The present study aims at determining how much the use of deductive pattern affects Persian GRAMMAR students. In this quasi experimental of two heterogeneous groups study with pretest and posttest, among the statistical population of students in five grade in four regions of Tehran, the researchers, using classified cluster sampling method,  selected two classes in five grade among boys and two classes in the same grade among girls as their statistical sample. Then they randomly used one of each two classes as control group and the other as experimental group. The control groups were taught using traditional method and the experimental groups were taught using inductive method of learning Persian GRAMMAR.After developing a Persian GRAMMAR course plan for students in grade five with inductive method, as well as devising measurement instruments (which were pretest and posttest questionnaire, and after assessing their validity and stability), the pretest and the posttest were held in relevant  times. Using descriptive statistics, as well as inferential statistics, the data were assessed, analyzed and compared with each other. As a result, by using t test, the hypothesis of the research, based on the effectiveness of teaching with deductive method, was confirmed. Other results proved a significant increase in the speed and durability of learning and in communicative, cognitive and affective skills related with teaching Persian objectives in primary schools.

Cognitive Linguistics studies language as a part of cognition, therefore many researchers in the fields of Linguistics, Cognitive Science, Neuro-linguistics, and the like are interested in. Construction GRAMMAR is one of the frameworks derived from Cognitive Linguistics which selects the cognition as the basis of its analysis. Despite of other previous linguistics GRAMMARs, Construction GRAMMAR has provided a comprehensive analysis framework for all linguistic data including generalizations and exceptions, therefore it is regarded as a tool for comprehensive and precise study of language. Accordingly, we have taken this approach as the analysis framework of the present study. This study aims at exploring Possessive Ezafe constructions in Persian Language from a Construction GRAMMAR perspective. According to the results, Possessive constructions are classified into three classes including possession, addition and attribution constructions. It has also been showed that the possessive constructions are the most frequent constructions among Ezafe constructions in Persian Language.

Autism is the most concrete developmental disorder. Upon recent epidemiological studies, the prevalence of autism is about one in every 165 children. Only 25% of them have intellectual disabilities. So, it was thought that the disorder is not necessarily with severe cognitive damages. While the poor performance of children's communication is the main features of them, language profile of symptoms varies from person to person. On the one hand, children have ability to perform their language as the norm, and on the other hand, children who do not have the ability to speak. So, Language impairment is one of the main characteristics of children with autism; however, findings of the language deficits in these children have been inconclusive, and even less is known about the language profiles of Persian children with autism. Due to the heterogeneity in autism, we also need extensive investigations on the properties of their language in different languages. The aim of this study was to evaluate grammatical characteristics in children with autism by revealing the differences between age matched and language-matched normal children.Rizzi believes each structure will consist of three layers from top to bottom as follows: The complementizer phrase (CP), inflectional phrase (IP) and verbal phrase (VP). So, the Complement layer is syntactic materials to build question phrases, complement phrases and relative clauses. Inflectional layer is related to inflection, negative and auxiliary verbs while verb phrases are related to verb and its arguments.Research data were collected at 10 autistic (ages 6 to 9) and 20 normal children (10 age-matched and 10 language-matched). First, we used TheGARS-2, and the ASSQ for diagnosing high-functional Autistic children. TheGARS-2 is a norm referenced instrument that assists teachers and clinicians in identifying and diagnosing autism individuals aged 3 years to 22 years and in estimating the severity of the child's disorder. The ASSQ is a questionnaire which was filled out by the parents or teachers of children or adolescents (6 to 17 years of age). It stands for screening autism spectrum disorders. Children’s expressive GRAMMAR was measured by using the Persian Photographic GRAMMAR Expression Test. It is the first reliable and valid test that exclusively and accurately evaluates grammatical characteristics of Persian-speaking children. It concludes 32 grammatical structures it has good content validity (CVI>80), convergent validity of two test (r P=0.5) and a correlation coefficient equal to 0.91 and greater than 0.9 respectively. Also, the test has a good internal consistency (kr21=0.82). And finally data were analyzed with Mann-Whitney test.The result of this research showed that there is significant difference between autistic group and age-matched group in all structure except in WH question, yes/no question, different type of relative clauses, tense, aspect, mood, different type of pronouns and preposition. But comparison between autistic group and language-matched group showed that there is no significant difference in most structures except WH question, yes/no question, complementary relative clauses, different type of pronouns and preposition. Overall, autistic children demonstrated consistent expressive impairment in questions, relative clause and pronouns. It should be noted that these factors should be seriously considered in identification and treatment of this phenomenon.

