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learners</title> <meta name="description" content="Search results for: Persian EFL learners"> <meta name="keywords" content="Persian EFL learners"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Persian EFL learners"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1352</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Persian EFL learners</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1352</span> Morphological Analysis of English L1-Persian L2 Adult Learners’ Interlanguage: From the Perspective of SLA Variation </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maassoumeh%20Bemani%20Naeini">Maassoumeh Bemani Naeini </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on interlanguage have long been engaged in describing the phenomenon of variation in SLA. Pursuing the same goal and particularly addressing the role of linguistic features, this study describes the use of Persian morphology in the interlanguage of two adult English-speaking learners of Persian L2. Taking the general approach of a combination of contrastive analysis, error analysis and interlanguage analysis, this study focuses on the identification and prediction of some possible instances of transfer from English L1 to Persian L2 across six elicitation tasks aiming to investigate whether any of contextual features may variably influence the learners’ order of morpheme accuracy in the areas of copula, possessives, articles, demonstratives, plural form, personal pronouns, and genitive cases.  Results describe the existence of task variation in the interlanguage system of Persian L2 learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20L1" title="English L1">English L1</a>, <a href="https://publications.waset.org/abstracts/search?q=Interlanguage%20Analysis" title=" Interlanguage Analysis"> Interlanguage Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20L2" title=" Persian L2"> Persian L2</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA%20variation" title=" SLA variation"> SLA variation</a> </p> <a href="https://publications.waset.org/abstracts/42660/morphological-analysis-of-english-l1-persian-l2-adult-learners-interlanguage-from-the-perspective-of-sla-variation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1351</span> The Study of Formal and Semantic Errors of Lexis by Persian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20J.%20Rezai">Mohammad J. Rezai</a>, <a href="https://publications.waset.org/abstracts/search?q=Fereshteh%20Davarpanah"> Fereshteh Davarpanah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Producing a text in a language which is not one’s mother tongue can be a demanding task for language learners. Examining lexical errors committed by EFL learners is a challenging area of investigation which can shed light on the process of second language acquisition. Despite the considerable number of investigations into grammatical errors, few studies have tackled formal and semantic errors of lexis committed by EFL learners. The current study aimed at examining Persian learners’ formal and semantic errors of lexis in English. To this end, 60 students at three different proficiency levels were asked to write on 10 different topics in 10 separate sessions. Finally, 600 essays written by Persian EFL learners were collected, acting as the corpus of the study. An error taxonomy comprising formal and semantic errors was selected to analyze the corpus. The formal category covered misselection and misformation errors, while the semantic errors were classified into lexical, collocational and lexicogrammatical categories. Each category was further classified into subcategories depending on the identified errors. The results showed that there were 2583 errors in the corpus of 9600 words, among which, 2030 formal errors and 553 semantic errors were identified. The most frequent errors in the corpus included formal error commitment (78.6%), which were more prevalent at the advanced level (42.4%). The semantic errors (21.4%) were more frequent at the low intermediate level (40.5%). Among formal errors of lexis, the highest number of errors was devoted to misformation errors (98%), while misselection errors constituted 2% of the errors. Additionally, no significant differences were observed among the three semantic error subcategories, namely collocational, lexical choice and lexicogrammatical. The results of the study can shed light on the challenges faced by EFL learners in the second language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocational%20errors" title="collocational errors">collocational errors</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20errors" title=" lexical errors"> lexical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20EFL%20learners" title=" Persian EFL learners"> Persian EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20errors" title=" semantic errors"> semantic errors</a> </p> <a href="https://publications.waset.org/abstracts/103271/the-study-of-formal-and-semantic-errors-of-lexis-by-persian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1350</span> A Comparative Study of Language Learning Strategy Use of Iranian Kurdish Bilingual and Persian Monolingual in EFL Context </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was an attempt to investigate the difference between learners of Iranian Kurdish–Persian bilingual language and Persian monolinguals, regarding language strategy use (LLS). The participants of the study were 120 monolingual Persian and 120 bilingual Kurdish studying English as a foreign language (EFL). Data were collected using strategy inventory for language learning SILL. The results show bilingual reported higher use of language learning strategies in all categories of SILL except memory strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20study" title=" comparative study"> comparative study</a> </p> <a href="https://publications.waset.org/abstracts/23847/a-comparative-study-of-language-learning-strategy-use-of-iranian-kurdish-bilingual-and-persian-monolingual-in-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1349</span> Acquisition of French (L3) Direct Object by Persian (L1) Speakers of English (L2) as EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study assessed the acquisition of L3 French direct objects by Persian speakers who had already learned English as their L2. The ultimate goal of this paper is to extend the current knowledge about the CLI phenomenon in the realm of third language acquisition by examining the role of Persian and English as background languages and learners’ English level of proficiency in their performance on French direct object. To fulfill this, the assumptions of three L3 hypotheses, namely L1 Transfer, L2 Status Factor, and Cumulative Enhancement Model, were examined. The research sample was comprised of 40 undergraduate students in the fields of English language and literature and translation studies at Birjand University in Iran. According to the English proficiency level of learners revealed by the Quick Oxford English Placement test, the participants were grouped as upper intermediate and lower intermediate. A grammaticality judgment and a translation test were administered to gather the required data on learners' comprehension and production of the desired structure in French. It was demonstrated that the rate of positive transfer from previously learned languages was more potent than the rate of negative transfer. A Comparison of groups' performances revealed a significant difference between upper and lower intermediate groups in positing French direct objects correctly. However, the upper intermediate group did not significantly differ from the lower intermediate group in negative transfer. It can be said that by increasing the L2 proficiency of the learners, they could use their previous linguistic knowledge more efficiently. Although further examinations are needed, the current study contributed to a better characterization of cross-linguistic influence in third language acquisition. The findings help French teachers and learners to positively exploit the prior knowledge of Persian and English and apply it in in the multilingual context of French direct object's teaching and learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cross-Linguistic%20Influence" title="Cross-Linguistic Influence">Cross-Linguistic Influence</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian" title=" Persian"> Persian</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20%26%20English%20Direct%20Object" title=" French & English Direct Object"> French & English Direct Object</a>, <a href="https://publications.waset.org/abstracts/search?q=Third%20Language%20Acquisition" title=" Third Language Acquisition"> Third Language Acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Language%20Transfer" title=" Language Transfer"> Language Transfer</a> </p> <a href="https://publications.waset.org/abstracts/165162/acquisition-of-french-l3-direct-object-by-persian-l1-speakers-of-english-l2-as-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165162.