Introduction: Seyed Mohammad Saeed Al-Haboubi is one of the contemporary poets who was born in Najaf in 1266 AH and died in 1333 AH. Al-Habubi's poetic themes were a description of nature and the sincere praise of religious friends and elders. His poetic genius along with the classical culture of Najaf granted his poetry a high position while avoiding degeneration. The present study examines the foregrounding in the divan of Mohammad Saeed Haboubi and helps the audience to better understand the concept of temporalization, stylistics and semantics. To express the ability and the art of grain in foregrounding poetic themes, verbal and semantic constructions are used. One of the aims of this research is to acquaint the audience with the formalistic aspects of the poet's poems, on which no research has been done yet. The poet, on the basis of imagination and emotion, brings up the repetitive words of the standard language to which the audience is accustomed in a new and fascinating way in the form of poetry. In his poetry, the change in the structure of syntactic sentences and devices gives new life to ordinary speech. The words acquire music and allitration that have a greater impact on the audience. Defamiliarization takes place in language too. The change in the prosodic weight of classical poetry to new poetry is one of the signs of abnormality. Poetry is a kind of de-familiarization in language, which, according to formalist theories, is divided into two categories: deviation and extra regularity. Jeffrey Leech has categorized these norms into two types: linguistic and semantic. According to Leach's theory, which novel element in Bean's poems has a higher value in semantic deviation? , what forms of stylistic and temporal familiarization have appeared in Habubi's poetry? , and how has the semantic novelty foregrounded the ambiguous words in his poetry? Methodology: No research has been done on the foregrounding in Habubi's poems so far. So, this article intends to use a descriptive-analytical method to examine the poet's abnormality in constructing forms of aesthetics and reviving words based on Leach's theory. The research method of this research is qualitative and descriptive using content analysis, which is done to objectively and qualitatively explain the content and concept of written texts in a systematic way. In the present article, the studied components are foregrounding, semantic deviation, deviation, extra regularity, and semantics of Seyed Mohammad Saeed Haboubi's poems based on Leach’ s theory. Due to the importance of foregrounding in the literature, this research is of significance. Results and Discussion: The subject of this research in the field of extra regularity is how the poet describes some elements of novel such as "ambiguity", "proportionality" and "repetition" to define "polysemy", "semantic network" and "phonology". In terms of rule-making, how did the poet use "archaism" to relate the text to ancient culture, and how did he use the words of astronomy to improve the music and the image? The research findings can be reviewed in several areas. The result of the research refers to the function of different types of "Equivoque " in explaining ambiguous words, motivating the reader and foregrounding the relationship between words and meanings. The poet has also used "archaism" in both literary and religious forms, using a variety of Arabic terms in the field of symbolism and astronomy to create poetic images. Lexically, the result of this research on "Al-Haboubi" poems refers to the dual relationship between word and meaning. The choice and arrangement of words in a poetic sentence indicates the semantic connection of the words with the history of the language of poetry. According to Leech's theory, "temporal deviation" in the form of "archaism" in his poetry has two religious and literary forms. The use of ancient words, in addition to recalling historical events in the reader's mind, has refreshed repetitive words. Regarding religious archaism, the common affairs of Muslims, such as Hajj, have a higher percentage than the other religious issues, such as the religion of the poet and the signs of unity among Muslims in monotheism. In literary archaism, he has referred to the words of the poets of the pre-Islamic period, such as Amr al-Qays and Zuhair ibn Abi Aslami. He also refers to the brilliant history of Arabic poetry and uses its methods to create novelty in the repetitive words of his time. Haboubi uses the words Arabic GRAMMAR and astronomy more than anything else in "Stylization". He used these words to create an imaginary rhyme array. In "Semantic Abnormality", he has used novel method for imaginative illustration and polysemy for the audience. Using an array of repeated letters and consonants, the poet has foregrounded the allitration of letters in his poem. He used observance better in poetry. In most verses, he has used a proportional array. It has become a semantic network of words to create a picture of a subject in the mind of the audience. Seyed Haboubi has used these devices to do foregrounding in poetry.

