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This study aims to explore the types and reasons for teachers’ corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher’s class. Then, the teachers attended stimulated recall interviews in which they answered questions about reasons for applying specific CFs in their classes. Different subthemes emerged from the data within the three sociocultural mediators’ themes, namely psychological, material and peer mediators. The results indicated that teachers use different CFs in their classes for various reasons such as scaffolding learning, enhancing noticing and exposure, and fostering learners’ agency. The study ends with suggestions and implications for teachers and teacher educators. [ABSTRACT FROM AUTHOR]

In this research, we aim to investigate the structural features of negative pronouns in Russian language to find the appropriate Persian equivalents for these pronouns and the errors in the translation of sentences containing these pronouns into Persian language. Since the topic of negative pronouns is different in terms of lexical, semantic, and functional features in Russian and Persian languages, Iranian language learners always face many problems when learning, understanding, and using these pronouns in speech. In this research, the question is raised, what were the causes of these problems and also the occurrence of errors in the translation of negative pronouns into Farsi. The purpose of this research is to find the cause of this problem by examining negative pronouns in Russian and Persian languages and showing their structural, semantic and grammatical differences and to provide solutions to solve it. The authors of this article, using the analytical-comparative method and relying on the available theoretical sources and also through the comparison of 160 cases of negative pronouns in the three existing translations of the literary novel ‘The Gambler’, carefully examined these pronouns and also the errors in their translation into Persian language. It should be noted that Iranian linguists in the semantic and grammatical classification of pronouns have never named negative pronouns as an independent group of pronouns. From the results of this research, it is possible to point to the presentation of suitable solutions for the translation of negative pronouns from Russian to Persian, the division of errors in the translation of these pronouns and the sentences containing them into Persian and how to correct them. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Research in English Language Studies is the property of Imam Khomeini International University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores teachers' experiences of using only Persian language in Iranian schools and its consequences. To do this qualitative method and phenomenological approach was employed. Participants included all teachers of K-12 across Sanandaj and fifteen experienced teachers (8 male and 7 female) were selected via purposive sampling. A semi-structured interview was conducted to gather data. Using the Braun & Clarke (Braun and Clarke in Cooper et al.Camic et al.Long et al.Panter et al.Rindskopf et al.Sher (eds), APA handbook of research methods in psychology, American Psychological Association, Washington DC, 2012) framework, thematic analysis was applied for analyzing the data. Despite teachers emphasizing the significance of the mother tongue in various aspects such as Cultural Identity, Sense of Belonging and Communication Knowledge and Skills, they perceive that the educational system enforces a monolingual policy (Persian) through Educational Centralization, Cultural Assimilation, and A Policy of Denying or Neglecting Linguistic Rights. They also highlighted potential consequences of this policy, including Students' Identity and Cultural Crisis, Intensifying Cultural Duality and Hindered Learning. These findings prompt policymakers to consider language minorities in educational planning. [ABSTRACT FROM AUTHOR]

Many people consider the Internet to be refreshingly democratic; everybody appears to have a 'voice,' and there is much sharing of 'open' content. The use of the internet for the learning/teaching of languages often seems particularly apt: People from different countries practice a language as they interact online, at the same time deepening their understanding of other cultures and ways of life (Stockwell [2018]. 'Teaching Culture in Foreign Language Classes.' Foreign Language Education Research 22: 11–23.). This is an intriguing scenario; however, it doesn't always play out in real life, since in truth technology is neither neutral nor unequivocally democratic, and people are often exposed to various forms of virtual supremacy and electronic imperialism. This study attempts to elucidate the lived experiences of Iranian academia with regard to the hegemonies of e-learning, by examining how these hegemonies are operating in the Iranian English Language Teaching (ELT) community under the guise of Computer Assisted Language Learning (CALL). Various ELT stakeholders were interviewed, and recurring themes identified under the six categories of linguistic, technological, economic, educational, sociocultural, and sociopolitical hegemonies of e-learning. It is hoped that this and similar studies will help develop the awareness that is a prerequisite to achieving equity and social justice in digital education. [ABSTRACT FROM AUTHOR]

The purpose of this paper is two-fold: it begins by exploring communication patterns in Iranian second language (L2) classrooms, then describes the implementation of action research in two different cycles to enable teachers to identify possible problems in their L2 classrooms and find ways to improve them. Through qualitative analysis of interviews, audio-records, observations, field notes and reflective journals, three main themes were identified, namely, communication patterns in L2 classroom, problems in these patterns, and action research and communication patterns. Two theoretical models for improving communication patterns in L2 classrooms were also established based on the key themes and patterns extracted from the data. The implications of the findings are likely to be of interest to teaching practitioners, teacher trainers, syllabus designers, materials developers, English as a Foreign Language (EFL) teachers, as well as action researchers. However, the findings of the present study should be interpreted within certain limitations, as set out in the article. [ABSTRACT FROM AUTHOR]

Copyright of Indogermanische Forschungen: Zeitschrift für Indogermanistik und allgemeine Sprachwissenschaft is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the theorisation of codeswitching (CS) as an emotional-identification phenomenon, little research has examined the emotional side of CS. The present study explored 15 Iranian English language teachers’ CS-invoked emotion and the contribution of such emotions for their identity construction. Collecting data over a three-month period and from classroom observations, post-class discussion, semi-structured interviews, and narrative frames, we found three major categories as defining the teachers’ CS-related emotion and identity construction: codeswitching as an agentic act, codeswitching as enhancing institutional emotionality, and codeswitching as a source of emotion labour. We found that CS interacts with circulating discourses and institutional participants to define the push and pull of teachers’ perceptions about CS and how such factors contribute to their emotionality, agency, and interpersonal identities. Based on the findings, implications for teacher educators are provided in how to anchor CS in teachers’ agency and emotionality to positively contribute to teachers’ effective identity construction. [ABSTRACT FROM AUTHOR]

