Correspondence

According to the extended projection principle (EPP), it is claimed that all sentences require subjects. In line with such assumption, it is believed that some languages, including Persian, are categorized as pro-drop languages and their subject is encoded by the verbal inflection. In fact, the subject position is an empty category designated by pro (small pro). Therefore, AGR (verbal inflection) has a purely syntactic function. However, in cognitive grammar, AGR is treated as a symbolic assembly profiling a process whose only independent contribution to the meaning of the verb with which it combines, is the person and number specification of the processual AGR. Considering AGR as a meaningful category, its trajector can correspond with the trajector of the processual component (verb) which is left unexpressed. In contrast to the assumption that AGR is redundant, it shown that the subject (the trajector of the processual component) is not dropped; it does exist but is highly schematic. It is elaborated (becomes specific) by trajector of AGR through correspondence. In other words, Persian speakers conceptualize the subject by only one source of information; that is the trajector of AGR.

This study introduces a collection of manuscripts of Münşeʾât ve Baʿżî Vaḳâyiʿ-i Sulṭân Süleymân Ḫân that are preserved in the Austrian National Library with the signature of H.O. 50. This research aims to shed light on the history of Ottoman-Safavid relations through their direct correspondence. Furthermore, it checks the accuracy of the printed version of documents Mecmûʿa-i Münşeʾât üs-Selâṭîn (Istanbul, 1858), which are a major source of the two medieval empire of Iran and Turkey, as modifications have already been demonstrated by distinguished scholars such as Kurt Holter. The results of this study show that the aforementioned manuscripts contain 75 documents, including letters and campaign diaries. A total of 32 letters and one campaign diary are related to the relations during Ottoman ruler, Suleiman I and Ismail I and Tahmasp I of the Safavid Empire. In addition, correspondence of these two empires from Münşeʾât ve Baʿżî Vaḳâyiʿ-i Sulṭân Süleymân Ḫân can be found in Mecmûʿa-i Münşeʾât üs-Selâṭîn (Istanbul,1858).

New generation of English textbooks, Vision Series, has been introduced and taught in Iranian high schools since 2017. This study aimed to scrutinize the correspondence between the recommendations suggested in the English teachers’ guides (TGs) of Vision Series and the actual teaching practices of Iranian high school English teachers. It follows a descriptive and correlational design, enjoying both qualitative and quantitative research methods. Participants of the present study included three groups: English teachers, high school students, and supervisors of English teachers in Iranian Ministry of Education. A total number of 100 high school English teachers, teaching in Sistan and Balouchestan Province, filled out a researcher-made piloted questionnaire. Out of them, 3 male and 3 female English teachers were later invited for an oral semi-structured interview. The second group of participants were 48 high school students. The last group of participants were 2 supervisors of English teachers in Iranian Ministry of Education. The researchers also participated in and observed two female teachers' English classes. By and large, the results of supervisors’ interviews and class observations were negative about the correspondence between actual teaching of Vision Series and recommendations of TG for most sections of the book. By contrast, the results of teachers' and students' questionnaires demonstrated that English teachers' teaching was perceived to be consistent with the recommendations of TG in more than half of the cases. The interviews with teachers indicated that half of the interviewees believed that they followed the suggestions of the TG. The implications of findings, especially for English teachers, are also discussed.