چكيده لاتين
This study analyzes the morpho-syntactic errors of verbs in a learner corpus based on the Error Analysis approach. The learner corpus, an electronic collection of texts produced by learners, provides an opportunity to examine the process of learning and the challenges of teaching Persian as a second/foreign language. In this research, verb-related morpho-syntactic errors in the learner corpus were annotated and analyzed. Accordingly, the morpho-syntactic categories of the verb—including valency, agreement, parts of speech, type, negation, mood, aspect, tense, and direction—were integrated and examined.
Employing a library-based and descriptive research method, this study annotated verb morpho-syntactic errors found in the written compositions of 184 Persian learners (112 female and 72 male) with an average age of 26, across different proficiency levels, using the International Corpus of the Saadi Foundation. The learners were categorized into 19 groups according to their first language.
The analysis conducted using SPSS software revealed a total of 1,221 morpho-syntactic verb errors, with the highest frequency related to verb valency (356 cases) and the lowest to verb negation (14 cases). Moreover, the findings indicated that learners’ first language had a statistically significant effect on the number and type of morpho-syntactic verb errors, whereas gender and proficiency level did not have a significant impact. Additionally, the highest average number of errors was observed at the intermediate level, which may be attributed to the gradual acquisition of new morpho-syntactic categories. The analysis by first language further showed that Urdu-speaking learners had the highest mean error rate, while Italian-speaking learners had the lowest.
The results of this study can be beneficial and practical for Persian language learners, teachers, material developers, test designers, and researchers in the field of Teaching Persian as a Second/Foreign Language.