Emotion labor is a multidimensional construct that plays a key role in teachers' emotional knowledge and emotional development. However, little empirical research has focused on such multidimensionality of emotion labor at personal, institutional, and sociocultural levels. The present study aimed to fill this gap by drawing on metaphors and integrating data from Iranian English language teachers through open-ended questionnaires, narrative frames, and semi-structured interviews. The analyses of the data revealed that the teachers used metaphorical language to display their negative emotions against the relational power that shaped their professional emotions and practices. Moreover, the teachers deployed such metaphors to represent the clashes between external power relations and their internal feelings. Our findings demonstrate the rigor and relevance of metaphor in capturing emotion labor. As a consequence, we present a taxonomy that can serve as a heuristic for institutional stakeholders to engage in closer scrutiny of teachers' emotion work and the power relations that shape such work. [ABSTRACT FROM AUTHOR]

In this article, the plural marker in the Mahshahri dialect is examined. Mahshahri is the native language of the people of Bandar-e Mahshahr. This dialect has close similarities with other Iranian language varieties spoken in southern Iran, particularly those of other southern cities of Khuzestan Province, and Iranian language varieties of Bushehr, Fars and Kohkiluye and Boyr-Ahmad provinces. From a methodological point of view, this research is descriptive and analytical. The research data were mainly obtained through a questionnaire and by examining the text of a twenty-minute continuous speech from the Mahshahri dialect. The investigations carried out in this article show that the plural marker of Mahshahri is /-æl/, which, based on the phonetic environment of the base to which it is added, can have other allomorphic manifestations as well. The conducted studies also indicate that there are variations in the use of the plural marker in the Mahshahri dialect. These variations, in many cases, align with the replacement of the marker with its standard Persian counterparts. Therefore, the variations that can be seen in the use of the plural marker of Mahshahri can be considered in line with other current changes that are underway in the direction of leveling the dialect with standard Persian in Iran.

The Russian term for the Erzya and Moksha Peoples, Mordva, attested since the 12th century, is an exoethnonym with no roots in the Mordvinic languages. The common theory that it was formed with the Russian collective suffix -va is inaccurate, as this suffix, in combination with nominal stems, likely did not exist in Old Russian. A grammatical analysis of the Russian term Mordva suggests that it developed within a noun-declension paradigm ending in -ū, originating from the ethnotoponym mordy. Early attestations, such as the toponym Μορδία in Constantine Porphyrogenitus’s writings (10th century) and the ethnonym Mordens (< Goth. *mordja /*mordi) in Jordanes (6th century, based on earlier 4th-century accounts), support the existence of a proto-form mordi, generally traced to the Iranian *marta-/mart(i)i̯a, meaning ‘man, mortal’. However, the exact pathways of this borrowing from Iranian remain uncertain. The ethnonymic model of “‘man, people’ → autoethnonym” is not typical for societies in early political formation stages, and in Iranian onomastics, marta alone was never used as an ethnonym. The likely source of these terms is the Iranian ethnonym (possibly originally a socionym) må̄rdi- (Avestan marəδa, Μάρδοι/Ἄμαρδοι in ancient sources), meaning “killer” — a designation for nomadic, warlike Iranian tribes of the southern and eastern Caspian regions, potentially extending further north, from the second half of the 1st millennium BC. The term reached the Volga region in the early centuries AD, carried by migrating military groups who left Andreevsko-Piseralian-type artefacts on the Volga’s right bank below the mouth of the Oka. From these Iranians, the ethnonym (or socionym) må̄rdi- was adopted by the Goths (as Mordens), passed to the Byzantines (as Μορδία), and, by the early 2nd millennium AD, entered Old Russian (as Mordians, later Mordva).

Since the turn of the twentieth century, the Kurds in Iran have faced various forms of linguistic exclusion. As part of a genealogical project, this article aims to track the lineages of this exclusion. The linguistic exclusions are inscribed in a field of discursivity, which, tracking one of its lineages, turns our attention to the orientalist interventions. The article discusses two complementary projects: the authentication of the Persian language and the othering of the Kurdish language. These projects were made possible by the hegemony of territorial and linguistic discourses over orientalist studies in Iran. Orientalists proposed a periodization of Iranian languages, dividing them into old, middle, and modern eras, with Persian represented as the sole language that has ever existed throughout history, based on their decoding of ancient manuscripts. Meanwhile, the Kurdish language was completely marginalized, and Persian was represented as the essence of all Iranian languages and, consequently, as the language of all Iranians. As a result, an ontological and epistemic horizon emerged, on which all subsequent instances of othering of the Kurds became possible. Finally, the article also examines the ways in which the Kurds have resisted the linguistic exclusions. [ABSTRACT FROM AUTHOR]