One of the important concepts in the development of the language of a text is how to use linguistic tools to express the subject and achieve the author's purpose. A text is an interconnected set of different linguistic components influenced by each other. Vocabulary, syntactic and rhetorical combinations and structures are among the constituent, textual elements. The word as the smallest meaningful unit of language is one of the main components of a text on which the text’ s structure and meaning depend. The choice of words in each text according to its type, structure, and goals is one of the most important linguistic issues. One of the components of a text, which is considered as a type of word in GRAMMAR books, is the adjective. An adjective category is a sub-element that has different types based on the concept, structure, and grammatical classification. What makes adjectives worthy of being considered as beyond these divisions is their place in influencing the structure, content, and characterization of the language of a text. Adjectives, based on their content and form, are considered effective elements in expanding the meaning, praise, condemnation, rhetorical and syntactic feature in the text. This issue can be examined in any text according to its linguistic structure and content. In ideological texts, the adjective according to the context and its political attitude toward the institution of government finds a place beyond a sub-element. It also consistently presents in the linguistic structure and purposeful context of the text. Persian poems, especially eulogy poems, are the most prominent types of ideological classic texts that have a strong connection with the prevailing political thought in the era of every eulogist poet. What is accepted by default is the use of language by the eulogist poets to form the discourse of power in the text in favor of the institution of government. Accordingly, the category of adjectives in the poems of six prominent poets belonging to the flourishing periods of praise poetry, from the beginning to the end of the sixth century, was studied. These poets are Farrokhi, Manouchehri, Anvari, Sanai, Khaghani, and Kamal Ismail, from whom twenty poems of praise were selected and analyzed. The reason for the selection was that the format of the ode is the best one for composing praise poems. Poems were also selected from among the selected poems of poets. Accordingly, the focus of this research is on the morphological, syntactic, rhetorical, and semantic position of the adjective in the praise poetry and its application for the text and the author. The research questions are the followings: 1. How much attention have the eulogist poets paid to the role of the adjective in highlighting the discourse of praise? 2. What meanings, identities, and actions have been described through the adjectives highlighted in the text of praise? To answer the questions above, adjectives were examined in terms of subjectivity and objectivity, ideological role, syntactic position including predicative combination, normally with the mention of the adjective or the inverted adjective compounds, attributive and addressed form, inclusion, and generalist attitudes by the use of ambiguous and multiple counting attributes. Rhetorical semantics was the other field of study in terms of normative deviation. To the purpose of this research, the main factors determined were as follows: rhyme construction, adjective repetition, pun, alliteration, coherence, collocation, and regularization using similes and metaphors. Praise poetry, as the most obvious example of government poetry in classical literature, is an ideological poem in that the government is reflected and stabilized. The poet praises the adjective, the discourse of power, through linguistic propositions and in this research, specifically, the adjective, and the discourse of power. Praising acclaim with a completely positive semantic load is the most important function of attributes in praise; the traits that internally represent the praised with the scope of the religious and worldly rule and a set of characteristics such as courage, forgiveness, and patience in his personality. The totalitarianism of the government is embodied in the eulogy by praising the praised and issuing general rulings about him, using vague generalist traits and numerous counting traits. Emphasis on praiseworthy action as the main reason for praise, using actual attributes, emphasis on moral and esoteric attributes instead of outward ones, is another part of the poets' performance in the field of attribution. The position of adjectives in literary illustration networks has turned adjectives into tools of the verbal and spiritual art of praise; a tool that, in addition to creating musical images and expressive semantics, has overshadowed the ideological conceptualization of the text. The polarization between the praised and his opponents, by attributing positive traits to the praised and negative traits to the opposition, leads to the consolidation of the internal force and the repulsion of the non-internal force, which is one of the ideological functions of the institution of power.

De nos jours, les didacticiens sont communément d’accord sur le fait que l’évaluation doit être considérée comme faisant partie intégrante du processus d’enseignement/apprentissage des langues et qu’elle doit être effectuée par le biais de différents outils plus compatibles du genre portfolio. Cette recherche s’est fixée comme objectif d’examiner l’applicabilité et l’efficacité du portfolio de la production orale dans une classe du FLE en Iran. Plus précisément, les composantes de la competence orale à savoir le degré du développement de la grammaire, de la prononciation et de l’intonation, de la fluidité de l’expression, de la compétence discursive et de l’interaction entre les apprenants ont été analysées.Après avoir déterminé le cadre théorique du sujet et en avoir fait une synthèse, les résultats de l’étude de terrain ont accompagné les études théoriques. Le corpus de cet article a été constitué de 11 apprenants adultes du FLE du niveau B1. D’après cette enquête, les apprenants ont fait des progrès, à l’aide de cette démarche, dans tous les items déterminés de la production orale et ont pu développer leur capacité de l’autoévaluation. English: Nowadays, specialists of teaching commonly agree that the evaluation should be seen as an integral part of language teaching/ learning and it must be done through different tools more compatible like portfolio.This research aimed at examining the applicability and effectiveness of oral production portfolio in a class of FLE in Iran. Specifically, the components of oral competence, namely, the degree of development of GRAMMAR, pronunciation and intonation, fluency of speech, discursive competence and interaction among learners were analyzed.After determining the theoretical framework of the subject and synthesizing it, the results of the field study were presented. The corpus was comprised of 11 adult learners of French at level B1. According to this survey, learners made progress, by means of this approach, in all of identified items of oral production and developed the ability of self- assessment.