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1348</span> ViraPart: A Text Refinement Framework for Automatic Speech Recognition and Natural Language Processing Tasks in Persian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narges%20Farokhshad">Narges Farokhshad</a>, <a href="https://publications.waset.org/abstracts/search?q=Milad%20Molazadeh"> Milad Molazadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Saman%20Jamalabbasi"> Saman Jamalabbasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Babaei%20Giglou"> Hamed Babaei Giglou</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Bibak"> Saeed Bibak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Persian language is an inflectional subject-object-verb language. This fact makes Persian a more uncertain language. However, using techniques such as Zero-Width Non-Joiner (ZWNJ) recognition, punctuation restoration, and Persian Ezafe construction will lead us to a more understandable and precise language. In most of the works in Persian, these techniques are addressed individually. Despite that, we believe that for text refinement in Persian, all of these tasks are necessary. In this work, we proposed a ViraPart framework that uses embedded ParsBERT in its core for text clarifications. First, used the BERT variant for Persian followed by a classifier layer for classification procedures. Next, we combined models outputs to output cleartext. In the end, the proposed model for ZWNJ recognition, punctuation restoration, and Persian Ezafe construction performs the averaged F1 macro scores of 96.90%, 92.13%, and 98.50%, respectively. Experimental results show that our proposed approach is very effective in text refinement for the Persian language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian%20Ezafe" title="Persian Ezafe">Persian Ezafe</a>, <a href="https://publications.waset.org/abstracts/search?q=punctuation" title=" punctuation"> punctuation</a>, <a href="https://publications.waset.org/abstracts/search?q=ZWNJ" title=" ZWNJ"> ZWNJ</a>, <a href="https://publications.waset.org/abstracts/search?q=NLP" title=" NLP"> NLP</a>, <a href="https://publications.waset.org/abstracts/search?q=ParsBERT" title=" ParsBERT"> ParsBERT</a>, <a href="https://publications.waset.org/abstracts/search?q=transformers" title=" transformers"> transformers</a> </p> <a href="https://publications.waset.org/abstracts/143102/virapart-a-text-refinement-framework-for-automatic-speech-recognition-and-natural-language-processing-tasks-in-persian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1347</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1346</span> Multilingualism and Unification of Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Damaliamiri">Mehdi Damaliamiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Firouzeh%20Akbari"> Firouzeh Akbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching literature to children at an early age is of great importance, and there have been different methods to facilitate learning literature. Based on the law, all children going to school in Iran should learn the Persian language and literature. This has been concomitant with two different levels of learning related to urban or rural bilingualism. For bilingual children living in the villages, learning literature and a new language (Persian) turns into a big challenge as it is done based on the translation the teacher does while in the city, it is easier as the confrontation of children with the Persian language is more. Over recent years, to change the trend of learning Persian by children speaking another language, the TV and radio programs have been considered to be effective, but the scores of the students in Persian language national exams show that these programs have not been so effective for the bilingual students living in the villages. To identify the determinants of weak learning of Persian by bilingual children, two different regions were chosen, Turkish-speaking and Kurdish-speaking communities, to compare their learning of Persian at the first and second levels of elementary school. The criteria of learning was based on the syllabification of Persian words, word order in the sentence, and compound sentences. Students were taught in Persian how to recognize syllabification without letting them translate the words in their own languages and were asked to produce simple sentences in Persian in response to situational questions. Teaching methods, language relatedness with Persian, and exposure to social media programs, especially TV and radio, were the factors that were considered to affect the potential of children in learning Persian. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=persian" title=" persian"> persian</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=Literature" title=" Literature"> Literature</a> </p> <a href="https://publications.waset.org/abstracts/164899/multilingualism-and-unification-of-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164899.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1345</span> Frequency of the English Phrasal Verbs Used by Iranian Learners as a Reference to the Style of Writing Adopted by the Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamzeh%20Mazaherylaghab">Hamzeh Mazaherylaghab</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrangiz%20Vahabian"> Mehrangiz Vahabian</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyyedeh%20Zahra%20Asghari"> Seyyedeh Zahra Asghari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study initially focused on the frequency of phrasal verbs used by Iranian learners of English. The results then needed to be compared to the findings from native speaker corpora. After the extraction of phrasal verbs from learner and native-speaker corpora the findings were analysed. The results showed that Iranian learners avoided using phrasal verbs in many cases. Some of the findings proved to be significant. It was also found that the learners used the single-word counterparts of the avoided phrasal verbs to compensate for their lack of knowledge in many cases. Semantic complexity and Lack of L1 counterpart may have been the main reasons for avoidance, but despite the avoidance phenomenon, the learners displayed a tendency to use many other phrasal verbs which may have been due to the increase in the number of multi-word verbs in Persian. The overall scores confirmed the fact that the language produced by the learners illustrates signs of more formal style in comparison with the native speakers of English by using less phrasal verbs and more formal single word verbs instead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=corpora" title=" corpora"> corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=LOCNESS" title=" LOCNESS"> LOCNESS</a>, <a href="https://publications.waset.org/abstracts/search?q=phrasal%20verbs" title=" phrasal verbs"> phrasal verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=single-word%20verb" title=" single-word verb"> single-word verb</a> </p> <a href="https://publications.waset.org/abstracts/80664/frequency-of-the-english-phrasal-verbs-used-by-iranian-learners-as-a-reference-to-the-style-of-writing-adopted-by-the-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1344</span> Reasons for Language Words in the Quran and Literary Approaches That Are Persian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fateme%20Mazbanpoor">Fateme Mazbanpoor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sayed%20Mohammad%20Amiri"> Sayed Mohammad Amiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, we will examine the Persian words in Quran and study the reasons of their presence in this holy book. Writers of this paper extracted about 70 Persian words of Quran by referring to resources. (Alalfaz ol Moarab ol Farsieh Edishir, Almoarabol Javalighi, Almahzab va Etghan Seuti; Vocabulary involved in Quran Arthur Jeffry;, and etc…), some of these words are: ‘Abarigh, ‘Estabragh’,’Barzakh’, ‘Din’,’Zamharir, ‘Sondos’ ‘Sejil’,’ Namaregh’, ‘Fil’ etc. These Persian words have entered Arabic and finally entered Quran in two ways: 1) directly from Persian language, 2) via other languages. The first way: because of the Iranian dominance on Hira, Yemen, whole Oman and Bahrein land in Sasanian period, there were political, religious, linguistic, literary, and trade ties between these Arab territories causing the impact of Persian on Arabic; giving way to many Persian-loan words into Arabic in this period of time. The second way: Since the geographical and business conditions of the areas were dominated by Iran, Hejaz had lots of deals and trades with Mesopotamia and Yemen. On the other hand, Arabic language which was relatively a young language at that time, used to be impressed by Semitic languages in order to expand its vocabulary (Syrian and Aramaic were influenced by the languages of Iran). Consequently, due to the long relationship between Iranian and Arabs, some of the Persian words have taken longer ways through Aramaic and Syrian to find their way into Quran. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Quran" title="Quran">Quran</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20word" title=" Persian word"> Persian word</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title=" Arabic language"> Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian" title=" Persian"> Persian</a> </p> <a href="https://publications.waset.org/abstracts/27815/reasons-for-language-words-in-the-quran-and-literary-approaches-that-are-persian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27815.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1343</span> Determiner Phrase in Persian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Morad%20Sahraei">Reza Morad Sahraei</a>, <a href="https://publications.waset.org/abstracts/search?q=Roghayeh%20Kazeminahad"> Roghayeh Kazeminahad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Surveying the structure of NP in Persian, this article tries to show that most of NP constituents are either independent of each other or they are dependent to Determiner Phrase (=DP). The writer follows a uniform minimal analysis to illustrate the structural position of relevant constituents of DP, including Possessive Phrase, Ezafat Phrase and Quantifier Phrase, under the tree diagram. The most important point of this article is the claim that NP is mostly one of the dependents of DP. Hence, the final section of the article deals with and analyzes the structure of DP in Persian. The DP analysis undertaken in this article has some advantages. It can explain the internal relevance of all DP constituents and provides them all a uniform analysis. Also, the semantic importance of Persian genitive marker and its role in parsing is borne out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=determiner%20phrase%20%28DP%29" title="determiner phrase (DP)">determiner phrase (DP)</a>, <a href="https://publications.waset.org/abstracts/search?q=ezafat%20phrase%20%28Ezaf%20P%29" title=" ezafat phrase (Ezaf P)"> ezafat phrase (Ezaf P)</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase%28NP%29" title=" noun phrase(NP)"> noun phrase(NP)</a>, <a href="https://publications.waset.org/abstracts/search?q=possessive%20phrase%20%28PossP%29" title=" possessive phrase (PossP)"> possessive phrase (PossP)</a>, <a href="https://publications.waset.org/abstracts/search?q=quantifier%20phrase%20%28QP%29" title=" quantifier phrase (QP)"> quantifier phrase (QP)</a> </p> <a href="https://publications.waset.org/abstracts/24662/determiner-phrase-in-persian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1342</span> Writing Style in a Thousand Splendid Suns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maroof%20Sakhi">Maroof Sakhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article studies writing style in A Thousand Splendid Suns. It mainly discusses code-switching and usage of Persian words in the novel. Hosseini mainly writes in English; however, constantly he applies Persian words, phrases and syntax. Code-switching is used for different purposes in A Thousand Splendid Suns. It gives a voice to a character from Afghanistan. It is also used to mark a difference between the American and Afghanistan cultures and languages. Furthermore, representation of Persian language can be interpreted as valorization of the author’s mother tongue. In short, the writing style in A Thousand Splendid Suns represents Hosseini’s identity, culture and linguistic background. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=code-switching" title="code-switching">code-switching</a>, <a href="https://publications.waset.org/abstracts/search?q=hybridity" title=" hybridity"> hybridity</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20background" title=" linguistic background"> linguistic background</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20literature" title=" Persian literature"> Persian literature</a> </p> <a href="https://publications.waset.org/abstracts/156374/writing-style-in-a-thousand-splendid-suns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1341</span> Analysis of Persian Fallow Deer Semen Parameters in Breeding and Non-Breeding Seasons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamid%20Ghasemzadeh-Nava">Hamid Ghasemzadeh-Nava</a>, <a href="https://publications.waset.org/abstracts/search?q=Behrang%20Ekrami"> Behrang Ekrami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persian fallow deer (Dama dama mesopotamica) is belonging to the family Cervidae and is only found in a few protected areas in the northwest, north, and southwest of Iran. The aims of this study were the analysis of inbreeding and morphometric parameters of semen in male Persian fallow deer to investigate the cause of reduced fertility of this endangered species in Dasht-e-Naz National Refuge, Sari, Iran. The Persian fallow deer semen was collected from four adult bucks randomly during the breeding and non-breeding season from five dehorned and horned deer's by using a ram electroejaculator. The post-mating season collected ejaculates contained abnormal spermatozoa, debris and secretion of accessory glands in horned bucks and accessory glands secretion free of any spermatozoa in dehorned or early velvet budding bucks. Many dag defect abnormalities observed in all samples may be the cause of high rate of polymorphism because of small primary herd size of Persian fallow deer in this area, so needs be evaluated genetically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electroejaculator" title="electroejaculator">electroejaculator</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20fallow%20deer" title=" Persian fallow deer"> Persian fallow deer</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20characteristics" title=" reproductive characteristics"> reproductive characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=spermatozoa" title=" spermatozoa"> spermatozoa</a> </p> <a href="https://publications.waset.org/abstracts/37691/analysis-of-persian-fallow-deer-semen-parameters-in-breeding-and-non-breeding-seasons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1340</span> A Contrastive Rhetoric Study: The Use of Textual and Interpersonal Metadiscoursal Markers in Persian and English Newspaper Editorials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Habibollah%20Mashhady">Habibollah Mashhady</a>, <a href="https://publications.waset.org/abstracts/search?q=Moslem%20Fatollahi"> Moslem Fatollahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study tries to contrast the use of metadiscoursal markers in English and Persian Newspaper Editorials as persuasive text types. These markers are linguistic elements in the text which do not add to the propositional content of it, rather they serve to realize the Halliday’s (1985) textual and interpersonal functions of language. At first, some of the most common markers from five subcategories of Text Connectives, Illocution Markers, Hedges, Emphatics, and Attitude Markers were identified in both English and Persian newspapers. Then, the frequency of occurrence of these markers in both English and Persian corpus consisting of 44 randomly selected editorials (18,000 words in each) from several English and Persian newspapers was