This research paper delved into the critical issue of applying English as a Lingua Franca (ELF) assessment principles in local English language tests used for non-native English speakers in Iranian language institutes. A qualitative content analysis was made on 60 local tests, dissecting them into domains, dimensions, and rating rubrics to scrutinize their alignment with ELF assessment principles. The study unveiled that despite some alignment with ELF assessment principles, key aspects like local communicative context, intercultural competence, and linguistic diversity are often overlooked. In particular, writing and reading tests failed to fully reflect these principles, and listening and speaking assessments showed biases towards native English varieties. The study provides crucial insights for test developers to foster a more nuanced and accurate assessment of non-native English speakers' abilities. Moreover, it highlights the need to embed ELF principles into test construction, argues for broader assessment scopes and a focus on locally relevant tasks, and contributes to more equitable and contextually relevant English language proficiency tests by emphasizing linguistic diversity in assessment frameworks. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Linguistic & Rhetorical Studies is the property of Semnan University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Painting has played an important role in the expression of scientific findings and experiences in different civilizations and cultures. When writing was not able to express the content correctly, traditional medicine scholars incorporated their ideas into pictures and paintings that, although elementary, were used as illustrations of traditional medicine information at the time. There are very few of these traditional medical images left in books and manuscripts, many of which have been lost over the years due to various social upheavals. In this study, descriptive-analytical and library research methods were used to collect information and the objective of this research was to review the images and painting in traditional medical manuscripts that have been mentioned in different resources. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The primary aim of this qualitative study was to explore the relationships between teachers and language learners based on Noddings' (1998) and Logstrup's (1997) care theory, focusing on the faceptions of Iranian language learners in public schools. Data were collected through interviews with ten language learners in these schools. The data were then analyzed using the coding stages of grounded theory (Corbin & Strauss, 1990) and MAXQDA software version 24. In this research, 22 sub-codes and four main codes were identified, leading to the development of a new theoretical model for the teacher-student care relationship. The main categories of this relationship included communication and interaction, teaching methods, understanding and support, and individual characteristics of teachers. Additionally, the subcategories encompassed: respect, reciprocal relationships, individual attention, patient listening to students, dialogue with students, relational literacy, teacher courage in initiating care relationships, honesty, compassion, encouragement, full enagement, motivational shifts, emotional support, trust-based communication, supportive environments, appropriate teaching methods, teacher availability, student interaction, realistic expectations from students, responsiveness, and the incorporation of fun and humor. The results suggests several educational implications for policymakers, teachers, and language learners from a psychological faspective, aiming to enhance their understanding and application of the concept of 'care,' which will contribute to teachers' professional growth and improve students' educational outcomes. [ABSTRACT FROM AUTHOR]

In the present article, different types of semantic relationships between the components of endocentric compound words in Gahvarehei Kurdish are investigated. The corpus of the research data includes endocentric compounds that have been obtained from the everyday speech of native speakers of Gahvarehei Kurdish, which is one of the dialects of the southern Kurdish branch and is common in Gahvareh section in Dalahoo County, Kermanshah province, Iran. The results of the research show that endocentric compound words in Gahvarehei Kurdish in terms of structure include: noun -noun head -initial, noun -noun head -final, noun -adjective, adjective -noun and preposition -noun. Various semantic relationships between the components of these structures can be found, such as origin, material, gender, content, possession, use, type, dependence, similarity, instrument, kinship, manner, time, amalgamation, taste, physical condition, age, function, production tools and place. The research findings, which include a list of semantic relationships between the components of endocentric compound words in Southern Kurdish, can be a complement for other lists provided by researchers in other Iranian languages as well as other languages in the world and lead us to a comprehensive classification of different types of semantic relations in compound words. [ABSTRACT FROM AUTHOR]

Balochi and Farsi are branches of the family of Iranian languages that have been in the Iranian plateau and in the neighborhood with each other which have had so much interaction throughout history. One of the functions of comparative literature is to investigate the effectiveness and influence between the literature of different languages. Considering the cultural predominance of Persian language and literature in Iran and its widespread influence among Muslim nations, its effects on Balochi literature and poetry are obvious and significant. The influence of Balochi poets on Persian reached its peak in the second period of Balochi literature and the school of Mullahs. Mawlavi Abdollah Rawanbod is one of the famous Balochi poets and the last generation of poets of this school. He is a bilingual poet whose Balochi poems are influenced by Persian language and literature. This article has analyzed the Rawnbod’s balochi poems with a descriptive-analytical method and has shown this aspect in his Balochi poems . Rawanbod's poems are not uniform in terms of the influence of Persian language and literature. Even though his poems are strongly influenced by Persian poets like Saadi in terms of theme and fantasy elements, but so far as language is concerned, they are fluent and original. He is sometimes so influenced by Persian in writing Balochi poetry that the stanzas become Persian with a slight change or adjustment of a word, and even some of them can be considered completely Persian. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Institute / Sosyal Bilimler Enstitüsü Dergisi is the property of Bingol University / Rectorate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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.

Despite the recent growth of attention to language teachers’ emotions, knowledge about how emotional tensions contribute to student teachers’ identity construction is still under-developed. In response to this gap, the present study explored the role of emotional tensions in seven Iranian English language student teachers’ identity construction over a semester-long period. Theoretically grounded in activity theory, the study was conducted through collecting data from pre-course interviews, during-course reflective journals, and post-course interviews. Data analysis revealed three major themes: (1) emotional tensions as a source of marginalisation, (2) emotional tensions as a motivator of professional investment, and (3) emotional tensions as a fund of identity. We found that beyond positive and negative contributions for student teachers’ identity construction, emotional tensions could play a mediatory role in identity development when they interact with system-related discourses and participants. Based on the findings, we provide implications for teachers and teacher educators to turn emotional tensions into a positive contributor to interpersonal and organisational development. [ABSTRACT FROM AUTHOR]

Pashto is a major language of the Iranian family with multiple dialects spoken in Pakistan and Afghanistan. In this paper, I examine the phonological inventory of the previously little known Khatak Pashto by a comparison with the well‐known Yusufzai, of the Northeast dialect of the language. I use primary data collected from Karak and Mardan districts of northwest Pakistan. In my analysis, I identify the similarities between these two varieties and the differences, based on at least eleven phonological isoglosses including the feature of vowel nasality, which split the two. I conclude by supporting the case for a distinct Central dialect area to represent the position of Khatak Pashto. [ABSTRACT FROM AUTHOR]

