In this paper, we show that the problem of GRAMMAR induction could be modeled as a combination of several model selection problems. We use the infinite generalization of a Bayesian model of cognition to solve each model selection problem in our GRAMMAR induction model. This Bayesian model is capable of solving model selection problems, consistent with human cognition. We also show that using the notion of history-based GRAMMARs will increase the number and decrease the complexity of model selection problems in our GRAMMAR induction model. This results in the induction of a better GRAMMAR which leads to 9.1 points increase in F1 measure, for parsing the section 22 of Penn treebank in comparison with a similar model that does not use history-based GRAMMAR induction techniques.

The present paper aims at investigating the aspectual system in; Mukriyani Kurdish language. The theoretical framework of this paper is based on the two-component theory of aspectuality (Smith (1997) and the Discourse Representation Theory (Kamp and Reyle 1993). These theories are employed to explain and categorize the relevant data in order to determine the possible aspectual categories. In this regard, a corpus including simple and complex verbs is analyzed from a semantic perspective to illustrate the possible lexical aspects (situation types) in Kurdish language. The verb phrase (VP) is regarded as the level of analysis in this research; accordingly, the verb along with its arguments and adjuncts are considered as a semantic complex conveying an aspectual meaning. The present research seeks to answer these questions: what are the main aspectual categories in Kurdish language? How can they be described at the level of verb phrase? What are those linguistic instruments which can trigger aspect shifting in the sentence? The results show that five kinds of situation-type aspects (activity, accomplishment, achievement, semelfactive, and state) exist in Kurdish language. Also, it indicates that some elements in the sentence trigger coercion (type shifting) which is responsible for derived aspectual categories. For example, durative adverbs transform the accomplishment verbs into activity verbs. In addition, the unspecified internal argument is incompatible with the accomplishments, because it turns the accomplishment verbs into activity ones. However, the accomplishments are compatible with specified internal arguments and also with completive adverbs. Concerning activity events, they are compatible with un-bounded and durative adverbs, and also with the unspecified internal argument. Nevertheless, the bounded spatial adverbs transform the aspectual category of activity into accomplishment. As far as semelfactive is concerned, it is turned into a repetitive activity when it is combined with the durative adverbs or with imperfective aspect; but it is compatible with punctual temporal adverbs. The verbs characterized by the stative aspect are turned into dynamic when they are combined with the progressive auxiliaries. However, most of the verbs with stative aspect may not be combined with the imperfective aspect. In the same vein, the achievement verbs undergo semantic change in the presence of durative adverbs or the imperfective aspect. In fact, the grammatical aspect of imperfectivity triggers aspectual shifting when it is combined with some of the lexical aspects (such as semelfactive, achievement and state). The results show that the five kinds of lexical aspects in Kurdish language are highly influenced by grammatical computation. The argument structure and the different adverbial phrases have a great impact on determining the final aspect of the verb in the sentence. In other words, the aspect of a verb may not be regarded as a category representing an event in the real world; on the contrary, it should be considered as a grammatical entity made by different linguistic elements in the verbal constellation. In other words, the final aspectual category of a verb is determined by a syntactic relationship among verb, its argument structure, and also the adjuncts. Finally, the paper tries to present the formal representation of the different situation aspects in Kurdish language.

Foreign language training methods are developed and prevailed on the basis of the recent breakthroughs in the arena of linguistics. One can claim that learning the French has a direct correlation with its grammatical norms, because teaching a spoken language through GRAMMAR learning process to elder persons in an academic environment is easier. Teaching GRAMMAR in French leaning process has a long history, and the instructors of language learning methods can not simply avoid it. Iranian students have learned foreign languages (i.e. English language) through Direct Method, and since they are used to explain the grammatical norms of the language they have learned, thus as a consequence, it would be very difficult to avoid it in language training process. Teaching a written foreign language seems to be mandatory, not only due to its grammatical nature, but also because of the apparent difference between the spoken and written language, and inevitable application of the grammatical norms in learning of a written language. It is noteworthy to mention that, the present essay - teaching GRAMMAR in learning process of French - is aiming to study the new methods of teaching GRAMMAR carefully, in order to help French language instructors to adopt a selective approach with regard to the individual characteristics of a foreign language learner, and thus they will be feeling free to stick to the GRAMMAR teaching in the learning process, or avoid it deliberately.