In contemporary Arabic language, the auricular exclamatory styles are more widely used and diversecompared to the deductive styles but still less attention has been paid to them; and the researchers are unaware that this type of structures can follow the determined structures. This matter along with the diverse use of this type of sentences in Arabic language and its equivalent finding in Persian language are the reasons for the importance of the present study. Moreover, it seems that there are similarities and differences between the structure of these sentences as well as their equivalence in the language of speech and writing. Therefore, the purpose of this study is to identify and introduce the structure of these sentences in order to find an appropriate answer to this question: what is the difference between the exclamatory styles in the Arabic syntax and what is found in the language of stories and dramas closer to the language of speech. Another question is that: what differences are in the styles used in the writing language for this structure? Reviewing the written GRAMMAR books in accordance with the old syntax, shows the attention to the pronunciation and the ignorance of the meaning of words. Of course, new studies have been targeted on semantic implications and the production of meaning. By taking advantage of linguistic achievements in syntax and rhetoric, they have tried to consider sentences and to investigate the vocabulary in the combinations of sentence and/or the style of the text. Therefore, based on Jorjanii, they have expanded the context of studying to the syntax to insert the stylish and structural meaning into that. Based on these studies, it can be concluded that, in contemporary Arabic language, the auricular styles are more applicable in comparison to the deductive styles; and a special order can be considered for them in such a way that using the auricular word to refer to them is not appropriate. Old rhetoric in Arabic language also has used “ exclamation” as secondary meanings of sentences in numerous lexical compounds which are beyond the syntactic principle. Although this a partial study. According to them, “ exclamatory” is a rhetorical concept arising from the order of the compounds, certain terms and specific expressions. Today, scholars interested rhetoric into the framework of the text style and by using the linguistic achievements have investigated this structure in the inspirational and declarative sentences. After conducting these studies, we investigated the matter that emotional sentences, and especially exclamatory sentences, are widely used in both speaking and writing languages. Accordingly, this study is based on the classification of 460 exclamatory sentences in two books including “ Al-Shams Phi Yaum Ghaem” – that is closed to the speech language– and “ Zahrat al-Omr” – that is based on the written language. The purpose of this study is to describe auricular exclamatory sentences and then to investigate the contrast between the Persian language and Arabic language. Moreover, to find equivalents, create and use them in the speaking and writing of the languages to be investigated; so that the similarities and differences of them can be found. The spoken language is closer to the affection, and based on its style, it is necessary to be used in shorter length, with more feelings, emotions, emphasis and exclamation in comparison with the written language. Their combined meaning can be detected only if the word and/or the phrases to are inserted in the particular style of the text. We thought the variety of these sentences in the speaking language is more, but a review on the selected 190 sentences suggested that this is not true. The results show that the harmony and style play the most important roles in recognizing the structure of the spoken language. Wishing, swearing, relying, emphasizing, using proverbs and slangs are used a lot. In finding equivalents – especially in the spoken language– the word “ that” plays an important role. It seems that in the written Arabic language, most of these sentences are used with profound making; and in the Persian language often the equivalents are found by superficial making. This matter is seen more in the speaking language. In the review of the written language, 270 sentences were also examined. The important issue in this regard is the role of affirmation words and styles in the emotional sentences allocating most statistics to themselves. In the written language, the emphasis made sentences have a more significant role; and more diversity is seen in them. In the meantime, the sentences implicating quantity as well as comparison, negative and emphasizing styles that sometimes are seen in the format of negative declarative sentences such as exclusive, exception, contrast and inconsistency styles are important as well.

Introduction: The foreign linguists have answered the question of why English speakers use the preterite in complement clauses while using the preterite in head clauses by three hypotheses. It is not possible to argue for or against one of the three hypotheses without incorporating them into a coherent theory of tense. Within Declerck’ s theory (1991a), comrie’ s hypothesis (1986) is rejected but instead it is accepted that the tense of a complement clause in indirect speech according to the other hypotheses may be either a relative tense or an absolute tense. The study method is descriptive_analytic. The similarity between Persian and English examples, and the limitations governed on them are very amazing. Past perfect is one of the tenses which shows the priority on the past orientation time. The article investigates the past perfect in future domain, that is, when the head clause situation is in future. The data show using past perfect versus present perfect but our selected framework offers a natural explanation for them. Theoretical Framework: Lack of acquaintance in persian makes us just state foreign linguists’ views about tense order and relations, traditionally called Sequence of Tenses (SoT). They offer three different hypotheses to answer the introduction questions. These hypotheses consist of 'absolute tense hypothesis', 'relative tense hypothesis', and 'formal SoT'. Absolut hypothesis says that the subclause situation is in the past tense because it refers to past time. Past tense as an absolute tense form relates a situation (i. e. event, state, etc. ) directly to the moment of speaking. Relative hypothesis expresses