The Iranian flavour of the Chinese epithet of the Buddha, tianzhong tian 天中天, 'god among gods,' and its relationship with the Indo-Aryan parallel devātideva -, 'foremost god of gods,' have been repeatedly addressed. Past studies of the origin of the expressions sought to establish an ultimate connection to the Achaemenid royal title 'king of kings' (Old Persian xšāya θ iya- xšāya θ iyānām) , assuming that the divine epithet was coined based on the royal one. However, the comparative Indo-Iranian evidence speaks for the considerable antiquity of the divine epithet '(foremost) god of gods'—Proto-Indo-Iranian * dai̯u̯ānām dai̯u̯a(tama) -, replaced by * bagānām baga(tama-) in Old Iranian—and against its secondary character in relation to 'king of kings'. The Middle Iranian corpora show a particularly broad usage of 'god of gods'-like epithets to refer to supreme figures worthy of veneration; the epithet therefore may be considered part of a pan-Iranian religious vocabulary during the first millennium CE. We further make the case that the Buddhist usage of the expression in Middle Iranian languages as well as the appearance of its equivalents in Chinese and Indo-Aryan sources is specifically due to the super-regional influence of a Bactrian prototype, * βαγανο βαγαδαμο. [ABSTRACT FROM AUTHOR]

Teachers’ lack of self-regulatory behavior might negatively affect their professional development and student performance. This mixed-methods study attempted to investigate whether there is any difference between novice and experienced teachers’ perceptions and use of self-regulatory strategies in light of gender and teaching experience. In the quantitative phase, 120 EFL teachers from Iranian language schools were recruited through convenience sampling and surveyed with Teacher’s Self-Regulation Questionnaire (Capa‐ Aydin, 2009). In the qualitative phase, semi-structured interviews were conducted with 10 teachers with varying teaching experiences, including both genders to examine their practices and perceptions toward self-regulation strategies. Then, the participants were placed into different groups based on their gender, experience, and perceptions toward self regulation strategies. Afterward, the teachers were grouped into the novice and experienced. The researchers also conducted 10 classroom observations of five teachers through a checklist to see whether teachers applied the self-regulation characteristics in their practice. The results of the first phase indicated that there was a statistically significant difference between novice and experienced teachers in their perceptions and use of self-regulatory strategies. It is noteworthy that no difference was found between their gender and teaching experience with respect to their perception of self-regulation. Further, no interactions were found among EFL teachers’ gender, experience, and use of self-regulation strategies. The analyses of the qualitative phase revealed that the participants held varying perceptions toward self-regulation strategies. The findings provide implications for EFL teachers, teacher educators, and policymakers to apply self-regulated strategies in their careers. [ABSTRACT FROM AUTHOR]

Two well-known methods for improving students' writing skills are input flood and input enhancement. The latter suggests emphasizing certain linguistic elements to attract attention, whereas the former refers to providing students with a variety of sources to enhance their learning. This study examined the impact of input flooding and visual input enhancement on the learning of English collocations. The research used instructional materials based on a corpus and followed a nonequivalent quasi-experimental design. A pretest, posttest, and delayed posttest procedure was used to gather the necessary data. Seventy-five EFL students at an upper-intermediate level functioned as the participants of the study. They were divided into three groups: two experimental groups (E1 and E2) and one control group. Each group consisted of 25 students. The teaching materials included fifty collocations. The experimental groups were given input-based tasks. As part of their task, they had to search for collocations in the concordance lines. Only the textbook was used by the participants in the control group for learning collocations. Mixed-ANOVA, One-way ANOVA, and various post hoc Tukey tests were employed to analyze the gathered data. The study revealed that the simultaneous implementation of input enhancement and input flooding had a positive impact on the acquisition of English collocations. In addition, the results suggested that the understanding of collocations remained intact among all the experimental groups. This led the researcher to conclude that using input and corpus-based tasks were effective strategies for students to understand collocations. These findings could have important implications for ESP/EFL instructors. By using input-focused instructions, second-language educators can use creative techniques to improve their students' understanding of collocations. [ABSTRACT FROM AUTHOR]

How and when did domestic donkeys arrive in China? This article sets out to uncover the donkeys' forgotten trail from West Asia across the Iranian plateau to China, using archaeological, art historical, philological, and linguistic evidence. Following Parpola and Janhunen's (2011) contribution to our understanding of the Indian wild ass and Mitchell's (2018) overview of the history of the domestic donkey in West Asia and the Mediterranean, we will attempt to shed light on the transmission of the beast of burden to Eastern Eurasia. Due to its length, the paper is published in two instalments: Part I covers archaeological, art historical and textual evidence for the earliest occurrence and popularization of donkeys in China. Part II contains three sections: Two sections explore possible etymologies of ancient zoonyms for donkeys or donkey-like animals in Iranian and Chinese languages respectively. In a final discussion, possible ways of transmission for the donkey from the Iranian plateau to the Chinese heartland are evaluated with regard to the cultural, linguistic, and topographic conditions reflected in the previous parts. [ABSTRACT FROM AUTHOR]

