Iranian Language Research Articles

Contributions of Computerized Dynamic Assessment and Digitalized Feedback to L2 Learners’ Grammar Acquisition: Technology-Enhanced Learning Facilitation Theory

As an integral part of dynamic assessment, computerized dynamic assessment (CDA) offers learners computer-assisted automated mediation. Accordingly, the possible efficacy of corrective feedback seems to be enhanced with new technologies, such as artificial intelligence tools, that offer automatic corrective feedback. Using technology-enhanced learning facilitation theory, this study examined, in this respect, the combined effect of CDA and digitalized feedback (DF) on L2 learners' grammar acquisition. Under a quantitative methodology and in an Iranian language institute, the study used a pretest-posttest quasi-experimental design with a control group to evaluate how CDA with DF affected language learners' grammar acquisition. The statistical analyses using t-tests and ANCOVAs revealed that compared to the control group, the experimental group that underwent CDA with DF showed notable increases in both comprehension and production of conditional type 1. The results underlined how well the theory of technology-enhanced learning facilitation helps recognize and produce the target grammatical feature. Emphasizing the significance of including individualized instruction, dynamic assessment, and DF in language teaching and learning methods, implications for language teachers, syllabus designers, materials producers, and policymakers are offered.

Role of English Language Proficiency Standards in Academic and Career Success in Iran

The aim of this paper is to examine the significance of English language proficiency standards in fostering academic and career success in Iran. The development of English language proficiency is intricately linked with the needs of Iranians for achieving their academic and professional goals. Notably, there is a growing interest in learning English language in Iran, like in the other countries, since it lies in the fact that English language, as a globalized language, plays a pivotal role in both academic achievement and career advancement. The study first delves into the English language proficiency standards, which include five levels, illustrating the diverse abilities exhibited by English language learners within each language proficiency level. Second, it explores the factors which have tremendous impacts on academic and career success in learning English language, with the aim of maximizing the effectiveness of English language learning for English language learners. Furthermore, it highlights the extensive array of English training courses available in Iran, conducted in educational institutions, which contribute significantly to enhancing English language proficiency among learners and optimizing English language learners’ perspective on the English language. Finally, the outcomes of this investigation indicate that the number of interested English language learners in Iran has been increasing in recent years, as they demonstrate a profound awareness and a deeper understanding of the global significance of the English language and recognize its transformative effects on their academic and professional success, thereby opening up vast opportunities for international communication and engagement.

Lost Turfan fragments from the Nachlass of W.B. Henning

Abstract During the Second World War, a number of manuscript fragments in Iranian languages from the Berlin Turfan collections were lost. Photographs of these fragments preserved in the Nachlass of Walter B. Henning bring to light their contents and fill gaps in the record of Turfan texts. These photographs are published here for the first time, together with a description of the fragments and their contents.

The perceptions of Iranian deaf and hard-of-hearing university students towards Persian as a spoken majority language: A narrative inquiry

ABSTRACT This narrative inquiry study provides insight into one component of Deaf bilingualism, that is, a spoken majority language, through shedding light on the perceptions of Iranian Deaf and hard-of-hearing (DHH) university students regarding Persian, the predominant spoken language in Iran. Through thematic analysis of the collected narrative interviews with ten DHH university students, key related themes such as home literacy practices, speech therapy, economic factors, extensive reading, and the challenging nature of learning Persian emerged, revealing a nuanced understanding of a wide range of language-related issues among DHH individuals. The findings highlight the complex interplay of familial support, professional interventions, socioeconomic factors, literacy promotion, and linguistic proficiency within the DHH community. Implications of the study extend to parents, educators, experts in Deaf studies, and policymakers in Deaf education. Specifically, apart from tackling the financial barriers, the importance of prioritising literacy development at home for Deaf children is emphasised, along with the role of speech therapy in long-term linguistic development. Additionally, the study emphasises the significance of formal and systematic teaching of the spoken majority language, along with special instructional materials, in facilitating effective communication and social integration.