that the subclause situation is simultaneous with the head clause situation, which lies in the past. Comrie's formal SoT hypothesis says if in direct speech the introductory verb is in past tense, in indirect speech a formal SoT rule automatically backshifts the tense forms from direct speech. Declerck (1990b) rejects Comrie's hypothesis and expresses that the tense of a complement clause in indirect speech may be either a relative tense or an absolute tense. While choosing Declerck’ s tense theory (1991a) we see his hypothesis suitable for explaining Persian data. In his theory establishing and extending temporal domains, and the shift of temporal perspective are basic concepts that together with particular Semantics and pragmatics coming from Grice’ s Conversation Maxims (1975) help us to find out some aspects of time such as SoT in Persian complex sentences. Methodology: The study method is descriptive_analytic. In the study we have selected some complex sentences in Persian not needing to be indirect speech so that we can test implicitly the possibility of generation of Declerckʼ s theory to the other sentences. The head clause situation is in present or future tense and the subclause prior situation is in present perfect or past perfect tense. The article writers provide a natural explanation for these Persian examples. Discussion: Tense relations consist of priority, simultaneity, and posteriority. This study is an attempt to realize the temporal priority of situations in future domain called post_present domain in Declerck’ s theory. The priority in future domain in unmarked case is shown by two pseudo_absolute tenses: pseudo_past and pseudo_present perfect, while in marked case it is indicated by a relative tense: past perfect. It is possible for the subclause situation refered by present perfect to be prior to the head clause situation in the present or future tense; however, using past perfect in this conditions needs to be explained because the past perfect functions as an instruction to look for a past orientation time, to which the situation time can be interpreted as being anterior. If head clause refers to the present or post_present and there is no contextually given past orientation time, it is the beginning of the head clause situation that is interpreted as being the past or pseudo_past orientation time in question. Self-evidently this is only possible if the head clause has a certain duration, so that its beginning can be seen as past with respect to the rest of the situation. Tense priority in the future domain is expressed by past tense or present perfect tense in unmarked case and by past perfect tense in marked case. Conclusion: The similarity between Persian and English examples, and limitations governed on them are very amazing, while studying tense and SoT. The connotation of the similarity is that Persian and English languages follow the same principles which are the representative of the competence universality in spite of their external differences. Furthermore, Persian traditional GRAMMAR defines present perfect and past perfect so that it may not have any contrast with the core meaning of them in accepted tense system here, although it does not include all the details. Therefore, studying more about the tense forms assumes necessary.

The present research investigated the corrective damages of the text of Nuzhat Al-Oghul Fi Latifa Al-Fosol and presented various evidence and examples to prove this issue. Nuzhat Al-Oghul Fi Latifa Al-Fosol is written in prose on the subject of Islamic ethics and mysticism, by Abu Tahir Muhammad Bin Muhammad Yahya Aufi. This one-copy text has been corrected by Iraj Afshar and Javad Bashari. The basis of this research was a comparative critique of the work corrected with the original version, and similar examples of ancient texts have been mentioned in some cases to confirm and complete the correction of defective samples. Although the text is a single copy, and the editors have considered the texts’ margin effect as a copy, there are several correctional damages that the authors of the present study have to investigate. These damages are classified into several headings titles, including ignorance of the original version, ignorance of the metre of the verses, false meaning of verses, text extensions, text shortcomings, ignorance of the sentence structure, and such examples that have been obtained by matching the text of the book with the original version. Moreover, only the obvious errors of the work were examined to avoid the prosaic prolixity. Introduction Nuzhat Al-Oghul Fi Latifa Al-Fosol is a single copy text (with serial No. 9084, Ayatollah Marashi Library) by an author named Abu Tahir Muhammad Bin Muhammad Yahya Aufi. Iraj Afshar says, "It is an unknown text" and has corrected it (see Afshar, 2011, p. 13). Little is known about the owner of Nuzhat. There is also doubt about the correctness of the author of the book. At the beginning of the book, some have called him "Al-Oumi" due to the author's name being distorted in the version (see Version: 1a). Afshar has corrected it as "al-Aufi" since the author of the Nuzhat Al-Oghul says about his uncle "Abd al-Rahman Auf" (see: Afshar, 2011, p. 167; manuscript: p. 110a). Materials and Methods The data collection method in the present research is the library and tacking note. In this research, the printed text of the book Nuzhat Al-Oghul Fi Latifa Al-Fosol was compared with the original version by the analytical-comparative method. Corrections in this text have been cited by matching the printed version and text to prove a more societal example of ancient texts in some cases. Discussion and Conclusion This research has addressed the corrective damages in the following categories: Grammatical Errors: the ignorance of the GRAMMAR in some cases has caused corrective (criticism) damages. A sentence is presented in a position of the text, which is not grammatically correct. In Afshar's correction, it is stated, "Let each of us speak the truth, so that there was no wrong in it, which, by its blessings, will free us from this prison" (Afshar, 2011, p. 187). The verb "not being" is mentioned in the version, and the sentence ends with the same verb (see 120a). In the following, "be that" is the beginning of the following sentence, and that "be that" means hope that has been used, "Let each one speak the truth, as there is nothing wrong with it. May it really free us from this prison with its blessings" (Version: 120a). Damages