The present study explores the progressive constructions in different Balochi dialects from a diachronic and an areal linguistic point of view. Previous studies on different Balochi dialects (Buddruss 1988; Baranzehi 2003; Farrell 2003; Axenov 2006; Ahangar 2007; Jahani and Korn 2009; Nourzaei et al. 2015; Korn and Nourzaei 2019; Korn 2020, 2017a and 2017b) have described progressive constructions, but discussion from a diachronic and an areal linguistic point of view is largely lacking. I will argue that the diversity of progressive constructions in Balochi dialects is a result of language contact and diffusion rather than an internal historical development that can be explained in terms of grammaticalization. In addition, there is no trace of a morphological progressive construction in written samples of Balochi. The general imperfective marker = a = (verbal clitic) covers ongoing meaning. To the extent that this marker has lost its ongoing meaning and become a general indicative marker in the present domain, the language has filled the progressive gap with new constructions which are basically a result of language and dialect contact. The new progressive constructions are mainly periphrastic constructions that represent either direct or indirect code copying from dominant languages and other Balochi dialects. [ABSTRACT FROM AUTHOR]

Language teachers deal with different groups of learners as a natural aspect of their professional careers. However, little is known about how teachers construct their identities in response to various learner groups. This study relies on the concept of identities‐in‐practice and explores how six English‐L2 teachers construct their identities across beginner and advanced levels of teaching. Data were collected from semi‐structured interviews, stimulated recalls, and classroom observations to examine teacher identities across the two practice levels. Data analyses revealed similarities and differences in teacher identities across the two levels, which involved three components: agentic variations, discursive realisations, and extended identities. These findings provide novel implications for understanding language teacher identity construction across different learner groups. The study also provides implications for teachers and teacher educators to pay focal attention to the role identity plays in teachers' work across different practice levels. [ABSTRACT FROM AUTHOR]

Abstract In New Western Iranian languages, plurality is an obligatory category, and it is marked both morphologically and syntactically; however, Bâdrudi, as a central Iranian language, has a special status among Iranian languages. Insofar as the plural number is not an obligatory category and only appears alongside the plural suffix and verb agreement, this language uses other ways to mark plurality. This article examines some features of plurality in the Bâdrudi. Findings indicate that in Bâdrudi, the plurality is marked by the suffix -u, but mostly noun plurality is marked syntactically by verb agreement and pronominal agreement. The reduplication of noun stem is another way to mark plurality in animate nouns. In all the ways through which the plural number of nouns is marked, the verb agreement is always obligatory. This is but the use of the plural suffix, pronominal agreement, and reduplication are optional. There are also cases where the noun is not plurally marked in any way. This means that the distinction of number is not an obligatory category in Bâdrudi. Keywords: number, plurality, noun, Bâdrudi, Iranian languages Introduction Number is one of the most common features of nouns in world’s languages. For example, English makes a semantic and a formal distinction between, for instance, dog and dogs, or child and children. In English, the number feature can also be realized on verbs and pronouns through agreement with a subject, as in: ‘these children were playing together’. In this example, the verb and the demonstrative pronoun are plural and indicate the number of children. This is by no means to state that they point to the number of ‘playing’ events. While Number is an obligatory category in English, there are many other languages in which the use of the plural marker is called upon only when it is important to mark number. Unlike English, and similar languages in which the majority of nouns, from the personal pronouns and nouns denoting persons to those inanimate objects and abstract entities, can mark number, there are many languages that restrict the number opposition to fewer situations, namely those which are high in animacy. In terms of the number values, most number systems have only the two singular and plural polarities. But there are other degrees of numerosity that occur in different languages. The most frequent form of such number system is duality, which designates only two instances of one thing. Another one is the trial system which refers to three distinct real-world entities. Finally, ‘paucal’ stands for a small number of distinct real-world entities. Given the different ways that the number is expressed, some languages have special ‘number words’ which are employed merely for the purpose of indicating number. This includes morphological expression of number which manifests widely in terms of affixes. Stems can show changes from minor stress alternations to major restructuring to show number. The way in which number is marked syntactically is through agreement. Agreement is often in addition to other morphological means of marking plurality. Demonstratives and verbs are relatively frequent agreement targets, showing agreement in number either uniquely or combined with other categories, notably gender. Reduplication is a frequent and iconic way of indicating plurality. This may involve the whole stem, more frequently, or part of the stem; the relevant part may appear at beginning, or end of the noun. Materials and Methods This article examines some features of plurality in the Bâdrudi language, a central Iranian language spoken in central Iran. Part of the data used in this article are taken from Bâdrudi and Arismani corpuses, archived at ‘Corpus of Iranian Languages’. It is to note that another part of the data is collected by the author from the Fami village, where a variety of Badrudi is spoken. The data are transcribed based on the APA phonetic transcription and glossed in a semi-Persian way of glossing. Through this approach, the meanings are in Persian but the grammatical features are shown in English. Discussion of results and Conclusion The analyses suggest that Bâdrudi uses three methods to mark plurality: 1. Morphological Marking: In this marking system, the plural number is indicated by adding the plural suffix ‘–u’ to the noun stem, which is not obligatory and can be used along with the syntactic ways of verb agreement and pronominal agreement. Verb agreement: Through such a strategy, the plurality is shown by the agreement between the plural noun and the verb. In this connection, the noun can also have a plural suffix: jen-u vo mir-u ru kade de âx-en “Men and women are sitting at home”. Verb agreement marks the noun that is a subject or an agent: sang baalaa cinu de darkat-en “The stones fell from the wall”. But in the sentences with ergative structure, it marks a noun that serves as an object: ču-šun ataš xossen “They burned the wood”. Pronominal agreement: In this way, the plural number is marked on the demonstrative pronouns and comes in a noun phrase. In this case, the verb of the sentence is also used in plural form: nome izom bâ tabar amariy-en “these woods are broken by an ax”. reduplicating: This involves the use of material from the noun stem and suffixing it at the end of the noun, like dot ‘girl’ > dotmot ‘girls’ in nin dotmot čerâ namden? “Why did not these girls come?” It can be said that in Bâdrudi while the use of morphological suffix is not obligatory to indicate the plurality of noun, the use of pronominal agreement is also not obligatory as long as there is a verb agreement. On the other hand, in all the examined examples, the use of verb agreement is an obligatory way of marking plurality. The results show that in Bâdrudi, the verb agreement is a necessary and imperative way of marking the plurality of nouns. It is interesting to note that other markers are compulsory to be used. There are also cases where the plurality is not marked in any way. Considering that the verb agreement generally marks subject or agent, a noun serving as an indirect object, is not marked by any of the morphological or syntactical ways. In general, it can be said that although Bâdrudi marks plurality morphologically and syntactically, plurality is not an obligatory category in Bâdrudi, and there are still degrees of splitness in marking the plurality.

