On the Persian Compound Verb

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Harmony of Babel Harmony of Babel Profiles of Famous Polyglots of Europe

In the late 1980s the distinguished interpreter Kató Lomb researched historical and contemporary lomb polyglots in an effort to understand their linguistic feats. Among her fellow polyglots she asked: “When can we say we know a language?” “Which is the most important language skill: grammar, vocabulary, or good pronunciation?” harmony “What method did you use to learn languages?” “Has it ever happened to you that you started learning a language, but could not cope with it?” of “What connection do you see between age and babel language learning?” “Are there ‘easy’ and ‘difficult,’ ‘rich’ and ‘poor,’ ‘beautiful’ and ‘less beautiful’ languages?” :Europe Polyglots of Famous of Profiles “What is multilingualism good for?” The answers Lomb collected from her interlocutors are singular and often profound. Grounded in real-world experience, they will be of interest to linguaphiles who are seeking to supplement their theoretical knowledge of language learning. kató lomb (1909–2003) was called “possibly HARMONY the most accomplished polyglot in the world” by linguist Stephen Krashen. One of the pioneers of simultaneous interpreting, Lomb worked in 16 languages in her native Hungary and abroad. She wrote several books on language and language of BABEL learning in the 1970s and 1980s. Profiles of Famous Polyglots of Europe http://tesl-ej.org KATÓ LOMB berkeley · kyoto HARMONY of BABEL HARMONY of BABEL profiles of famous polyglots of europe KATÓ LOMB Translated from the Hungarian by Ádám Szegi Edited by Scott Alkire tesl-ej Publications Berkeley, California & Kyoto, Japan Originally published in Hungary as Bábeli harmónia (Interjúk Európa híres soknyelvű embereivel) by Gondolat, Budapest, in 1988.
Voice and Transitivity in Complex Predicates in Iranian Agnes Korn

Looking for the Middle Way: Voice and Transitivity in Complex Predicates in Iranian Agnes Korn To cite this version: Agnes Korn. Looking for the Middle Way: Voice and Transitivity in Complex Predicates in Iranian . Lingua, Elsevier, 2013, Special Issue: Complex Predicates, 135, pp. 30-55. 10.1016/j.lingua.2013.07.015. halshs-01340632 HAL Id: halshs-01340632 https://halshs.archives-ouvertes.fr/halshs-01340632 Submitted on 1 Jul 2016 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - NonCommercial - NoDerivatives| 4.0 International License [NOTICE: this is the author's version of a work that was accepted for publication in Lingua. Changes resulting from the publishing process, such as editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. A definitive version was subsequently published in Lingua 135, pp. 30-55, http://dx.doi.org/10.1016/j.lingua.2013.07.015] Looking for the Middle Way: Voice and Transitivity in Complex Predicates in Iranian * Agnes Korn Abstract This article explores the emergence of complex predicates in Persian with a focus on voice and transitivity.
Predicative Clauses in Today Persian - a Typological Analysis

Asian Social Science; Vol. 11, No. 15; 2015 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education Predicative Clauses in Today Persian - A Typological Analysis Pooneh Mostafavi1 1 Research Institute of Cultural Heritage and Tourism of Islamic republic of Iran, Tehran, Iran Correspondence: Pooneh Mostafavi, Assistant Professor in General Linguistics, Research Center of linguistics, Inscriptions, and Texts, Research Institute to Iranian Cultural Heritage and Tourism of Islamic republic of Iran, Tehran, Iran. Tel: 98-21-66-736-5867. E-mail: [email protected] Received: December 24, 2014 Accepted: February 23, 2015 Online Published: May 15, 2015 doi:10.5539/ass.v11n15p104 URL: http://dx.doi.org/10.5539/ass.v11n15p104 Abstract Predicative clauses in world languages encode differently. There are typological researches on this subject in other languages but none of them is on Persian. Stassen in his typological studies shows that the world languages have yielded two strategies for encoding predicative clauses. Copulative and locative/existential constructions are considered as predicative clauses. The strategies which Stassen claims are ‘share’ and ‘split’ strategies. According to Stassen some languages employ one of them and some employ both strategies. He shows in his studies, the language type can be determined by examining the said strategies in them. Using normal data, the present study examines two strategies for today Persian in order to determine its language type. The findings of the present study show that Persian could be categorized in both language types as both strategies are employed by it. Keywords: predicative clauses, copulative construction, locative/existential construction, share strategy, split strategy 1.
An Introduction to Old Persian Prods Oktor Skjærvø