of Pun and Saj: Due to the calligraphy of the version of Nuzhat Al-Oghul and continuity of words in prepositions, plural signs, compound words, and similar examples, pun and saj in this work need serious revision. Failure to pay attention to the connection of words with these devices destroys the artistic beauties of the work, mainly that they have been acquired by ancient calligraphy (see Jalali & Forouzandehfard, 2018, p. 108). In an example of Afshar's correction, it is stated, "He did not extend his hand and finger towards the bread" (Afshar, 2011, p. 106). In the version, "hand and finger did not extend towards the bread" is mentioned (Version: 71a). It is clear that the author's construction was creating punctuation between the two words of finger and towards the bread. The neglect of this critical matter has destroyed it in correction. Lack of attention to the metre in the poems: Persian metres are one of the things that the critic and the corrector can comment on decisively. Ignoring this vital point is sometimes misdiagnosed. In some parts of the text, the wrong correction has disturbed the verse’ s metre and meaning (Afshar, 2011, pp. 44 and 175). Additionally, items such as text deficiencies, text redundancies, serious spelling mistakes that had a significant effect on correction, as well as grammatical errors, were examined. Examples of these damages were provided during the research. The most important achievement of this research is to prove the revision of the correction of the text of Nuzhat Al-Oghul Fi Latifa Al-Fosol.

Assimilation is a process which refers to the influence exercised by one sound segment upon the articulation of another, so that the sounds become more alike, or identical. Dissimilation is the opposite process. It refers to the influence exercised by one sound segment upon the articulation of another, so that the sounds become less alike, or different. In traditional and classical linguistic researches, these phonetical changes are called Momāle or Emāle. This morphological term was first used by Arab GRAMMARians. In Arabic traditional GRAMMAR books, the change of /a/ to /e/ or /ā/ to /ē/and in general, the vowel changes because of the following or preceding vowels are referred to as MomāIe.In this paper, the author describes assimilation and dissimilation in the following cases:A) Assimilation of two adjacent syllables:1. Assimilation of the vowel /ā/ in the second syllable of a word under the influence of the vowel /e/ in the preceding syllable: 'emād / 'amid, rekāb / rakīb,(hasāb/hasīb;2. Assimilation of the vowel/ā/ in the first syllable under the influence of /e/in the following syllable: āmen īmen, lāken I līken, malā'eke I mali'eke;3. Assimilation as a result of the influence of the vowels /o/ and /a/ in the words like qorbī /qorbā, solmī / solmā, oqbī / oqbā, da 'wī / da 'wā, hākazī /hākazā.B) Dissimilation in successive syllables in a word:1. The words rhyming with mofā 'ala:in such four-syllable words, the vowel /a/in the third syllable is changed into the vowel /e/:molāheze, mozākere,monāqeše;2. In Arabic words rhyming with fa 'āla, the vowel /a/ in the first syllable is changed into /e/: sedāqat, qenā 'at, resālat.

French abstract: L’ introduction du thé â tre dans l’ apprentissage est un moyen de motiver les apprenants afin qu’ ils arrivent à amé liorer leur expression orale et leurs compé tences linguistiques, leur permettant ainsi de maî triser leur peur de parler une langue é trangè re. La langue franç aise, langue obligatoire dans le cursus scolaire mauricien, du primaire au collè ge, est une matiè re qui inquiè te les apprenants qui ont souvent des difficulté s à s’ exprimer. Dans cette activité , l’ objectif de sortir de la mé thode traditionnelle d’ apprentissage et d’ introduire la piè ce de thé â tre a é té d’ amé liorer l’ apprentissage de la langue franç aise chez les apprenants inscrits en premiè re anné e à l’ université des Mascareignes et ainsi revoir les bases de la grammaire d’ une faç on ludique. La premiè re é tape é tait de former des groupes car travailler en é quipe peut, selon plusieurs chercheurs, ré duire non seulement l’ anxié té linguistique des apprenants mais aussi l’ expé rience intimidante de l’ apprentissage. Le groupe devait ensuite ré flé chir sur un thè me fictif ou historique, ré diger le texte, jouer la piè ce et faire un montage vidé o des scè nes. Cette é tude compte analyser des commentaires laissé s par les apprenants à la fin des sessions afin de mieux voir si l’ inté gration des activité s thé â trales dans leur enseignement les a motivé s et leur a permis de renforcer leurs connaissances et compé tences en langue franç aise. English abstract: According to several researchers, the introduction of drama in language classes allows learners to reveal their intrinsic motivation (Isabelle-Bernard, 2010) and not only does it improve their oral expression, but also develops their language skills (Joannie-Dubois and Ophé lie-Tremblay, 2015), allowing them to control their fear of speaking a foreign language (Mathilde-Dallier, 2014). Learners thus produce a more sophisticated and better-quality work. For Glen Bledsoe (2010), what learners often fear is writing a text: finding a start, developing the ideas and writing a logical conclusion is often very difficult. French language, a compulsory language in the Mauritian school curriculum, from primary to secondary school, is a subject which worries learners who often have difficulties in expressing themselves in writing and speaking. According to education statistics in Mauritius, the failure rate in French is around 20% to 25% in primary and secondary schools (Statistics Mauritius, 2019; Mauritius Examinations Syndicate, 2016). Our goal is to revise the basics of GRAMMAR in a fun way, thus leaving behind the traditional methods of teaching. For this study, we wanted to formulate the hypothesis that the introduction of digital drama makes it possible to improve the learning of the French language among the first-year students-to-be at the Université of Mascareignes (UdM), Mauritius. To be admitted in the first year, students must have completed their secondary studies, but it should be noted that French is not a compulsory subject for those taking the Cambridge Higher School Certificate Exam, which is equivalent to the French baccalaureate. However, Mauritian learners have taken French lessons for at least a dozen years (from pre-primary to secondary schools), and besides, the media and newspapers in Mauritius are also in French. The course “ Renforcement de la langue franç aise” is 3. 