recorded. After that, using a two-way chi square analysis, the overall x2 obs was found to be highly significant. So, the null hypothesis of no difference was confidently rejected. Finally, in order to determine the contribution of each subcategory to the overall x 2 value, one-way chi square analyses were applied to the individual subcategories. The results indicated that only two of the five subcategories of markers were statistically significant. This difference is then attributed to the differing spirits prevailing in the linguistic communities involved. Regarding the minor research question it was found that, in contrast to English writers, Persian writers are more writer-oriented in their writings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metadiscoursal%20markers" title="metadiscoursal markers">metadiscoursal markers</a>, <a href="https://publications.waset.org/abstracts/search?q=textual%20meta-function" title=" textual meta-function"> textual meta-function</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20meta-function" title=" interpersonal meta-function"> interpersonal meta-function</a>, <a href="https://publications.waset.org/abstracts/search?q=persuasive%20texts" title=" persuasive texts"> persuasive texts</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20and%20Persian%20newspaper%20editorials" title=" English and Persian newspaper editorials"> English and Persian newspaper editorials</a> </p> <a href="https://publications.waset.org/abstracts/18633/a-contrastive-rhetoric-study-the-use-of-textual-and-interpersonal-metadiscoursal-markers-in-persian-and-english-newspaper-editorials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">574</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1339</span> The Exploration of Sustainable Landscape in Iran: From Persian Garden to Modern Park</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Honey%20Fadaie">Honey Fadaie</a>, <a href="https://publications.waset.org/abstracts/search?q=Vahid%20Parhoodeh"> Vahid Parhoodeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper concentrates on the result of research based on studies on parameters of sustainability in Persian Garden design as a traditional Iranian landscape and in a contemporary park, Jamshidieh in Iran as a new experience of re-creation of Persian Gardens’ sustainable design. Since, sustainable development has three parts: social, economic and environmental. The complexities of each part are too great to discuss in a paper of this length, thus the authors decided to analyze the design of Persian garden by considering their environmental sustainability. By the analysis of sustainable features and characteristics of traditional gardens, and exploration of parameters of sustainability in Iranian modern landscape, Such as Jamshideh Park, the main objective of this research is to identify the strategies for sustainable landscaping and parameters of creating sustainable green spaces for contemporary cities. The results demonstrate that in Persian Gardens, sustainable parameters such as productive networks and local renewable materials have been used to achieve sustainable development. At the conclusion, guidelines and recommendations for sustainable landscaping are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamshidieh%20park" title="Jamshidieh park">Jamshidieh park</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20garden" title=" Persian garden"> Persian garden</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20landscape" title=" sustainable landscape"> sustainable landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20green%20space" title=" urban green space"> urban green space</a> </p> <a href="https://publications.waset.org/abstracts/36241/the-exploration-of-sustainable-landscape-in-iran-from-persian-garden-to-modern-park" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">475</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1338</span> A Study on Explicitation Strategies Employed in Persian Subtitling of English Crime Movies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Heidari%20Tabrizi">Hossein Heidari Tabrizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizeh%20Chalak"> Azizeh Chalak</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Enayat"> Hossein Enayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study seeks to investigate the application of expansion strategy in Persian subtitles of English crime movies. More precisely, this study aims at classifying the different types of expansion used in subtitles as well as investigating the appropriateness or inappropriateness of the application of each type. To achieve this end, three English movies; namely, The Net (1995), Contact (1997) and Mission Impossible 2 (2000), available with Persian subtitles, were selected for the study. To collect the data, the above mentioned movies were watched and those parts of the Persian subtitles in which expansion had been used were identified and extracted along with their English dialogs. Then, the extracted Persian subtitles were classified based on the reason that led to expansion in each case. Next, the appropriateness or inappropriateness of using expansion in the extracted Persian subtitles was descriptively investigated. Finally, an equivalent not containing any expansion was proposed for those cases in which the meaning could be fully transferred without this strategy. The findings of the study indicated that the reasons range from explicitation (explicitation of visual, co-textual and contextual information), mistranslation and paraphrasing to the preferences of subtitlers. Furthermore, it was found that the employment of expansion strategy was inappropriate in all cases except for those caused by explicitation of contextual information since correct and shorter equivalents which were equally capable of conveying the intended meaning could be posited for the original dialogs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audiovisual%20translation" title="audiovisual translation">audiovisual translation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20crime%20movies" title=" English crime movies"> English crime movies</a>, <a href="https://publications.waset.org/abstracts/search?q=expansion%20strategies" title=" expansion strategies"> expansion strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20subtitles" title=" Persian subtitles"> Persian subtitles</a> </p> <a href="https://publications.waset.org/abstracts/34785/a-study-on-explicitation-strategies-employed-in-persian-subtitling-of-english-crime-movies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1337</span> A Self Beheld the Eyes of the Other: Reflections on Montesquieu's Persian Letters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Majid%20Alavi%20Shooshtari">Seyed Majid Alavi Shooshtari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a multi-layered prose piece of artistry and craftsmanship Charles de Secondat, baron de Montesquieu’s Persian Letters (1721) is a satirical work which records the experiences of two Persian noblemen, Usbek and Rica, traveling through France in the early eighteenth century. Montesquieu creates Persian Letters as a critique of the French society, a critical explanation of what was considered to be 'the Orient' in the period, and an invaluable historical document which illustrates the ways Europe and the East understood each other in the first half of the eighteenth century. However, Persian Letters is considered today, in part, an Orientalist text because of it presenting the culture of the East using stereotypical images. Although, when Montesquieu published Persian Letters, the term Orientalist was a harmless word for people who studied or took an interest in it, the ways in which this Western intellectual author exerts his critique of French social and political life through the eyes of Persian protagonists by placing the example of the Orient (the Other) at the service of an ongoing Eighteen century discourse does raise some Eastern eyebrows. The fact that Persian side of the novel is considered by some critics as a fanciful decor, and the letters sent home are seen as literary props, yet these Eastern men intelligently question the rationality of religious, state, military and cultural practices and uncover much of the absurdity, irrationality or frivolity of European life. By drawing on the insight that Montesquieu’s text problematizes the assumption that orientalism monolithically constructs the Orient as the Other, the present paper aims to examine how the innocent gaze of two Eastern travelers mirrors the ways Europe’s identity defines its-Self. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=montesquieu" title="montesquieu">montesquieu</a>, <a href="https://publications.waset.org/abstracts/search?q=persian%20letters" title=" persian letters"> persian letters</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%98the%20orint%E2%80%99" title=" ‘the orint’"> ‘the orint’</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20politics" title=" identity politics"> identity politics</a>, <a href="https://publications.waset.org/abstracts/search?q=self" title=" self"> self</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20other" title=" the other"> the other</a> </p> <a href="https://publications.waset.org/abstracts/149100/a-self-beheld-the-eyes-of-the-other-reflections-on-montesquieus-persian-letters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149100.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1336</span> Single Item Presenteeism Question Reliability and Validity of Persian Version in Low Back Pain Patients </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Khanmohammadi">Mohammadreza Khanmohammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Noureddin%20Nakhostin%20Ansari"> Noureddin Nakhostin Ansari</a>, <a href="https://publications.waset.org/abstracts/search?q=Soofia%20Naghdi"> Soofia Naghdi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Our study aimed to validate single item presenteeism question (SIPQ) into the Persian language for patients with low back pain. Background information: low back pain is a common health problem, and it is one of the most prevalent disorder in working people. There are the different subjective way to evaluate the effect of back pain on work productivity that one of them is by implementing single item presenteeism question. This question has not been validated into the Persian language. Method: Patients were asked to answer SIPQ and pain from 0 to 10 according to numerical rating scale (NRS). The functional rating index was administrated to evaluate construct validity. For test-retest reliability, almost 50 patients re-completed the Persian SIPQ. The construct validity of SIPQ was assessed by analyzing Spearman rank correlation between this question and the Persian version of Functional rating index questionnaire. To analyze test-retest reliability, we assessed intraclass correlation coefficient (agreement) (ICC agreement) (two-way random effects model, single measure). Results: The SIPQ score of two groups of patients (84 males, 16 females, mean age ±SD: 33.85±11.16 years, range: 19-67 years) and healthy subjects (48 male, 2 female ones, mean age ±SD: 24.24 ±8.07 years) was statistically significant. (Mann-Whitney U =198.00, P<.001). The Spearman correlation of data showed that there is a significant correlation between Persian SIPQ score and Persian FRI band (r= .559, P<.001). The ICC was .62. So, the analysis indicated good, test-retest reliability. Conclusion: This study showed that Persian version of SIPQ is reliable and valid when applied to back pain patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross%20cultural%20adaptation" title="cross cultural adaptation">cross cultural adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20burden" title=" economic burden"> economic burden</a>, <a href="https://publications.waset.org/abstracts/search?q=low%20back%20pain" title=" low back pain"> low back pain</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20language" title=" Persian language"> Persian language</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/83995/single-item-presenteeism-question-reliability-and-validity-of-persian-version-in-low-back-pain-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1335</span> Comparing Phonological Processes in Persian-Arabic Bilingual Children and Monolingual Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vafa%20Delphi">Vafa Delphi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Delphi"> Maryam Delphi</a>, <a href="https://publications.waset.org/abstracts/search?q=Talieh%20Zarifian"> Talieh Zarifian</a>, <a href="https://publications.waset.org/abstracts/search?q=Enayatolah%20Bakhshi"> Enayatolah Bakhshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: Bilingualism is a common phenomenon in many countries of the world and May be consistent consonant errors in the speech of bilingual children. The aim of this study was to evaluate Phonological skills include occurrence proportion, frequency and type of phonological processes in Persian-Arabic speaking children in Ahvaz city, the center of Khuzestan. Method: This study is descriptive-analytical and cross-sectional. Twenty-eight children aged 36-48 months were divided into two groups Persian monolingual and Persian-Arabic bilingual: (14 participants in each group). Sampling was recruited randomly based on inclusion criteria from kindergartens of the Ahvaz city in Iran. The tool of this study was the Persian Phonological Test (PPT), a subtest of Persian Diagnostic Evaluation Articulation and Phonological test. In this test, Phonological processes were investigated in two groups: structure and substitution processes. Data was investigated using SPSS software and the U Mann-Whitney test. Results: The results showed that the proportion occurrence of substitution process was significantly different between two groups of monolingual and bilingual (P=0/001), But the type of phonological processes didn’t show a significant difference in both monolingual and bilingual children of the Persian-Arabic.The frequency of phonological processes is greater in bilingual children than monolingual children. Conclusion: The study showed that bilingualism has no effect on type of phonological processes, but this can be effective on the frequency of processes. Since the type of phonological processes in bilingual children is similar to monolingual children So we can conclude the Persian_arabic bilingual children's phonological system is similar to monolingual children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian-Arabic%20bilingual%20child" title="Persian-Arabic bilingual child">Persian-Arabic bilingual child</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processes" title=" phonological processes"> phonological processes</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20proportion%20occurrence%20of%20syllable%20structure" title=" the proportion occurrence of syllable structure"> the proportion occurrence of syllable structure</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20proportion%20occurrence%20of%20substitution" title=" the proportion occurrence of substitution"> the proportion occurrence of substitution</a> </p> <a href="https://publications.waset.org/abstracts/141276/comparing-phonological-processes-in-persian-arabic-bilingual-children-and-monolingual-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141276.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1334</span> Survey of Rate and Causes of Literacy Preservation in Adult Newly Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Narimani">Mohammad Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Rostamoghli"> Zahra Rostamoghli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is the survey of rate and causes of literacy preservation in adult newly learners. Statistical sample consists of 384 adults who are newly learners of literacy, at 2002, who were selected by stratified sampling method. This is a correlation cross-sectional survey research, in which authors-constructed measures were used for data collection. Results of survey showed that learners' literacy preservation rate after two years was 70%, 61% and 57%, in reading, dictation and mathematic tests, respectively.Following can be noted as factors correlated with literacy preservation; repetition of subjects and learners' subjective review, access to and using the library and publications, feeling of need to and interest in educated matters, socio cultural class of learners, and literacy level of learners' family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20preservation" title="literacy preservation">literacy preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20learner" title=" new learner"> new learner</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20improvement%20movement" title=" literacy