Teaching Persian to Speakers of Other Languages (original) (raw)
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Producing a Persian Text Tokenizer Corpus Focusing on Its Computational Linguistics Considerations
Signal and Data Processing
The main task of the tokenization is to divide the sentences of the text into its constituent units and remove punctuation marks (dots, commas, etc.). Each unit is a continuous lexical or grammatical writing chain that is an independent semantic unit. Tokenization occurs at the word level and the extracted units can be used as input to other components such as stemmer. The requirement to create this tool is to identify and recognize the units that are known as independent semantic units in Persian language. This tool detects word boundaries in texts and converts the text into a sequence of words. In the English language, many activities have been done in the field of text tokenization and many tools have been development; such as: Stanford, Ragel, ANTLR, JFLex, JLex, Flex and Quex. In recent decades, valuable researches have also been conducted in the field of tokenization in Persian language that all of them have worked on the lexical and syntactic layer. In the current research, we tried to focus on the semantic layer in addition to those two layers. Persian texts usually have two simple but important problems. The first problem is multi-word tokens that result from connecting one word to the next. Another problem is polysyllabic units, which result from the separation of words that together form a lexical unit. Tokenizer is one of the language preprocessing tools that is widely used in text analysis. This component recognizes the center of words in texts and turns it into a sequence of words for later analysis. Variety in Persian script and nonobservance of the rules of separation and spelling of words on the one hand and the lexical complexities
Construction and Validation of Parenting Role Tasks Questionnaire in Persian
Rehabilitation Medicine, 2014
Background: The role of parents in children's development is very critical. Proper recognition of this role and it's tasks by parents is helpful in all aspect of children's life. The purpose of this research was to construct and validate a questionnaire to assess parental role tasks. Materials and Methods: This study included two phases. In the first phase, information regarding the parental role was collected from resources such as books, articles, internet, and interview with professionals and parents. In the second phase, face validity and content validity were assessed by conducting a research with experts and scholars. Result: In the first phase of the study, 75 items were extracted through the literature review, reduced into 34 by an interview with teachers and parents. In the determining of content validity and face validity, only one item deleted with low score. Mean content validity index was 0/93 and content validity ratio had a value of 0/80. C...
A new look at a kind of special and general adjective in Persian language
2021
با دقت در کتاب‌های دستور زبان فارسی، متوجه این موضوع می‌شویم که اکثر تقسیم‌بندی‌ها در مورد صفت، تکراری و شبیه به هم هستند؛ بنابراین در این پژوهش در حوزۀ معنایی و با توجه به اختصاص یا عدم اختصاص (عمومیت) صفت به موصوف‌ها، تقسیم‌بندی جدیدی از صفت صورت‌گرفته است و بر این اساس صفات به دو دستۀ خاص و عام تقسیم شدند؛ صفات خاص بر اساس اختصاص به حوزۀ معنایی خاص یا فقط یک موصوف خاص، به دو دستۀ «خاص نوع 1» و «خاص نوع 2» (خاص الخاص) تقسیم می‌شوند. صفات عام نیز بر اساس دامنۀ شمول تعلق‌پذیری به واژه‌ها (موصوف) به سه دستۀ «عام کم فعال»، «عام نیمه فعال» و «عام فعال» تقسیم می‌شوند. برای دست‌یابی به مجموعه‌ای از صفات و بررسی و تحلیل آن‌ها، سه رمان «سمفونی مردگان» عباس معروفی، «سووشون» سیمین دانشور و «چشم‌هایش» بزرگ علوی به عنوان جامعۀ آماری برای استخراج صفات انتخاب شدند و بعد از استخراج، صفات به روش تحلیلی و توصیفی به صفات خاص و عام تقسیم شدند و مجددا صفات تقسیم شده بر اساس صفات بیانی (ساده/مطلق، فاعلی، مفعولی، نسبی و لیاقت) تقسیم‌بندی شدند و مشخص شد که هر کدام از صفات بیانی به کدام تقسیم‌بن...
Cohesive Devices in Spoken and Written Discourse by Korean EFL Learners
The New Korean Journal of English Lnaguage & Literature, 2017
Research literature has so far focused on representing cohesive devices in various language instruction texts based on Halliday and Hassan's (1976) Systemic Functional Grammar. However, these studies restricted themselves to identifying only one or two cohesive devices in these texts. Hence, studies need to adopt a practical comprehensive framework which would cover all cohesive devices especially in Persian language instruction texts. Through an in-depth contrastive analysis, this study aimed to address the relationship between the frequency of cohesive devices in written and spoken texts of "Let's learn Persian" textbook and the difficulty level of its texts. The textbook series authored by Zolfaghari, Ghaffari, and Mahmoodi Bakhtiari (2008) includes three main levels: elementary, intermediate, and advanced. They were selected since they had both written and spoken texts. Nine written and spoken texts in each level (in total 27 written and 27 spoken texts) were selected through systematic random sampling. Having categorized and codified the selected texts, researchers analyzed the data quantitatively and qualitatively. The quantitative and qualitative analyses of the data indicated that both written and spoken texts of "Let's Learn Persian" textbook had various cohesive devices. As higher level texts were presupposed as more difficult ones, frequency of lexical cohesion, reference, ellipsis and conjunction increased in the higher level written texts. It can be argued that there existed a significant relationship between the frequency of the mentioned cohesive devices and difficulty level of written texts. There was no significant relationship between substitution frequency and difficulty level of the texts. The frequency analysis of cohesive devices in spoken texts of all levels showed that there existed significant relations between conjunction, lexical cohesion, and text difficulty.
Comparative Theology, 2018
It is more than 30 years that attending inter-religious meetings and symposiums has been on the agenda of some of the Iran's religious and social institutions. Those who have been and are still active in this area, as well as the different approaches they choose are an important source of analysis in terms of knowledge and experience. This research seeks to understand the knowledge and experience of the activists of the area and their critical interpretation of inter-religious dialogue and to provide a systematic analysis of it by constructing and systematizing its respective themes. Therefore, this research has been conducted with descriptive-analytic approach and qualitative method. For this purpose, along with theoretical findings, we have tried to collect empirical data using semi-structured interview techniques. The sampling method is purposeful and theoretical saturation criterion is an interview with 15 activists in this field. Thematic analysis method is also used for data analysis. Analyzing the findings, it became clear that the critics did not pay close attention to the religious and denominational origins of the subjects and were neutral in their critical analysis of them. Hence, their view to "the other" and the dialogue is "extra-religious" and they acknowledge the views and the ideas of this field in political and cultural terms and analyze them on this framework. In this approach, originality is with "the other" and the theological pluralism viewpoint is governed. Hence, dialogue with another-religious is not considered to be religious, but as an ethical-based subject. Through dialogue, critics do not seek to prove legitimacy, but consider their action as a means of looking at another according to moral standards, acting on ethical imperatives and sharing and generalizing ethics in controversial
Ravānshināsī-i Afrād-i Istis̠nāyī, 2017
The aim of this study was to design a model of professional development for elementary teachers of special schools of students with mental retardation in Tehran. The Mixed method was conducted. In the qualitative study, the population was consisted of all the education experts. A purposive sampling of 15 experts were selected. The statistical population in the quantitative study was all elementary school teachers who were in Tehran (N=347). Cochran formula was used, and 200 teachers (n=200) were selected by simple random sampling. To collect data, semi-structured interviews and questionnaires were used. To analysis of qualitative data, thematic analysis, and for quantitative data partial least square method were used. The results showed that the model of elementary teachers professional development, includes three components of content, context and process. Content component with factor loading (.439) was in the first position, the context component (.309) had the second position an...