The morphosyntax of Ezafe in Southern Zazaki

Abstract The present study describes and analyzes the morphosyntactic expression of the Southern Zazaki Ezafe – a linking element in the nominal domain common among Iranian languages. This morpheme is used to link modifiers (i.e. adjectives and possessors) to their head nouns as follows: n-ez1 mod1-ez2 mod2-ez3 mod3. Southern Zazaki, like other languages of the Kurdish region (and unlike, e.g. Persian) reflects phi-features (and case) of the head noun on each Ezafe morpheme in a noun phrase. This paper is focussed around two morphosyntactic puzzles that arise in Southern Zazaki. First, while the Ezafe marker in general reflects the case of the entire DP, the presence of a possessor produces invariant oblique case, regardless of the case value assigned to the DP externally (Paul, Ludwig. 2009. Zazaki. In Gernot Windfuhr (ed.), The Iranian languages, 545–586. Routledge; Todd, Terry Lynn. 2002. A grammar of Dimili. Also known as Zaza. Stockholm: Iremet Forlag; Toosarvandani, Maziar & Coppe van Urk. 2014. The syntax of nominal concord: What Ezafe in Zazaki shows us. Proceedings of NELS 43(2). 209–220 i.a.). Second, Southern Zazaki uniquely employs a separate series of “D-form” Ezafe morphemes in certain syntactic contexts (Keskin, Mesut. 2010. Zazaca üzerine notlar (Notes on Zazaki). In Şükrü Aslan (ed.), Herkesin Bildiugi Sır: Dersim. Iletisim, 221–244; Paul, Ludwig. 2009. Zazaki. In Gernot Windfuhr (ed.), The Iranian languages, 545–586. Routledge; Todd, Terry Lynn. 2002. A grammar of Dimili. Also known as Zaza. Stockholm: Iremet Forlag; Werner, Brigitte. 2018. Forms and meanings of the Ezafe in Zazaki. In Saloumeh Gholami (ed.), Endangered Iranian languages. Reichert Verlag i.a.). This study aims to provide a cohesive analysis of Ezafe in Southern Zazaki both with respect to its general phi- and case-sensitive realizations, as well as the distribution of D-forms.

The Ossetic transitive preterite

Abstract In contrast to most Middle and Modern Iranian languages, which have developed a preterite based on an ergative construction with the Old Iranian past passive participle, Ossetic has distinct formations for the intransitive and transitive preterite, and the latter has no close correlate in any other Iranian language. It is argued that only a periphrasis with Old Iranian *dā- ‘put’ can adequately account for the formal peculiarities of the Ossetic transitive preterite, namely its geminate dental and person-number endings. Despite its formal resemblance to the periphrasis reconstructed for the Germanic weak preterite, this construction probably did not arise via contact between the Sarmatian tribes and Germanic peoples in the first centuries CE.

On areal variations in semantics in the history of the vocabulary of East Iranian languages

On areal variations in semantics in the history of the vocabulary of East Iranian languages

Challenges of Employing the Underlying Tenets of English as an International Language in Iran

Challenges of Employing the Underlying Tenets of English as an International Language in Iran