improvement movement"> literacy improvement movement</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20test" title=" mathematic test"> mathematic test</a> </p> <a href="https://publications.waset.org/abstracts/27161/survey-of-rate-and-causes-of-literacy-preservation-in-adult-newly-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1333</span> Morphometric Parameters and Evaluation of Persian Fallow Deer Semen in Dashenaz Refuge in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behrang%20Ekrami">Behrang Ekrami</a>, <a href="https://publications.waset.org/abstracts/search?q=Amin%20Tamadon"> Amin Tamadon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persian fallow deer (Dama dama mesopotamica) is belonging to the family Cervidae and is only found in a few protected areas in the northwest, north, and southwest of Iran. The aims of this study were analysis of inbreeding and morphometric parameters of semen in male Persian fallow deer to investigate the cause of reduced fertility of this endangered species in Dasht-e-Naz National Refuge, Sari, Iran. The Persian fallow deer semen was collected from four adult bucks randomly during the breeding and non-breeding season from five dehorned and horned deer's BY an artificial vagina. Twelve blood samples was taken from Persian fallow deer and mitochondrial DNA was extracted, amplified, extracted, sequenced, and then were considered for genetic analysis. The Persian fallow deer semen, both with normal and abnormal spermatozoa, is similar to that of domestic ruminants but very smaller and difficult to observe at the primary observation. The post-mating season collected ejaculates contained abnormal spermatozoa, debris and secretion of accessory glands in horned bucks and accessory glands secretion free of any spermatozoa in dehorned or early velvet budding bucks. Microscopic evaluation in all four bucks during the mating season showed the mean concentration of 9×106 spermatozoa/ml. The mean ±SD of age, testes length and testes width was 4.60±1.52 years, 3.58±0.32 and 1.86±0.09 cm, respectively. The results identified 1120 loci (assuming each nucleotide as locus) in which 377 were polymorphic. In conclusion, reduced fertility of male Persian fallow deer may be caused by inbreeding of the protected herd in a limited area of Dasht-e-Naz National Refuge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian%20fallow%20deer" title="Persian fallow deer">Persian fallow deer</a>, <a href="https://publications.waset.org/abstracts/search?q=spermatozoa" title=" spermatozoa"> spermatozoa</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20characteristics" title=" reproductive characteristics"> reproductive characteristics</a>, <a href="https://publications.waset.org/abstracts/search?q=morphometric%20parameters" title=" morphometric parameters"> morphometric parameters</a> </p> <a href="https://publications.waset.org/abstracts/18402/morphometric-parameters-and-evaluation-of-persian-fallow-deer-semen-in-dashenaz-refuge-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">577</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1332</span> Using English Discourse Markers by Saudi EFL Learners: A Descriptive Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Al%20Hammadi"> Fayza Al Hammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nassr%20Almaflehi"> Nassr Almaflehi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The language of EFL learners is of special interests to linguists. Little research has been tackled on issues concerning English Discourse Markers (EDMs) among Saudi EFL learners. Aims: Employing a corpus-based descriptive analysis, the current study attempts at detecting EDMs in the talk of Saudi EFL learners, their frequency, use, usage, etc., in comparison to other EFL learners as well as native speakers. Methods: Two hundreds Saudi EFL learners were randomly selected from 20 public and private schools (ten students from each school) across the Kingdom of Saudi Arabia (KSA). Subjects were individually recorded while they were studying English in class. Recordings were then linguistically and statistically analyzed by the researchers. Conclusion: Results illustrate that EDMs “and”, “but” and “also” are the most frequent EDMs in the talk of Saudi EFL learners. These devices are randomly used by Saudi EFL learners who mix their use (appropriateness) with usage (correctedness) due to the influence of their L1 (Arabic). In compare to other EFL learners (native and non-native), Saudi EFL learners use less EDMs. These results confirmed the claims that EFL learners use EDMs less than native speakers. This paper, although preliminary in nature, can help arrive a better understanding of using EDMs by Saudi EFL learners. Further, it can also assist in getting appropriate insights into the way how these EDMs are used in Arab Gulf countries. The researchers decided to conduct an in-depth study into the use of EDMs in the oral work of Saudi EFL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20discourse%20markers" title="English discourse markers">English discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20learners" title=" Saudi EFL learners"> Saudi EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=use" title=" use"> use</a>, <a href="https://publications.waset.org/abstracts/search?q=usage" title=" usage"> usage</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers" title=" native speakers"> native speakers</a> </p> <a href="https://publications.waset.org/abstracts/186630/using-english-discourse-markers-by-saudi-efl-learners-a-descriptive-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1331</span> Priority of Goal Over Source in Persian Directional Motion Verbs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahereh%20Samenian">Tahereh Samenian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is ample evidence that source and goal are disproportionately expressed in languages, and goal usually plays a more prominent role than source. The results show that the mismatch between the goal and the source is not entirely rooted in non-linguistic behaviors, i.e. that linguistic descriptions also show the focus of the goal on the source in events; Non-verbal memory for events, on the other hand, indicates that the focus of the goal is only on events that are purposefully moving and the actor is alive. In the present study, an attempt is made to examine the principle of priority of the goal over the source by focusing on Persian directional motion verbs. For this purpose, 117 Persian directional motion verbs have been selected from the dictionary and data for them have been collected from the body of Bijan Khan and the components of goal and source have been identified in sentences and the prominence of the components of goal and source has been shown in the form of diagrams. As it was obtained from the data, Persian motion-directional verbs also showed the bias of the goal over source in motion events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=motion-directional%20verbs" title="motion-directional verbs">motion-directional verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=priority%20of%20goal%20over%20source%20principle" title=" priority of goal over source principle"> priority of goal over source principle</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20factors" title=" cognitive factors"> cognitive factors</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20factors" title=" linguistic factors"> linguistic factors</a> </p> <a href="https://publications.waset.org/abstracts/156958/priority-of-goal-over-source-in-persian-directional-motion-verbs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156958.