اعظم رستمی

The current research, with the aim of finding predictable patterns of errors in the language productions of Persian learners, has examined two essential principles of The Input Processing theory, the first noun principle and the Primacy of Content Words Principle. The theoretical framework used in this research was respectively, in line with the research method of Friedman (۲۰۰۴) and Tight (۲۰۱۲) on the principle of the first noun and the research of Safarmghaddam (۲۰۱۲) and Al-Hasban (۲۰۱۶) on the Primacy of Content Words Principle. In the first noun principle, the participants were ۷۰ Kurdish Farsi learners (from Iraqi Kurdistan) in the elementary (۲۳ people), intermediate (۲۳ people) and advanced (۲۴ people) levels in the AZFA center of Al-Zahra University. The sample size of this research on the Primacy of Content Words Principle is based on a corpus consisting of ۱۴۰ writing sheets from ۷۰ Farsi students of Dehkhoda Institute, AZFA Center of Al-Zahra University, and JameatAl-Mustafi Center at the intermediate level. Basically, the first noun principle was a test with two activities and in two stages with a time interval of ۵ months in three groups (introductory, intermediate and advanced) among ۷۰ language learners of Al-Zahra University AZFA Center. In the first activity, Farsi learners listened to ۱۵ Farsi sentences and chose one picture from two pictures related to each sentence. This test was repeated in the second stage with changing ۸ sentences passive. In the statistical analysis of this activity, chi-square, Fisher exact and McNemar tests were used. The results of these tests showed that the passivization of the sentences caused an increase in errors in the selection of images. However, the pattern of errors was significant in the intermediate and advanced groups and non-significant in the elementary group. However, the number of this error in the elementary group was higher than other groups. The results of examining the two questions of the principle of the first Noun principle led to the confirmation of both hypotheses of this research in relation to this principle. Based on this, there is a significant relationship between foreign students' understanding and level of Persian and the principle of the first noun. In the second activity, in the first stage, Persian learners heard ۵۰ sentences in Farsi, and in ۲۵ sentences, these sentences had a change of structure in the subject position. After hearing each sentence, they had to choose one of the two Kurdish translations. In the second stage, the sentences were read in Kurdish, and the Persian learners had to choose between two Persian translations. The results of this activity showed that there is no significant relationship between the number of errors and hearing sentences in Kurdish, but there is a significant relationship between the number of errors and the level of language learners. That is, the number of errors in the advanced and intermediate groups were lower than the elementary ones. This means that the relationship between the reading of sentences and the level of the subjects was significant. Therefore, the hypotheses related to the reduction of the number of errors in reading sentences in the mother tongue were rejected and instead, the significant correlation of errors in different language levels was confirmed. The findings of this research, in the principle of the Primacy of Content Words, confirming this principle, indicated that the usage of content words has a much higher frequency than that of grammatical words. Persian learners use the correct speech form more in connection with the content words than the grammatical words, that is, the use of spoken words in content words is more than grammatical ones