5 hours per session, and is spread over seven weeks. It is obligatory for all those who register for the first year, and we have worked with three groups of learners, registered in BSc Human Resources and BSc Marketing. The learners do not know each other, and we have in the groups, both Mauritian and international learners, more particularly from Madagascar, aged between 18 and 25 years. After two weeks of lessons, which slightly follow the “ traditional” model (dictation, reading, basic GRAMMAR review etc. ), the first step was to form groups because working in a team can, according to some researchers, reduce this intimidating experience to learn (Shiri-Lavy, 2017) and help manage the linguistic anxiety of learners (Isabelle-Bernard, 2010). The group then had to think about a fictional or historical subject, write the drama text, play it, and make a video of the scenes. During this 24. 5-hour course, learners have two assessments: a dictation and the production of the digital drama. The exercise in digital drama, which is the product of group work, is evaluated in two parts: the writing of the drama with stage directions, and the recording in video limited to 25 minutes. The score counts for 50% of the overall score. It was advised to take a historical event from Mauritius. However, fictional stories have also been accepted. All subjects must be approved in advance by the module lecturer. Of the 110 learners, 48 students responded to the questionnaire on Google Form, which was sent to the learners after the end of the last session. This study intends to analyse the learners' comments and thus identify not only the positive aspects of this learning method, but also to review its shortcomings and the problems encountered. In other words, this research allows us to better understand the learners' perceptions in order to know if, according to them, the integration of drama in their teaching motivated them and allowed them to strengthen their knowledge and skills in French. A questionnaire was prepared on Google Form and several open-ended and closed-ended questions were asked on the learning of the French language with drama, learner motivation, and teamwork experience among others. However, for this qualitative study, we will only analyse the following four questions, which unveil the learners' opininon on their motivation to learn French through drama: i) a closed-ended question divided into sub-questions on the learning method they prefer (a list is provided); ii) an open-ended question about what they thought of the teaching of French before joining university; iii) an open-ended question on what they thought about learning French language with digital drama; iv) an open-ended question on any other comments than they have on the course In the first part of research on drama in French in higher education, we are interested in the question of motivation. Although we did not use the questions on the grid of the intrinsic motivation inventory (IMI) of Desi and Ryan to assess the subjective experience of participants in this activity, we note that several sub-scales / factors mentioned in IMI were raised in the answers to the learners' open questions. The results show that, with the exception of a few learners, the participants (around 87%) were intrinsically motivated and they had the willing to engage in the activity for pleasure and personal satisfaction and not by rewards or external constraints. Moreover, an intrinsically-motivated person is the one at the highest level of self-determination and this is reflected by the adjectives of pleasure and satisfaction used by the learners in their responses. This intrinsic motivation comes from having done or learned something new, from having accomplished a difficult task and also from having carryied out an activity which stimulated them and where they felt pleasure and fun. To illustrate this, some responses are analysed. The amotivation of some students is also discussed in this section. Teaching adults implies that several criteria must be taken into account because adult learners do not want to return to school to be judged, or to learn by heart. Autonomous and responsible, they need an informal and secure environment to motivate them (Jean-Philippe-Schmidt, 2018). It is in this perspective that we proposed to introduce digital drama during the module of “ Renforcement de la langue franç aise” . We started from the assumption that learners would be motivated and therefore take responsibility for their work and learning. This proved to be true because the final video submitted enabled the learners to have a positive attitude towards learning French language. From an outsider’ s perspective, the motivation of the learners did not decrease during the whole course. According to the answers of the learners, they became aware of their skills and those which they must acquire, they had the choice to work with whom they want to, and to choose their themes. The digital drama, taught in a less formal and rigid context, seems to develop autonomy (or self-determination), which in turn, creates intrinsic motivation. The active learner is at the center of all activity who takes responsibility for the teaching-learning process. Group work allows him to acquire knowledge and the learners could ask the teacher in the event of inability to solve a problem. In short, digital drama, which encompasses the competences necessary in traditional drama, tends to blur the boundaries between traditional roles reserved for the teacher and the learner. This implies that learning guaranteed a certain autonomy because “ action is done for the pleasure of doing it, and because it seems, for example, interesting, exciting or involves a challenge” (Eva-Lang, 2010, p 28). However, some limitations of this study should be emphasised. First, if time permits, we will present learners with a choice between digital drama and creating a digital game or story, so that each learner can deal with the means of presenting the themes/topics that interest him. Thus, greater individualisation would be possible. In addition, in order to analyse in depth the relevance of the digital drama in a language course, we will develop, in future research work, the social competences acquired by the learners during team work and we will also make a detailed analysis of the deviations or 'errors' left by the learners in the French written text and videos.