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1330</span> Teachers' Emphatic Concern for Their Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20emotional%20needs" title=" learners’ emotional needs"> learners’ emotional needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20empathic%20skills" title=" teachers’ empathic skills"> teachers’ empathic skills</a> </p> <a href="https://publications.waset.org/abstracts/29363/teachers-emphatic-concern-for-their-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1329</span> Sustainable Energy Production from Microalgae in Queshm Island, Persian Gulf </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Moazami">N. Moazami</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Ranjbar"> R. Ranjbar</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Ashori"> A. Ashori </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Out of hundreds of microalgal strains reported, only very few of them are capable for production of high content of lipid. Therefore, the key technical challenges include identifying the strains with the highest growth rates and oil contents with adequate composition, which were the main aims of this work. From 147 microalgae screened for high biomass and oil productivity, the Nannochloropsis sp. PTCC 6016, which attained 52% lipid content, was selected for large scale cultivation in Persian Gulf Knowledge Island. Nannochloropsis strain PTCC 6016 belongs to Eustigmatophyceae (Phylum heterokontophyta) isolated from Mangrove forest area of Qheshm Island and Persian Gulf (Iran) in 2008. The strain PTCC 6016 had an average biomass productivity of 2.83 g/L/day and 52% lipid content. The biomass productivity and the oil production potential could be projected to be more than 200 tons biomass and 100000 L oil per hectare per year, in an outdoor algal culture (300 day/year) in the Persian Gulf climate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biofuels" title="biofuels">biofuels</a>, <a href="https://publications.waset.org/abstracts/search?q=microalgae" title=" microalgae"> microalgae</a>, <a href="https://publications.waset.org/abstracts/search?q=Nannochloropsis" title=" Nannochloropsis"> Nannochloropsis</a>, <a href="https://publications.waset.org/abstracts/search?q=raceway%20open%20pond" title=" raceway open pond"> raceway open pond</a>, <a href="https://publications.waset.org/abstracts/search?q=bio-jet" title=" bio-jet"> bio-jet</a> </p> <a href="https://publications.waset.org/abstracts/12748/sustainable-energy-production-from-microalgae-in-queshm-island-persian-gulf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12748.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1328</span> A New Assessment of the Chronology of the Vouni Palace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seren%20Sevim%20%C3%96%C4%9Fmen">Seren Sevim Öğmen</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%96mer%20%C3%96zyi%C4%9Fit"> Ömer Özyiğit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vouni Palace is a Persian palace built on a rocky hill in the Lefke district of Cyprus. The palace is one of the limited number of architectures identified, which prove the existence of a Persian period on the island. Since the excavations on the palace were held a very long time ago, there is a need to re-date the cultural layers within the palace using new archaeological evidence and recent studies. The existing chronology has been reviewed and a new chronology has been created according to its architectural structure, floor findings such as ceramics and sculptures and the stratigraphic layer of Room 59 where the Vouni Treasure was found. This work dates the palace in Vouni between the periods of c. 520 BC, deduced from the early period sculptures, and c. 330 BC by the late period floor ceramics. Some earlier dated archaic sculptures are identified in Room 122 – which takes part in the temenos area of the palace, and correspondingly the construction of the palace is dated c. 520 BC. The comparison between Vouni Palace and Persian palaces built in Iran, shows similarities with palaces built during the rule of Darius. It is evident that two main building periods of the palace which are previously identified, represent Persian influence according to its architectural structure and findings. Several floor potteries show that there must be other layer or layers after Vouni Treasure dated 390/380 BC, which was considered as the destruction date of the palace. At this point the forenamed date can indicate the end of a stage, not the end of the period because the palace was still in use until c. 330 BC. The results of the study, in addition to dating the layers of Vouni Palace, enlightens the administrative function of the Palace within the Persian rule in Cyprus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=administrative" title="administrative">administrative</a>, <a href="https://publications.waset.org/abstracts/search?q=chronology" title=" chronology"> chronology</a>, <a href="https://publications.waset.org/abstracts/search?q=cyprus" title=" cyprus"> cyprus</a>, <a href="https://publications.waset.org/abstracts/search?q=persian%20rule" title=" persian rule"> persian rule</a>, <a href="https://publications.waset.org/abstracts/search?q=vouni%20palace" title=" vouni palace"> vouni palace</a> </p> <a href="https://publications.waset.org/abstracts/145362/a-new-assessment-of-the-chronology-of-the-vouni-palace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145362.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1327</span> Relative Clause Attachment Ambiguity Resolution in L2: the Role of Semantics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamideh%20Marefat">Hamideh Marefat</a>, <a href="https://publications.waset.org/abstracts/search?q=Eskandar%20Samadi"> Eskandar Samadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effect of semantics on processing ambiguous sentences containing Relative Clauses (RCs) preceded by a complex Determiner Phrase (DP) by Persian-speaking learners of L2 English with different proficiency and Working Memory Capacities (WMCs). The semantic relationship studied was one between the subject of the main clause and one of the DPs in the complex DP to see if, as predicted by Spreading Activation Model, priming one of the DPs through this semantic manipulation affects the L2ers’ preference. The results of a task using Rapid Serial Visual Processing (time-controlled paradigm) showed that manipulation of the relationship between the subject of the main clause and one of the DPs in the complex DP preceding RC has no effect on the choice of the antecedent; rather, the L2ers' processing is guided by the phrase structure information. Moreover, while proficiency did not have any effect on the participants’ preferences, WMC brought about a difference in their preferences, with a DP1 preference by those with a low WMC. This finding supports the chunking hypothesis and the predicate proximity principle, which is the strategy also used by monolingual Persian speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantics" title="semantics">semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=relative%20clause%20processing" title=" relative clause processing"> relative clause processing</a>, <a href="https://publications.waset.org/abstracts/search?q=ambiguity%20resolution" title=" ambiguity resolution"> ambiguity resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20capacity" title=" working memory capacity"> working memory capacity</a> </p> <a href="https://publications.waset.org/abstracts/30658/relative-clause-attachment-ambiguity-resolution-in-l2-the-role-of-semantics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">623</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1326</span> The Design and Implementation of Interactive Storybook Reading to Develop the Reading Comprehension of ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20van%20Staden">A. van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20van%20Rhyn"> A. A. van Rhyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The numerous challenges South African, ESL learners experience were highlighted by the results of several literacy surveys and tests, which demonstrated that our learners’ literacy abilities are far below standard and very weak compared to other international countries. This study developed and implemented an interactive storybook intervention program to support the reading development of ESL learners. The researchers utilized an experimental pre-test/post-test research design, whereby 80 ESL learners from five participating schools, were purposively sampled to take part in this study. This paper, inter alia, discusses the key features of this intervention program whilst also reporting the results of the experimental investigation. Results are promising and show a significant improvement in the mean scores of the learners in the experimental group. Moreover, the results show the value of interactive storybook reading in creating responsive literacy environments to develop the literacy skills of ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20learners" title="ESL learners">ESL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Interactive%20story%20book%20reading" title=" Interactive