An Introduction to Old Persian Prods Oktor Skjærvø Copyright © 2016 by Prods Oktor Skjærvø Please do not cite in print without the author’s permission. This Introduction may be distributed freely as a service to teachers and students of Old Iranian. In my experience, it can be taught as a one-term full course at 4 hrs/w. My thanks to all of my students and colleagues, who have actively noted typos, inconsistencies of presentation, etc. TABLE OF CONTENTS Select bibliography ................................................................................................................................... 9 Sigla and Abbreviations ........................................................................................................................... 12 Lesson 1 ..................................................................................................................................................... 13 Old Persian and old Iranian. .................................................................................................................... 13 Script. Origin. .......................................................................................................................................... 14 Script. Writing system. ........................................................................................................................... 14 The syllabary. .......................................................................................................................................... 15 Logograms. ............................................................................................................................................
Verb Structures and Their Phonetics Comparative Study in Sabzevarian Dialect and Persian Language

ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 1, No. 7, pp. 821-827, July 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.1.7.821-827 Verb Structures and Their Phonetics Comparative Study in Sabzevarian Dialect and Persian Language Anita Aldaghi Payam Noor University, Sabzevar, Iran Email: [email protected] Abstract—In this paper, the verbs in Mazi (past tense) are presented in Persian language and Sabzevarian dialect for a detailed comparison of their structures as well as their similarities and differences. The result of this study shows that although there are some similarities between two sources but there also exist some important differences among them from the structural and phonetic point of view. Index Terms—verbs structures, phonetics, Sabzevarian dialect, Persian language I. INTRODUCTION The importance of research around Persian language, the great ancient national and cultural state, is obvious. There have been many studies at this area today, but still can be found some dialects, which need to be studied among them is Sabzevarian dialect in Khorasan province. A Brief history of Sabzevar: Sabzevar, which Abolfazl -e -Beihagi recognized its root name as Sasanabad , as he believed the city was funded by Sassanid dynasty was first called Sasanvar and after the entry of Islam to Iran , it was changed to "Beihag" and finally to Sabzevar. (Beihaghi ,1991) Sabzevar is one of the counties of Khorasan province, located at North -East region of Iran. Measuring about 20628 km2 with 511616 population, it is the second large city of the province after Mashhad, covering % 16 of total area of the Khorasan province.
Persian Basic Course: Units 1-12. INSTITUTION Center for Applied Linguistics, Washington, D.C.; Foreign Service (Dept

DOCUMENT RESUME ED 053 628 FL 002 506 AUTHOR Obolensky, Serge; And Others TITLE Persian Basic Course: Units 1-12. INSTITUTION Center for Applied Linguistics, Washington, D.C.; Foreign Service (Dept. of State), Washington, D.C. Foreign Service Inst. PUB DATE May 63 NOTE 397p. EDRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Grammar, *Instructional Materials, *Language Instruction, Language Skills, *Oral Communication, Orthographic Symbols, Pattern Drills (Language), *Persian, Pronunciation, Reading Skills, Sentences, Speaking, Substitution Drills, *Textbooks, Uncommonly Taught Languages, Written Language ABSTRACT This basic course in Persian concentrates on the spoken language, illustrated by conversation based on everyday situations. After a thorough grounding in pronunciation and in basic grammatical features, the student is introduced to the writing system of Persian. Some of the basic differences between spoken and written styles are explained. Imitation of a native speaker is provided, and the course is designed for intelligent and efficient imitation. Each of the 12 units has three parts: new material to be learned (basic sentences), explanation (hints on pronunciation and notes), and drill (grammatical, variation, substitution, narrative, and questions and answers) .(Authors/VM) co reN LC1 C) C=1 U-I Serge Obolensky Kambiz Yazdan Panah Fereidoun Khaje Nouri U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION EXACTLY AS RECEIVED FROM THE THIS DOCUMENT HAS BEEN REPRODUCED POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. OFFICIAL OFFICE OF EDUCATION STATED DO NOT NECESSARILY REPRESENT POSITION OR POLICY. persian basiccourse units 1-12 it! Reprinted by the Center for Applied Linguistics 0 of the Modern Language Association of America Washington D C 1963 It is the policy of the Center for Applied Linguistics to make more widely available certain instructional and related materials in the language teaching field which have only limited accessibility.
Pdf List of False Cognates, with Which Persian Chamizo Dominguez, P