FRAGMENTS OF SLAVONIC-IRANIAN MYTHOPOETIC TEXT: SYNTACTIC CONSTRUCTIONS WITH *svęt- : *śṷanta-

The paper aims to reconstruct the common elements of the Slavonic and Iranian mythopoetic text, referring to the idea of the sanctity and sacred. The need to reconstruct the elements of this phenomenon of the communicative culture history makes out topicality of the proposed study. The objects of the investigation are: 1) set phrases, which in Iranian and Slavonic consist of the genetically identical lexemes; 2) Slavonic and Iranian set phrases, in which the only term is genetically common for both languages (*svętъ : *śṷanta-), while the second part here is represented by the synonyms with the different etymons; 3) two-termed (dithematic, bibasic) compound words with *svęt- : *śṷanta-, which are often the result of contraction of primary set phrases. Etymological, morphological and lexical-semantic features of analyzed units as well as reconstructed prototypes constitute the subject of the study. As the result of the proposed research, a set of ancient common to Iranians and Slavs formulaic expressions (and anthroponyms derived from them) are revealed; it is determined, that all the analyzed syntactic constructions were formed in the process of cultural contacts between speakers of both languages; their formal and semantic reconstruction is justified. Conclusions. Comparative-historical analysis of the ancient Slavonic and Iranian cliched phrases with the core component *svętъ : *śṷanta- and related to them dithematic personal names reveals the traces of the common Slavonic-Iranian text, formed within the poetic speech. Etymological composition of such «mycrotexts» along side with reflected therein complex of religious and ethic ideas, which is common to both cultural-linguistic traditions, leaves no doubt that we deal with the heritage of Slavonc-Iranian contacts. Especially indicative are the examples of full genetical identity in composition of formulaic constructions among the Slavs and Iranians. The semantic basis of formulaic expressions, common to both languages, is formed with the complex of discrete meanings, referring to the notions of abundance, life force and its increase. The material demonstrates the significant specific weight of Proto-Slavonic units with the exponent *svęt- alongside with the rudimentary and clearly areally and also chronologically limited data of Iranian languages. Permanent renewability of the tradition to use the syntactic cliches with *svęt- was facilitated by their involvement into the field of the derivation of Slavonic anthroponymic composites and later their demand in the texts of Christian religious topic. The perspectives for further work in the outlined vector are seen in comparison of the collected material with data of Baltic languages.

Towards conceptualizing ‘demographic agency’ in Family Language Policy

This article investigates the success story of language maintenance in Arab families in Iran. Taking Fishman’s (1991) emphasis on micro face-to-face interactions in language maintenance processes as our point of departure, it argues that language maintenance requires that families live in a sociolinguistic milieu in which face-to-face interactions are facilitated by demographic patterns of settlement. Despite unfavorable institutional policies towards minority languages in Iran, the specific geographical makeup of the country has historically pushed speakers of minority languages to settle in certain regions (Katouzian, 2009). Drawing on Sealey and Carter’s (2004) concept of ‘demographic agency’, this article argues that such a demographic settlement of Arabs in southern cities and towns in Iran has given them a collective power to maintain their language, which takes the form of laissez-faire interactions in Arabic at home. The findings, based on interviews with families and recordings of interactions at home, suggest that, although parents express concern regarding their children’s academic achievement and socioeconomic mobility, which requires higher proficiency in Persian, this concern does not readily translate into language practices in Persian at home.

Southern Tati: Takestani Dialect

Southern Tati is a North-Western Iranian language in the Indo-European language family. Different varieties of this language group are spoken intermittently in the northern and northwestern parts of Iran, mainly in the Qazvin, Alborz, Markazi, Tehran, Ardabil, Gilan, Zanjan, and Khorasan-e-Shomali provinces. Previous linguistic work on the language consists of multiple descriptive grammars. These include Yarshater’s (1969) analysis of multiple Tati dialects including Takestani, Chali, Eshtehardi, Xiaraji, Ebrahim-abadi, Sagz-abadi, Danesfehani, Esfarvarini, and Xozini, as well as Taheri’s (2009) and Rahmani & Rahmni’s (2021) analyses of the Takestani dialect. The variety of Southern Tati analyzed in this study is the Takestani dialect (tks, ISO 639-3). Takestani is spoken by the Tat community in the city of Takestan, known by its residents as Siayden (IPA: [sijʌˈten]). The speakers of Takestani know their dialect of the Tati language as Siaydiniji (IPA: [sijʌtiniˈd͡ʒi]), as ‘related to the residents of Siaden.’ Figure 1 shows the location of Takestan in the Qazvin province in Iran.

English language teachers’ attitudes toward using electronic portfolio on Iranian EFL learners’ speaking: a grounded theory approach

In recent decades, technology has changed the methods of teaching and assessment in educational settings all over the world. One notable innovation that has gained prominence in English language teaching (ELT) is the utilization of e-portfolios to evaluate and enhance students’ writing and, potentially, speaking skills. While students have shown positive attitudes toward integrating e-portfolios in speaking classes, teachers’ attitudes toward this pedagogical method remain undisclosed. Therefore, this study investigates teachers’ attitudes toward e-portfolios in speaking classes based on the data collected from semi-structured and focused group interviews. The data was obtained from the Iran Language Institute (ILI), a leading institution for teaching English in Tehran. A grounded theory approach was used to analyze and evaluate 10 semi-structured interviews and focus groups. While some challenges are to overcome, teachers appear positive about implementing e-portfolios in speaking classes. As a result of teachers’ attitudes towards e-portfolios, four categories emerged: ownership and responsibility, reflection (peer and self), teacher self-improvement, and drawbacks.