Language teaching is a tense occupation wherein countless negative stressors such as students' misbehaviors, low income, assessment issues, and personal conflicts might threaten the well-being and happiness of teachers. Thus, cultivating a flexible mindset responsive enough to tackle various stressors has become a promising research scope. In this vein, minimalism, as a worldview that helps people reduce unwanted and excessive distractors, might be a possible solution that would possibly reduce the teachers' life and occupation stressors and cultivate their well-being-related strengths. However, the concept has been ignored in educational domains. Therefore, the present exploratory study sheds light on the minimalistic mindset of 34 Iranian English language teachers, recruited through purposeful sampling method and partook in an interview. Their answers were analyzed through thematic analysis to see whether minimalistic mindsets of teachers contribute to their welfare or not. The analyses of the qualitative data signaled that the findings would contribute to the educational psychology and language education literature by suggesting that teachers with minimalistic worldviews towards life are less stressed and concerned about distractors and are more prone to value inner peace, tolerance, and rapport in their personal and professional life. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The present paper argues for the existence of an ablative-instrumental case in Kushan Bactrian with the endings - α (from original a-stems) and - να ~ - νο (from the Old Iranian pronominal declension). While the corpus is small and many details remain unknown or speculative, there are enough such case forms to show that the Kushan Bactrian case system is more archaic than often thought. It further becomes clear from the examples that the ablative-instrumental case had largely two functions: Several times it is used a prepositional case and, once, to mark the ergative agent of a transitive past tense verb. The existence of an ablative-instrumental in Bactrian as such, its endings and its functions have good parallels in other Middle and New Iranian languages spoken in the region, and should therefore not be too surprising for the Bactrian language of the 2nd century A.D. [ABSTRACT FROM AUTHOR]

Research on the local languages and dialects of Iran and the collection of various cultural manifestations, including proverbs, leads to a better understanding of the culture and history of the tribes, preserving their dialect and culture, and finally a better understanding of the Iranian languages and culture. Proverbs are a major part of the popular culture of the Baluch people, and a careful study of them will pave the way for the study of cultural patterns, social values, and sociological research. Most of these proverbs have great moral meanings that play an essential role in teaching transcendent ideas and concepts, transmitting ethnic and generational experiences, and the advancement of individuals in society, but there are also proverbs that have negative functions in history, which have been the cause of social and cultural damage and failure. This research studied this group of proverbs by library and analytical method in order to have an increasing cultural awareness and promote rational views in Baluch society and culture. Although the number of such proverbs is limited, they have caused cultural damage in society due to their widespread use. Cultural harms have been studied in three areas of individual, family and society along with superstitious beliefs in the field of culture. However, the findings of the current research show the highest frequency in injuries that are related to families. Nonetheless, an independent and documented research with a specific statistical community has not been done in this regard. [ABSTRACT FROM AUTHOR]

There has been ongoing research contrasting online vs. Face-To-Face (FTF) interactions for more than a decade. This study fills the gap in the literature considering FTF vs. online contexts by comparing the norms and patterns of complimenting in Persian and explores the complimenting strategies, syntactic patterns, and internal and external modifiers used in each setting. The corpus included 366 FTF compliments related to the topic of appearance. Findings demonstrated that in both settings explicit and formulaic compliments are used more frequently than implicit and non-formulaic ones. However, implicit compliments in FTF interactions were less prevalent than those in online settings. FTF compliments did not show the same level of creativity as the online ones did and a more diverse set of adjectives were used in online vs FTF compliments. Finally, the paper provides implications for further research. [ABSTRACT FROM AUTHOR]

This paper addresses the lack of proper Learning from Demonstration (LfD) architectures for Sign Language-based Human–Robot Interactions to make them more extensible. The paper proposes and implements a Learning from Demonstration structure for teaching new Iranian Sign Language signs to a teacher assistant social robot, RASA. This LfD architecture utilizes one-shot learning techniques and Convolutional Neural Network to learn to recognize and imitate a sign after seeing its demonstration (using a data glove) just once. Despite using a small, low diversity data set (~ 500 signs in 16 categories), the recognition module reached a promising 4-way accuracy of 70% on the test data and showed good potential for increasing the extensibility of sign vocabulary in sign language-based human–robot interactions. The expansibility and promising results of the one-shot Learning from Demonstration technique in this study are the main achievements of conducting such machine learning algorithms in social Human–Robot Interaction. [ABSTRACT FROM AUTHOR]

In New Western Iranian languages, plurality is an obligatory category, and it is marked both morphologically and syntactically; however, Bâdrudi, as a central Iranian language, has a special status among Iranian languages. Insofar as the plural number is not an obligatory category and only appears alongside the plural suffix and verb agreement, this language uses other ways to mark plurality. This article examines some features of plurality in the Bâdrudi. Findings indicate that in Bâdrudi, the plurality is marked by the suffix -u, but mostly noun plurality is marked syntactically by verb agreement and pronominal agreement. The reduplication of noun stem is another way to mark plurality in animate nouns. In all the ways through which the plural number of nouns is marked, the verb agreement is always obligatory. This is but the use of the plural suffix, pronominal agreement, and reduplication are optional. There are also cases where the noun is not plurally marked in any way. This means that the distinction of number is not an obligatory category in Bâdrudi. [ABSTRACT FROM AUTHOR]