English and Persian Cognates/Pseudo Cognates-A Cross-Linguistic Investigation [PP: 21-34] Amin Marzban Department of Foreign Languages, Sepidan Branch, Islamic Azad University, Sepidan, Iran Shahrzad Chahardahcherik Department of Foreign Languages, Sepidan Branch, Islamic Azad University, Sepidan, Iran ARTICLE INFO ABSTRACT Article History Different world languages have a lot of contact with each other and have had The paper received on: different influences on one another. Cognates, words which are similar across 15/01/2015 two or more languages in some aspects, especially with regard to Accepted after peer- pronunciation, portray an interesting and relevant aspect of foreign/second review on: language translation and research. This study intended to identify a type of 28/02/2015 cognate words called false cognates in Persian and English, words which have Published on: the same form in two languages but represent different meanings, and tried to 07/03/2015 study and determine the historical relations between English and Persian words. It also aimed to trace their route back from Proto Indo-European Keywords: languages to the modern languages. To this end, the related literature was gone Back borrowing, through and a sufficient corpus of information has been revealed. Afterwards, Borrowing, authentic monolingual dictionaries in both Farsi and English languages were Cross-linguistic consulted to provide definitions for the cognates and allow for their cross- investigation linguistic comparison. The findings revealed that most of such problematic False cognates, cognates with different meanings in Farsi and English as found through this True cognates, study are likely to be confusing and deceptive for Farsi-speaking EFL learners.
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4 the History of Linguistics

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Languages of the Parsi Scriptures Author: Martin Haug Subtopics: I

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Persian As Koine: Written Persian in World-Historical Perspective

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The Relationship Between the Grammar of Persian / Turkish As the First Language and the Grammar of English for Iranian Female High School Students

International Journal of Language and L inguistics 2014; 2(6-1): 28-34 Published online November 18, 2014 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.s.2014020601.15 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online) The relationship between the grammar of Persian / Turkish as the first language and the grammar of English for Iranian female high school students Maryam Dorosti, Fatemeh Behjat, Seyed Jamal Abdolrahim Zadeh English Department, Abadeh branch, Islamic Azad University, Abadeh, Iran Email address: [email protected] (M. Dorosti), [email protected] (F. Behjat) To cite this article: Maryam Dorosti, Fatemeh Behjat, Seyed Jamal Abdolrahim Zadeh. The Relationship between the Grammar of Persian / Turkish as the First Language and the Grammar of English for Iranian Female High School Students. International Journal of Language and Linguistics. Special Issue: Innovations in Foreign Language Teaching. Vol. 2, No. 6-1, 2014, pp. 28-34. doi: 10.11648/j.ijll.s.2014020601.15 Abstract: Relationship between first and second language effects the learning of the second language. The more the target language is similar to the first language, the better language achievement can be observed. The present study was an attempt to investigate the relationship between the grammar of Persian/Turkish as the first language and the grammar of English for Iranian female high school students. To this end, in the present study 6o high school female students from Marvdasht were selected as the participants. Out of 60, 30 students had Persian as their first language (Group A) and 30 students had Turkish as their first language (Group B).