This paper presents a critique of the paper "The Persian compound verb from a lexicographical point of view", written by Dr. Ali Khazaee Far and published in Nāme-ye Farhangestān, Vo1. 7, No. 2. Khazaee Far bases his argument on two main assumptions. First, the lexicographer and the linguist should use common sense in what they do and say. Second, any language item or compound that has the properties of a word must be recorded in the dictionary. The writer argues that these two assumptions should be interpreted with the limitations of lexicography in mind. He goes on to say that whatever is recorded as an entry in a dictionary is not necessarily a word. Besides, a word should not necessarily be recorded in a dictionary only because some linguists consider it to be a lexical item. The writer concludes that while the linguist and the lexicographer are dependent on one another, they have different views and goals. The difference is so great that the work of one should not be evaluated by the criteria applicable to the work of the other.  

Maulānā Obeydollāh Abīdī was a poet and scholar of Iranian descent (d.1306 A.H./1888 C.E.) who lived in Bengal during the British Raj, and had acquired a good working knowledge of several languages, including Persian, Urdu, Hindi, Bengali, Arabic and English. He is the author of many works, some in prose and some in verse, most of which remain unpublished. These include his divan, an autobiography and several volumes of textbooks for teaching Persian to students. Abīdī is also the author of a five-volume set of Persian GRAMMAR entitled dastūr-e pārsī āmūz (the GRAMMAR-Book for Teaching Persian). Three volumes of this set were printed and published in India towards the end of the nineteenth century. In this paper, the author who has examined the second volume of the series reports on it. Abīdī may be considered a pioneer GRAMMARian, and so most of his terminology is of his own coinage. The seven parts of speech that Abīdīenumerates are 1) esm (noun), 2) nāyeb-e esm (pronoun), 3) fe'l (verb), 4) vasf-ol-fe'l (modifying adverb) 5) rābef-e kalāmī (preposition), 6) rābet-e jomaī (conjunction) and 7) asvāt (interjections).

Writing the GRAMMAR of a language is one of the most significant outputs of linguistic studies. In Iran, it is Avicenna (Ibn-e Sina) who is credited with the first such compilation of the Persian language. Under-standing the weaknesses associated with the traditional trends of GRAMMAR writing in Iran, contemporary Iranian linguists adopted the modern Western approach following the Chomskyan Turn thus attempting to work out a GRAMMAR for Persian. Accordingly, this study investigated the scientific theory of GRAMMAR writing in Iran through a descriptive-analytic method, using the transformational-generative theory. In addition to reviewing the stances of Iranian GRAMMARians, the paper specifies and describes GRAMMARs of different kinds through a typological approach so as to attain a new classification of GRAMMAR writing par-adigms in Iran. The findings of this research show that GRAMMAR writing approaches in Iran are divided into three paradigms, namely, traditional, structural, and scientific.

This paper introduces a set of English GRAMMAR symbols that the author has developed to enhance students’ understanding and consequently, application of the English GRAMMAR rules. A pretest-posttest control-group design was carried out in which the samples were students in two girls’ senior high schools (N=135, P≤0.05) divided into two groups: the Treatment which received GRAMMAR lessons with GRAMMAR symbols; and the Control which received GRAMMAR lessons without the symbols. The experiment lasted for 30 hours spanned in three months. The statistical test revealed a significant higher gain scores for the Treatment group. Thus, the author strongly recommends using these symbols (or similar ones with the same characteristics) at least for two reasons. Firstly, students do not have to memorize all of them (72 tense symbols and 50 other symbols). That is, with just a few rules to learn, and then applying the existing algorithm, other symbols are easily shaped. Secondly, using these symbols enables teachers and students to have a general idea as to what to expect next because several grammatical rules and formulae can be predicted in advance.

Affiixal structure of Farsi language allows a large amount of complex structures with various features that make the design of a complete lexicon rather impossible. But, according to have a fairly definite structure, this problem could be resolved by a morphological analyzer. In Farsi, adjacent morphemes rarely affect each other and on the other hand multiple affixes could appear on the same word, hence, Link GRAMMAR as a powerful formalism could be used for this purpose and makes the transformation from traditional to computational GRAMMAR more cost effective.Through introducing a system, which is able to decompose a word to its morphemes and reflects its features, we will give a complete survey on Farsi Morphology from a computational viewpoint. Unlike other approaches such as Finite State Transducers, the system covers derivational affixes as well as inflectional ones. Besides, we introduce an approach to represent features in this formalism. Knowledge of the system is listed, in details to make the approach most clarified.