Acquiring a foreign language is a process which in the first place requires development of the learners’ receptive skills. This process involves the four main skills of listening, speaking, reading, and writing, in which listening as a receptive skill is used for obtaining enough input and making use of it in genuine interactions. The fact is that the listening process is a complicated cognitive activity. Although in the mother tongue it can easily be acquired, it requires a great deal of effort in an L2 and specifically in a foreign language acquisition process. Moreover, constant exposure to various input including television, radio, and so on, has augmented the necessity to be ready to receive and process messages obtained via the aural means more than before. However, learners have serious difficulties in listening process because some schools and universities take heed of writing, reading, GRAMMAR, and vocabulary. Therefore, the listening skill is hardly an important part of many textbooks and many teachers barely take note of this crucial activity in their classes. A number of research studies have been conducted which investigated the effects of text type and test format on students’ listening performances (e. g., Emilia & Christie, 2013). Furthermore, due to the importance of questions, there has been a plethora of research on the teachers' questions, their distribution, types, and their effect on students' participation, interaction, length and complexity of the students' responses. Therefore, with this in mind that one of the factors which may cause differences between students' performances in listening comprehension is the type of input, this study focused on the nature of the input and of expected responses by designing different types of tests, namely, display and inferential multiple-choice items. The central goal of this research was to study the effect of two text types, descriptive and argumentative, on listening comprehension processes and then identify the students’ listening comprehension issues during listening to oral texts. To this end, a quantitative method was adopted to determine the degree of differences between two text types and proficiency level of listening comprehension. Some fifty female and male students participated in the study. Their age ranged from 20 to 45 years. The participants were selected from two state universities in Tabriz: Tabriz University and Tabriz University of Medical Sciences. They were engaged in different fields of study such as: engineering, sciences, humanities, different fields of medical sciences, etc. The instruments used were the consent form for participation in the research, which included a brief statement explaining the purpose of the research, and four argumentative and four descriptive texts. Each text was followed by five display and four inferential multiple-choice items. Each participant was given one argumentative and one descriptive text. To assess the participants' listening comprehension, a listening practice paper was used which consisted of two sections with nine display and inferential questions in total. Each participant was asked to complete it in fifteen minutes and each correct answer was scored one point and the incorrect ones were scored zero. The results of the research questions were analyzed through the independent samples t-test in order to present the different levels of the participants’ listening comprehension between two texts. Based on the results obtained, it was concluded that the participants who took part in the argumentative listening comprehension tests in the inferential and display format outperformed those who took the descriptive listening comprehension tests. Meanwhile, in contrast to the general belief that at lower levels of proficiency, due to the students’ lack of knowledge, display questions lead to desired level of participation, it was revealed that there is no significant difference between answering the two types of questions in one text type. Although the level of listening comprehension depends on question types, at the higher levels, it depends more on knowing the structure of texts. Therefore, it can be inferred that through increasing the use of different listening text types at all levels, especially intermediate one, students can gradually get accustomed to listening and using their comprehension abilities, which can lead to more selfconfidence, and turn them into independent listeners. An important point to bear in mind is that this study did not mean to generalize that the employment of the descriptive or argumentative text types along with display and inferential questions are useful and the others are useless and should be avoided. On the contrary, the present study emphasized their role in increasing the students' knowledge of language and the improvement of their listening skill, either through text types or question types, and what is important is the requirements of the context they are used in. The point is that whatever context we are dealing with, if the central tendency is to improve the students’ listening comprehension skill, it seems that different listening text types with mixture of both questions is needed, thereby a balance should be maintained. Since one of the important goals of language teaching is to improve the learners' listening comprehension, there should be some attempts to increase the learners' level of listening comprehension. The findings of the present research have some important pedagogical implications for classroom practice, teachers and learners by helping them redefine their proper responsibilities. The findings can also contribute to the improvement of the ability to understand different text types by representing that knowing the organization of texts by listeners will improve their comprehension of these texts.

