader’s attention and can have a positive bearing on teaching the targeted theme, the findings revealed that Quranic stories have the required capacity and potentialities for teaching Persian language. This study indicated that the Quran stories are an excellent source to develop language teaching materials because of possessing features such as authenticity, elegant orthography, diversity, and their being familiar to learners. The use of Quran stories in Persian is one of the best possible ways to help spread the Islamic culture.

Development of syntactic units into morphological units (lexeme) is one of the common word formation processes in languages. This development could be addressed both diachronically and synchronically which means that the development happens in history of a language and also it takes place in a specific period in a language in order to represent new concepts. In this study, the historical development of syntactic units into morphological units has been investigated and the argumentation is supported by phonological, morphological and syntactic evidences. For example, xeyli in classical texts is the combination of the noun, xeyl (group) plus -i (indefinite marker), and the combination is used as adverb in contemporary Persian. In this study, the process of development of syntactic units into morphological units and the different types of this development were investigated and based upon the findings of this paper, part of the inability of Persian speakers in correct and prosodic reading of Persian classic texts, specially Persian poems is explained. The reason behind this is ignoring the fact that syntactic units are developed into morphological units. Contemporary Persian speakers don’t enjoy the linguistic competence of the earlier people related to the prosody of the language due to the aforementioned linguistic development.

With the emergence (advent) of SMS (short messaging service) in August 2002, a fundamental development took place in the public and national communication in the communicative era. This service is one of the most commonly used and appealing communicative services that has attracted the attention of different strata at various occasions and ceremonies. Different sites and academic journals share the responsibility of sending short messages for public use. The present study is an attempt to investigate the structure and content of such messages in the cultural journal of Payamara and then analyze and elaborate on some instances two main questions are going to be answered: 1. How much do these messages comply with the literary norms?, and 2.basically which messages are the most popular? The findings revealed that a higher percentage (91.8%) were consistent with the literary norms. And only 8.2% of the messages were incompatible with such norms. Romantic messages were the most popular ones with a percentage of (25.2%) and unfortunately only 4.3% of the messages dealt with mystic and religious issues.

Now that teaching Persian to non-Persians has spread very rapidly in Iran and some other countries, some relevant books and papers have been written to promote that end. The collection of teaching modern Persian (FARSI) is one of those sources authored by Dr. Ehsan Ghaboul. This book consists of six volumes that can be taught at different levels. This paper sets to investigate and critically evaluate the first volume of this book. The first volume deals with teachings of the early (primitive) era. This study has considered the pluses and minuses (positive and negative points) of each section or chapter of the book separately according to the classifications made by the author of the book. The following criteria were taken into account while critiquing different sections of the book: consistency with language teaching principles, applicability of the content materials, needs analysis, and meeting the necessary pre-requirements and requirements. One of the advantages of this book is including different sections like exercises, dialogues, pronunciation, and grammar after a short text which prompts language learners to be actively involved in the learning process. noncompliance with some language teaching principles, presenting sentences before teaching sounds and alphabets, imprecise and unspecified audience, imbalanced lessons, and lengthy and heavy sentences are among the major flaws of this book.This book provides Persian language learners with instrumental learning texts and materials. However, it more specifically addresses Arab learners of Persian Language. Accordingly, this book might be ineffective and problematic for other nationals such as African or South Asian learners of Persian language