story book reading"> Interactive story book reading</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/108821/the-design-and-implementation-of-interactive-storybook-reading-to-develop-the-reading-comprehension-of-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1325</span> Morphometric Parametersand Evaluation of Male Persian Fallow Deer Semen</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behrang%20Ekrami">Behrang Ekrami</a>, <a href="https://publications.waset.org/abstracts/search?q=Amin%20Tamadon"> Amin Tamadon</a>, <a href="https://publications.waset.org/abstracts/search?q=Iman%20Razeghian%20Jahromi"> Iman Razeghian Jahromi</a>, <a href="https://publications.waset.org/abstracts/search?q=Darioush%20Moghadas"> Darioush Moghadas</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Ghahremani-Seno"> Mehdi Ghahremani-Seno</a>, <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Ghaderi-Zefrehei"> Mostafa Ghaderi-Zefrehei</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Sodagar%20Amiri"> Ahmad Sodagar Amiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Taheri%20Reza"> Taheri Reza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Persian fallow deer (Dama dama mesopotamica) is belonging to the family Cervidae and is only found in a few protected areas in the northwest, north, and southwest of Iran. The aims of this study were analysis of inbreeding and morphometric parameters of semen in male Persian fallow deer to investigate the cause of reduced fertility of this endangered species in Dasht-e-Naz National Refuge, Sari, Iran. The Persian fallow deer semen was collected from four adult bucks randomly during the breeding and non-breeding season from five dehorned and horned deer's by an artificial vagina. Twelve blood samples was taken from Persian fallow deer and mitochondrial DNA was extracted, amplified, extracted, sequenced and then were considered for genetic analysis. The Persian fallow deer semen, both with normal and abnormal spermatozoa, is similar to that of domestic ruminants but very smaller and difficult to observe at the primary observation. The post-mating season collected ejaculates contained abnormal spermatozoa, debris and secretion of accessory glands in horned bucks and accessory glands secretion free of any spermatozoa in dehorned or early velvet budding bucks. Microscopic evaluation in all four bucks during the mating season showed the mean concentration of 9×106 spermatozoa/ml. The mean ± SD of age, testes length and testes width was 4.60 ± 1.52 years, 3.58 ± 0.32 and 1.86 ± 0.09 cm, respectively. The results identified 1120 loci (assuming each nucleotide as locus) in which 377 were polymorphic. In conclusion, reduced fertility of male Persian fallow deer may be caused by inbreeding of the protected herd in a limited area of Dasht-e-Naz National Refuge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Persian%20fallow%20deer" title="Persian fallow deer">Persian fallow deer</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20analysis" title=" genetic analysis"> genetic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=spermatozoa" title=" spermatozoa"> spermatozoa</a>, <a href="https://publications.waset.org/abstracts/search?q=reproductive%20characteristics" title=" reproductive characteristics"> reproductive characteristics</a> </p> <a href="https://publications.waset.org/abstracts/18278/morphometric-parametersand-evaluation-of-male-persian-fallow-deer-semen" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18278.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">602</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1324</span> L2 Acquisition of Tense and Aspect by Cantonese and Mandarin ESL Learners of Different Proficiency Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mable%20Chan">Mable Chan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study about the acquisition of tense and aspect by Cantonese and Mandarin ESL learners aims to investigate the relationship between knowledge, the role that classroom input plays in the development of that knowledge, and learners' use of the L2 knowledge they acquire (i.e. their performance). Chinese has been argued as a tenseless language and Chinese ESL learners have to acquire the property from scratch. The study of acquisition of tense and aspect is a very fruitful research area in second language acquisition for a number of reasons. First, tense and aspect are notorious for being difficult for Chinese ESL learners. Second, to our knowledge, no studies have been done to compare Cantonese and Mandarin ESL learners and age effects in one single study. Data are now being collected and the findings from this comparison study of tense-aspect acquisition will shed light on both theoretical and pedagogical issues in second language acquisition, and contribute to a better understanding of both theoretical aspect concerning L2 acquisition of tense and aspect, and pedagogy of tense for L2 Chinese ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aspect" title="aspect">aspect</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=tense" title=" tense"> tense</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title=" universal grammar"> universal grammar</a> </p> <a href="https://publications.waset.org/abstracts/46891/l2-acquisition-of-tense-and-aspect-by-cantonese-and-mandarin-esl-learners-of-different-proficiency-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46891.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1323</span> Tamukkana, Ancient Achaemenids City near the Persian Gulf</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghulamhossein%20Nezami">Ghulamhossein Nezami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Civilizations based in Iran, especially in the south, have always realized the all-around importance of the Persian Sea and for various reasons, have paid full attention to it. The first of these was the pre-Aryan government, Ilam in the coastal province of Sharihum and the city of Lian (now the port of Bushehr) in terms of trade, defense and religion. With the establishment of the Achaemenids on the entire plateau of Iran to the center of Persia, they created several communication routes from Parseh to the shores of the Persian Gulf, which ended in the present Bushehr province. This coastal area was extended by a road in the coastal plain to the more southern parts of the ports of Ausinze - according to Ptolemy the port of Siraf before the Sassanids - and Epstane and Hormozia in the present-day Strait of Hormuz. Meanwhile, the ancient city of Temukknana, whose new historical documents testify to its extraordinary importance in the Achaemenid period, especially Darius I of the Achaemenids, from a strategic position with the coastal areas, the coasts and on the other hand with the gamers, the political center. - Achaemenid administration, had. New archeological evidence, research, and excavations show that both the famous Achaemenid kings and courtiers paid special attention to Tamukknana. The discovery of a tomb and three Achaemenid palaces from before the reign of Cyrus to Xerxes in this region showed the importance of the strategic, security-defense and commercial position of this region, extraordinary for the Achaemenids. Therefore, the city of Temukkana in the Dashtestan region of present-day Bushehr province became an important Achaemenid center on the Persian Gulf coast and became the political-economic center of gravity of the Achaemenids and the regulator of communication networks on the Persian Gulf coast. This event showed that the Achaemenids attached importance to their economic goals and oversight of their vast territory by the Persian Gulf. Methods: Book resources and field study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Achaemenids" title="Achaemenids">Achaemenids</a>, <a href="https://publications.waset.org/abstracts/search?q=Bushehr" title=" Bushehr"> Bushehr</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20Gulf" title=" Persian Gulf"> Persian Gulf</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamukkana" title=" Tamukkana"> Tamukkana</a> </p> <a href="https://publications.waset.org/abstracts/138515/tamukkana-ancient-achaemenids-city-near-the-persian-gulf" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138515.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span 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