AbstractArdalani dialect belonging to the central group of Kurdish dialects, is mainly spoken in Sanandaj and its suburbs. The word “Ardalani” is derived from the name of Ardalan family who had ruled over the city. The dialect is also known as “Sanandaji (Sene’i)”. This article is devoted to the verb conjugation in Ardalani dialect. At the first, verb components such as stems, personal endings, verb inflectional affixes are discussed. Then the formation of in different tenses, modes, and voices, as well as the modals and auxiliaries are discussed. According to the results of this research, the most important characteristic of Ardalani dialect is preserving the passive stem of Old and Middle Iranian which distinguishes it from other Iranian languages. Another characteristic is that Ergative structure is used in conjugation of the past tense of transitive verbs.

This study aims to investigate the wellbeing of Iranian English as Foreign Language (EFL) teachers across their career stages in terms of teaching experience. In this regard, the study categorized teachers into three groups based on their experience: novice, experienced, and highly experienced. Using a quantitative and cross-sectional survey design, this study employed a validated scale to measure psychological wellbeing, positive perception about self and life, goal setting and time management, and positive relationships among teachers. Using a convenience sampling procedure, 182 teachers participated in the study, representing varying age ranges, teaching experience, and employment status. The data was collected through an online survey within a month and underwent descriptive and inferential statistical analyses using SPSS software. The results revealed significant differences in the wellbeing of language teachers across experience groups. More specifically, novice teachers scored lower in various wellbeing dimensions than experienced and highly experienced teachers. These findings emphasize the importance of considering career stages when investigating teachers' professional wellbeing. The findings also contribute to a deeper understanding of the relationship between teaching experience and wellbeing, with implications for supporting the EFL teachers' wellbeing and informing educational policies and practices. The study results are discussed, and the related implications are provided for running professional development courses to enhance teachers' wellbeing. [ABSTRACT FROM AUTHOR]

Although compilations of the Turkic language of Khalaj had been made before Doerfer, Doerfer was the first to determine the importance of this language, after which he sent his students to Iran in 1968 to do fieldwork. Thus, a comprehensive study of Khalaj was carried out during this period. The collected materials were examined in Doerfer’s book Khalaj Materials in 1971. The book’s third chapter contains materials from the dialects of Talxab, Mansurabad, and Xaltabad. These materials are given in word lists. The longest most comprehensive list contains 319 words compiled from Talxab village. The Mansurabad and Xaltabad word lists have 111 words in common with the Talxab list. This study was carried out to determine the changes in the vocabulary of Khalaj as published by Doerfer. In order to achieve this aim, the Persian words in the Talxab list in the fifth chapter of Khalaj Materials were presented to people native to the specific areas, who were then asked for their Khalaj equivalents. Due to the lists in Khalaj Materials being the first comprehensive study compiled on the Turkic language of Khalaj, this book was chosen as the primary source in this research. In addition, the words are even more important, as they were compiled by a team of Turcologists. Thus, the similarities and differences were revealed by comparing the words compiled from the Xarrab (currently Baharistan) region in January 2022 with those the Doerfer team had compiled in 1968. The results reveal how much the Khalaj Turkish vocabulary has changed under the influence of other languages over half a century. [ABSTRACT FROM AUTHOR]

Roy P. Mottahedeh, a renowned professor of Islamic history at Harvard, passed away at the age of 84. His interest in Iranian culture stemmed from his father's love for Persian arts, shaping his early fascination with the Middle East. Mottahedeh's academic journey, from Harvard to Princeton and back to Harvard, was marked by his dedication to teaching and research in Middle Eastern history, particularly focusing on religious tolerance in the Islamic Middle East. Despite his reluctance to publish more books, his contributions to Islamic and Persianate studies remain influential and respected in the academic community. [Extracted from the article]

While numerous significant works on Iranian etymology and historical lexicology have emerged since the end of the 19th century, and several important etymological dictionaries on Iranian languages were published at the end of the 20th and the beginning of the 21st centuries (such as V. Rastorgueva and D. Edelman's "Etymological Dictionary of the Iranian Languages", R. Tsabolov's "Etymological Dictionary of the Kurdish Language", J. Cheung's "Etymological Dictionary of the Iranian Verb"), there is still no dedicated work on the history of Talyshi vocabulary. Only a small portion of the Talyshi inherited lexicon has been subjected to etymological analysis, either in some of the aforementioned works as Talyshi cognates or in various papers addressing diverse issues of Iranian historical lexicography. This paper represents an attempt to investigate the origin of the word suk meaning 'rooster' in Talyshi, a subject that has not been examined from an etymological perspective in works dealing with Iranian linguistics. [ABSTRACT FROM AUTHOR]

How and when did domestic donkeys arrive in China? This article sets out to uncover the donkeys' forgotten trail from West Asia across the Iranian plateau to China, using archaeological, art historical, philological, and linguistic evidence. Following Parpola and Janhunen's (2011) contribution to our understanding of the Indian wild ass and Mitchell's (2018) overview of the history of the domestic donkey in West Asia and the Mediterranean, we will attempt to shed light on the transmission of the beast of burden to Eastern Eurasia. Due to its length, the paper is published in two instalments: Part I covers archaeological, art historical and textual evidence for the earliest occurrence and popularization of donkeys in China. Part II (in the fall issue) contains three sections: Two sections explore possible etymologies of ancient zoonyms for donkeys or donkey-like animals in Iranian and Chinese languages respectively. In a final discussion, possible ways of transmission for the donkey from the Iranian plateau to the Chinese heartland are evaluated with regard to the cultural, linguistic, and topographic conditions reflected in the previous parts. [ABSTRACT FROM AUTHOR]