Specific Characteristics of Etymology of Lexical Units Belonging to Iranian Languages (as an example of historical works created in the Persian-Tajik language in the 10-13th centuries)

Abstract: This article presents the general conclusions arising from the etymological views of Persian and Tajik historians who lived in the 10th-13th centuries . The opinions of Persian-Tajik historians about the etymology of lexical units are significant in terms of the fact that they are among the first etymological views of Tajik etymology and in most cases are in harmony with today's scientific conclusions.

Ludwig Paul (with the Cooperation of Pejman Firoozbakhsh), an Analytical Bibliography of New Iranian Languages and Dialects. Based on Persian Publications Since CA. 1980, Wiesbaden: “Ludwig Reichert Verlag”, 2022, 444 PP.

Ludwig Paul (with the Cooperation of Pejman Firoozbakhsh), an Analytical Bibliography of New Iranian Languages and Dialects. Based on Persian Publications Since CA. 1980, Wiesbaden: “Ludwig Reichert Verlag”, 2022, 444 PP.

Realization of Language Teacher’s Ideal Identity as Peacebuilder

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers’ ideal peacebuilder selves are becoming ‘an encouraging teacher’, ‘a more hopeful and caring teacher’, and ‘a patient teacher’. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students’ success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language.

Իրանական լեզուների հայերեն անունները. ժամանակագրությունը, գործածությունը, բառարանային մշակումը և կանոնարկման խնդիրները / Armenian Names of Iranian Languages: Chronology, Usage, Lexicographical Processing, and Normative Issues

In the fifth century, the Armenian language used the names of two Iranian languages: պարսկերէն (Persian) and պարթեւարէն (Parthian). In the seventh century, the linguonym պարսիկ լեզու (Persian) was recorded, while in Middle Armenian it was ֆարսի (Farsi). The formation of the remaining linguonyms refers to modern times. In the Armenian language, linguonyms of living and dead Iranian languages are in some cases names of dialects. They are usually formed using the suffix –երեն (-eren). The exceptions are the ancient Armenian պարթեւարէն (Parthian language) and the variable սոգդիարեն (Sogdian language), formed in the twentieth century, using the suffix -արէն (–aren). The Armenian names of Iranian languages have the following options: a) phonetic-orthographic, b) word-formative, c) lexical, d) structural (word and phrase). In the Armenian scientific literature, in particular in the linguistic works on Iranian studies, the variability of Armenian and borrowed linguonyms is noted. It is necessary to minimize the variability of Armenian names of Iranian languages and unify linguonyms, which will contribute to the correctness and accuracy of scientific speech. In monolingual and bilingual dictionaries of the Old Armenian and New Armenian languages, the names of two dozen Iranian languages with their various variants became headwords. The same number of linguonyms, including the names of dialects, have not yet been recorded in dictionaries. Among the Armenian names of Iranian languages, the most commonly used linguonyms are պարսկերեն (Persian language), տաջիկերեն (Tajik language) and քրդերեն (Kurdish language). A number of linguonyms are found only in scientific texts, some are used in isolated cases.