Each language uses different ways to create a new word. One of the ways is “ Reduplication process” . It is a productive process in morphology. In this process, it is possible to repeat the whole or partial word (or base) and produce a new word with a different meaning. According to this method, the new part is added to the base which has the main role to determine its form and to repeat the whole or partial base in the left, right, and sometimes middle positions of the base. Also, this process can be divided into “ Full/Total” and “ Partial” reduplication in Persian. In partial reduplication, a part of the base not only does not possess phonological identity, but it also carries no meaning. It only adds concepts such as intensity, emphasis and categorization to the base meaning which is called “ Reduplicant” . The partial reduplication per se is divided into “ Prefixed and Suffixed reduplication” . With respect to the new definitions and studies in this field, “ partial prefixed reduplication” is classified into three groups in Persian: In the first type, the last phoneme of the base is deleted and the modified form precedes the base, like: (nâ nâ z), ناناز (gol goli), گل گلی (dæ dæ r) ددر In the second type, the base first consonant is reduplicated with the fixed half-syllable before the base, such as: (cæ t-o coloft)، کت وکلفت (pæ t-o pæ hn)، پت و پهن (Ɂ â l-o Ɂ â dʒ il) آل وآجیل In the third type, the base first consonant is reduplicated with a fixed part (together with a section which is constantly fixed, for example: (veleng-o vâ z/bâ z), ولنگ و واز/باز (∫ æ læ m ∫ urvâ /∫ urbâ ), شلم شوروا/شوربا (zæ læ m zimbo) زلم زیمبو After introducing different kinds of reduplication process in Persian, this article studied the partial prefixed reduplication based on the standard version of “ Optimality Theory” that is called “ Correspondence Theory” . In fact, it aims at investigating this process towards incorporating Persian to the new theory in “ Generative GRAMMAR” . So, the main question targeted by the study is:-Can we describe the “ Partial prefixed reduplication process” in Persian based on “ Correspondence Theory” (the standard version of Optimality Theory)? To answer this question, first, we should be familiar with Optimality and Correspondence Theories. Optimality Theory which was first established through introducing “ over application” by Wilbur (1973) in his studies, was later noticed by researchers through publishing Prince and Smolensky’ s (1993, 2004) and McCarthy and Prince’ s (1993) articles. McCarthy and Prince (1993a, 2001) investigated prosodic morphology within the framework of Optimality Theory and offered significant issues on morphology, tone, and especially reduplication process. In this theory, all of the fields (including phonology, syntax and morphology) are considered “ constraint-based” . These constraints are universal and are common among languages, and various ranking among these constraints in diverse languages on the one hand and their violation on the other hand justify the difference and diversity among those languages. Therefore, each language can violate each constraint; but the ranking of constraints in each language determines which constraints in that language are non-violable and which are violable (Dabir-Moghadam, 2012, pp. 649-656). Also, we have two kinds of constraints in this theory: “ Faithfulness constraints” and “ Markedness constraints” . In fact, the competition between these two constraints determines the “ optimal option” . Markedness constraints cause a kind of change in structures, whereas faithfulness constraints basically prevent numerous changes, such as deletion, insertion or changes in the features of segments. However, the part related to reduplication in morphology is the standard version of this theory termed “ Correspondence theory” wherein faithfulness constraints are introduced as correspondence (Kager, 1999, p. 194). In this type of Optimality Theory which was first introduced by McCarthy and Prince (1995, p. 25), the “ default” and “ total” models are presented. This study has selected the default model to investigate partial prefixed reduplication in Persian. Correspondence Theory claims that the reduplication patterns are formed through the interaction of three constraints: “ Markedness constraints or well-formedness” that code markedness constraints; “ Faithfulness constraints” that guarantee the identity of deep structure and surface structure; “ Identity constraints” (B-R) that guarantee the similarities of the reduplicant and the base. In fact, this theory, with a different ranking of these three types of constraints, tries to explain the differences and similarities between typology present in the reduplication pattern of the world languages and also tries to explain specific patterns in languages (Kager, 1999, p. 200). Then, for analyzing the data, we gathered several samples of partial prefixed reduplication in Persian through making use of library method and the use of “ Sokhan Dictionary” as well as related sources and divided them into three groups. Based on this classification, the authors derived some samples of the aforementioned reduplications and investigated the words in the form of “ optimality tableau” with respect to the ranking of constraints (correspondence and markedness). Finally, based on the analyses obtained, a specific ranking was gained for each type of partial prefixed reduplication. Therefore, it can be said that the Optimality Theory is useful in justifying one of the diverse types of lexicalization processes, namely partial prefixed reduplication in Persian and universality of this theory. Also, the constraints governing this theory are approved once again.