The Turfan Parthian word "nw ̉r" appears in Manichaean Fragment M5815 Vi/29/. Andreas Henning (Durkin-Meisterernst, 2004) and Boyce (1975) have cited this word, but without any meaning or interpretation. Durkin-Meisterenst (2004) suggested that «poss. a misspelling of wᵓwr «belief» which occurs in the same text a few later?» This pafa aimed to find the root of this word and to interpret it with the help of other Persian words in modern Persian literature. To do this, the content of M5815 I from /22/ to /31/ and M5815 II, /1/ and /2/ were first transcribed and rendered into modern Persian. Then, the meaning of the word was clarified. Finally, it was shown that this word can be related to another Persian word "niv ridan" in both form and meaning. [ABSTRACT FROM AUTHOR]

The present study investigated the impact of systemic-theoretical instruction (STI) on Iranian EFL learners' English Passive Structure formation. In such doing, first, an Oxford Placement Test was administered among 12 Iranian EFL language learners studying in Iran. Based on the OPT scores, 50 out of 68 participants were randomly selected and divided into two equal experimental and control groups. As the main treatment, Concept Based Instruction (CBI) principles, was taught twice a week, and lasted eight weeks. At the end of the treatment, a posttest on English Passive structure with the similar content as the pretest was given to the learners, and the results were analyzed through independent sample t-test. The findings revealed that there was a significant difference between two groups' performance in learning passive structure in posttest. In fact, the experimental group outperformed their counterparts in the control groups in terms of English Passive structure learning. Finally, the pedagogical and theoretical implications of the study were presented. [ABSTRACT FROM AUTHOR]

1. Introduction Ardalani dialect belonging to the central group of Kurdish dialects, is mainly spoken in Sanandaj and its suburbs.The word "Ardalani" is derived from the name of Ardalan family who had ruled over the city. The dialect is also known as "Sanandaji (Sene'i)". This article is devoted to the verb conjugation in Ardalani. 2. Methodology This study is based on the descriptive analysis method with a synchronic approach. Analyzing the data, the verb conjugation system of verb was described, including verb components (stem and inflectional affixes), types of verb according to tense, mode, aspect, voice as well as infinitive and participles. Modal verbs were also discussed. 3. Discussion 3-1. verb components 3-1-1. stem: verb has 2 stems: present stem (also denominative, passive and causative), past stem (also secondary). Causative affix and passsive affix are respectively -ēn, and _yē attaching to the present stem. Secondary past stem is made by adding -i, -â or -yâ to the present stem. 3-1-2. Inflectional affixes of the verb, b(e)- is used for subjunctive and imperative modes. The continuity prefix is a-. Na- is used for negation. The negation prefix for the imperative is ma- or na-. Personal endings are -em, -i(t) and -ē(t) for singular, and -in, -en and - en for plural. 3-2. verbal derivatives: The suffix for infinitive is -(e)n which attaches to the past stem. Past active participle and past passive participle are formed by adding -(e)g, respectively to the past stem of intransitive and transitive verbs. 3-3. tense, mode and aspect: Present indicative and present subjunctive are made respectively by aand be- + present stem + the personal endings. būn, ‘to be' in present indicative has enclitic forms as well as free forms. Present progressive is made by using the present of xarik būn, ‘to be busy'. Imperative is only for 2nd person, and is made by present stem and the personal endings, -a (singular) and -(e)n (plural). Past conjugation for transitive verbs is different from that of the intransitive; Transitive verbs have the ergative structure in which the enclitic personal pronouns have the function of the personal endings, and come at the end of the past stem as the personal endings do. They can also attach to some words before the verb, such as the object, adverb, negation, continuity prefix or verbal prefix. Simple past is made by past stem + personal endings (intransitive) or the enclitic personal pronouns (transitive). In continuous aspect, a-comes before the simple past. In present perfect of intransitive verbs, present enclitic forms of būn, ‘to be' follow the past paticiple but in the case of the transitive verbs, present perfect is made by the past paticiple + the enclitic personal pronouns + -a, present 3rd person singular of būn, ‘to be'. In past perfect of intransitive verbs, past enclitic forms of būn, ‘to be' follow the past paticiple but in the case of the transitive verbs, past perfect is made by the past paticiple + the enclitic personal pronouns. Past progressive is made by using the past of xarik būn, ‘to be busy' Passive voice is made by means of the passive stem. 3-4. Modal verbs: garak būn, ‘to want' and twânin, ‘can, to be able' are personal modal verbs. The main verb is present subjunctive. šeyân, ‘must' is impersonal. The main verb is present subjunctive. It does not appear as infinitive. 4. Conclusion According to the description given, on the conjugation system of verb, the most important features of Ardalani can be summarized as follows. - The most obvious characteristic of Ardalani, regarding the types of the verb stems is the presence of passive stem which most of the new Iranian languages and dialects lack it. - In Ardalani būn, ‘to be' has two forms: enclitic foms and free forms. ardalani lacks future verbs; present tense is used for future either. The main feature in the conjugation system of the verb is the use of ergative construction in the past tense of the transitive verbs. In this construction, enclitic personal pronouns have the function of the personal endings and are an integral part of the verb. Even when the subject is mentioned, they are not deleted. [ABSTRACT FROM AUTHOR]