To the Iranian Etymology of the Ethnonyms Mari, Merya, Muroma

The article continues the exploration of the ethnonym *märə, previously reconstructed by the author and A. V. Savelyev, as evidenced in the self-designation of the Mari people and in the names of Merya and Muroma found in Russian chronicles. In Finno-Ugric literature, it is commonly sub-derived from the Aryan *márya- meaning ‘young man, warrior.’ However, within the current framework, the specific Aryan origin of this ethnonym, along with the time and circumstances of its adoption, remains unspecified. The Mari-Meryan *märə cannot be construed as an ethnonym meaning ‘human, man,’ as such semantics would be anachronistic in terms of ethnic designation typology. Instead, it is proposed that this word was borrowed as a socionym with the additional connotation of ‘husband’ into the ancestral language of Mari and Meryan around the first millennium BC. The Aryan *márya- denoted a class of free (possibly noble) young men forming military communities, where they undertook feats to attain a social status entitling them to acquire a wife, hence the meaning ‘groom, husband’. Indo-Aryan (including Mitanni Aryan) languages predominantly associated it with ‘warrior’ and ‘noble youth,’ while Iranian languages developed pejorative meanings (‘rascal; slave’) but retained the meaning ‘husband’. An Eastern Middle Iranian language is deemed a more plausible source for borrowing, both temporally and semantically. The etymology suggested in the article resolves the issue of the limited representation of Aryan *márya- primarily as ‘slave, servant’ in Eastern Iranian languages. The proposed derivation links Ossetian bal ‘group, squad, gang, pack (of wolves)’ < Alanian *mal < *márya-; likely borrowed into Proto-Marian-Meryan from a Scytho-Sarmatian language around the middle of the first millennium BC (prior to the transition *-ry- > -l-). The subsequent Turkic designation of the Mari as *čermiš (Chuvash śarmə̑s, Tatar čirməš > Russian cheremis) < Turkic *čär ‘to fight, to wage war’ may be a calque of this ancient ethnonym.

Comparison constructions in two Northern Talyshi dialects

AbstractThis article examines the comparison constructions in two Northern Talyshi varieties: in Anbarāni, used in the Islamic Republic of Iran; and the Northern Talyshi dialects spoken in the Republic of Azerbaijan. These constructions have been poorly studied in previous research dealing with this North-western Iranian language and this article aims to fill that gap. In contrast with a number of Western Iranian languages, Northern Talyshi (and the Talyshi language in general) does not have special morphological markers for expressing the degrees of comparison. The comparative grades are marked syntactically using various adpositions and function words. Having long been under the influence of neighbouring languages such as Persian and Azerbaijani, both Anbarāni and the Talyshi dialects spoken in the present-day Republic of Azerbaijan have been affected by these languages at some level in the ways to make comparison.

A Corpus-Based Study of Alignment in Literary Gorani (Based on the Manuscript 11092 of Dīwān-i Mawlawī)

Abstract This paper examines alignment in Literary Gorani by analysing an unknown Gorani manuscript titled ‘Dīwān-i Mawlawī’ (Manuscript 11092), which is housed at the Āstān-e Qods-e Raḍavī library. The paper has two main objectives. Following Haig (2017) regarding the extent of the micro-variation of ergativity within Iranian languages, the paper explores strategies of interrelated subsystems such as case, indexation, verbal suffixes, and pronominal clitic systems to discover whether Gorani manifests an accusative or an ergative pattern. This helps us to answer the second more general question in this study: is it even possible to consider Literary Gorani as a written form of Hawrami?

Intersection of Gender, Globalization, and Religion in Local and Globalized ELT Textbooks in Iran

This paper examines gender representation in two textbook series: Solutions, published by an international publisher, and the Iran Language Institute (ILI) series, written by local writers. Evidence of gender representation is drawn from the analysis of their religious content in the narrative texts and the illustrations. The analysis of gender representation is guided by six criteria: visibility in pictures, visibility in text, firstness, character activity, occupations, and topic dominance. The findings indicate that in both textbook series, males exhibit greater visibility and dominance in relation to character and occupation. The gender representation varies significantly. These results substantiate previous investigations conducted elsewhere, highlighting the gender imbalance in textbook representation. The examination of gender representation at the intersection of religion in local textbooks also revealed that intersectionality in social sciences can further perpetuate gender bias in educational materials. These findings serve as a call to action for textbook authors and education policymakers to prioritize gender equality representation within the context of religion and globalization in language education textbooks authored by local writers. This research holds implications for language teaching approaches fostering intercultural competence, specifically in English as a lingua franca.