GRAMMAR is a set of rules for the application of speech elements and components, i.e. the rules for the application of words, phrases and sentences. The aim of this article is to find out the role and place of GRAMMAR and culture in language teaching and answer these questions: What is the relationship between language acquisition, culture and GRAMMAR? And, is GRAMMAR learning the necessary prerequisite for language acquisition? The respective hypotheses have been formed to answer these questions. One of the goals and an important part of language teaching are recognizing and clarifying the language system and appreciating the abilities and capabilities of its grammatical and syntactical systems. At certain stage(s) of second language learning, it is necessary for the learner to get familiar with grammatical structures of that language. In addition, one of the purposes of second language teaching should be to teach learners the precise, understandable and applicable use of GRAMMAR.

As a negative consequence of COVID 19, almost all students felt obliged to leave the universities and use electronic devices to learn. Some universities encouraged faculty members to use Electronic teaching as an alternative to traditional classrooms. Despite a large number of studies on different forms of electronic learning, the effectiveness of synchronous and asynchronous E-learning in teaching GRAMMAR to EFL learners has been neither investigated nor compared appropriately. Two intact classes of undergraduate students of English as a Foreign Language (EFL) from Farhangiyan university were selected. and each received the treatment through either synchronous or asynchronous E-learning activities. The same syllabus consisting of dependent Clauses, Appostive, infinitives, and gerunds were taught to the two groups. EFL learners’ knowledge of GRAMMAR was measured by recognition and production tests. The two groups’ scores were submitted to repeated measures ANOVA tests. The findings showed that both modes of E-learning greatly influenced the language learners’ knowledge of GRAMMAR as measured by recognition and production tests. Results also showed that the interaction between electronic modes and GRAMMAR recognition and production tests was statistically significant. Therefore, it could be concluded that E-learning learning is useful, synchronous learning is more effective for improving the language learners’ production, and asynchronous learning is effective for improving the skills and subskills which require reflection and comprehension.

GRAMMAR teaching has always been subject to considerable controversy. With the advent of the post-method era, different options, principles and conditions have been proposed to guide the process of teaching which has led to the recognition of teacher cognition. The present study aims at delving into teachers' perspectives on different aspects of GRAMMAR teaching. Furthermore, it examines whether they correspond to the current principles of GRAMMAR instruction. 109 teachers from different language institutes responded to a Likert-type questionnaire adapted from Burgess and Etherington (2002). Then, the classroom practices of 5 of them were observed for more insights into teachers' perspectives on the current principles of GRAMMAR teaching. The results indicated that teachers had a good knowledge of different aspects of GRAMMAR instruction. Further, they valued all the current principles, but only applied the awareness principle in their classes. Finally, in the light of the results, it was concluded that the realities of classrooms should determine the content of teacher education courses.

Today, pervasive systems have become an inseparable part of computer science and engineering. These systems provide automated connection with remote access and seamless transmission of biological and other data upon request. The health domain is one of the most important application of these systems. Moreover, heart is the most important part of human body and cardiac diseases are the second leading cause of death. Therefore, different tools and methods have been invented for the rapid investigation and early detection of cardiac diseases and the cardiac operations. These methods aim to obtain structural and operational information about the heart. Any changes in the form of cardiac signals can indicate a disease or abnormal behavior of the heart. Therefore, early detection of these changes can be significant to prevent and treat cardiac diseases. This paper proposes a method to detect atrial arrhythmia, which is one of the most common cardiac anomalies. The proposed approach can be generalized to detect other arrhythmia disorders. The proposed method models an arrhythmia by a regular expression. After removing the noise and performing the proposed segmentation algorithm, the input signal of the patient is transformed into a character string in which each character represents an ECG signal component. Moreover, a LCS-based tree comparison algorithm is proposed to detect any disorder in the input signal. The proposed algorithm can be used in cell phones or wearable devices. Different experiments on MIT-BIH arrhythmia dataset show the efficiency of the segmentation method and the detection algorithm in comparison to conventional approaches.

This research sought to compare the effects of two types of multimedia agents, an anthropomorphic agent and a pointing finger, with teacher instruction on the learning of three major types of subordinate clauses in English by learners in an EFL context. To this aim, the three groups under study received treatment on nominal, adjectival, and adverbial clauses under one of three conditions: The first experimental group received treatment through a multimedia program drawing on an anthropomorphic agent, researcher’s voice, and texts to introduce clauses. The second experimental group received treatment through a multimedia program using a pointing finger, voice, and texts to teach clauses, and the control group received treatment on clauses through teacher instruction. The three groups were then post-tested on the clauses taught. The post-test results revealed that both multimedia courseware were more effective than teacher instruction in introducing subordinate clauses in English. Nevertheless, the study favored the use of the pointing finger in multimedia environments as a more effective attention-getting device that might better focus learners’ attention on salient aspects of grammatical structures of language.

Dynamic Assessment (DA) is the integration of assessment and instruction into a unified activity which derives from Vygotsky’s (1978) theory of the ZPD. An important strand of research that will solidify a central place for DA in the L2 domain is computerized DA (C-DA) that can be used to assess a large number of students simultaneously while observing the psychometric properties of testing. The present study aimed at designing and validating a test battery of C-DA of GRAMMAR for EFL learners named Computerized Dynamic GRAMMAR Test (abbreviated as CDGT). The software reports three scores for a test taker: a non-mediated score, a mediated score and a learning potential score. A pool of 122 homogeneous BA and MA students from different universities participated in this study. The results obtained from the test takers’ scores showed that C-DA is effective in helping students increase their performance and promote their learning development. Data analysis also indicated that C-DA is more effective for low achievers than for high achievers. A major implication of the study is that C-DA can be incorporated in informal and formal testing situations.

This study is concerned with a formal representation of auxiliation in four auxiliary constructions in Persian. These include the modal ‘ bayad’ construction, the future tense ‘ khastan’ construction, the aspectual ‘ dashtan’ construction, and the modal ‘ tavanestan’ construction. Conducted within a Role and Reference GRAMMAR framework, the study explored the degree of grammaticalization in each construction utilizing three parameters of person/number inflection, tense-sensitivity, and contiguity. Each construction reacts differently with respect to these parameters to the extent that the auxiliary verb in the relevant construction receives a distinctive syntactic treatment in the layered structure of the clause. ‘ Bayad’ is taken to be a fully developed operator exclusively projected in the operator projection. ‘ Khastan’ , together with the lexical head, forms a complex nucleus demonstrating tenseinflection as well in the operator projection. ‘ Dashtan’ , constituting a non-predicating nucleus, stands in an ad-nuclear subordinate relation to the lexical head in the progressive construction. ‘ Tavanestan’ is the only modal verb within this quadripartite division that fails to constitute an auxiliary construction due to the fact that it predicates a separate argument structure of its own in the spirit of the least amount of semantic bleaching. These all attest to the fact that the syntactic projection of each auxiliary verb in the layered structure of the clause is a reflection of the degree of grammaticalization in the relevant auxiliary construction.