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 In this research, teaching Persian nominal suffixes and affixoid (kar, gar, ban, baz, -ande) in derived words to non-Persian speakers using two explicit and implicit methods has been discussed. In direct/explicit approach, the achievements and fundamentals of cognitive morphology approach developed by Hamawand (2011) were used, and in indirect/incidental approach, texts containing derived words were taught to language learners. In this study, 16 Farsi learners at advanced level from Azfa Center of Allameh Tabatabai University and Shahid Beheshti University were examined in the form of two control and experimental groups. Language learners participated in two tests as pre-test and post-test. The results of this research, based on descriptive statistics, showed that teaching noun suffixes by using Hamavand's achievements and cognitive morphology and the three cognitive functions of categorization, configuration and conceptualization along with prototype and periphery concepts can be effective and useful in improving vocabulary knowledge. In general, it seems that informing Persian learners about the lexical and semantic structure of derived words increases their linguistic knowledge and learning level.

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The purpose of the present research is to investigate the formation of locative nouns in Persian which are not semantically similar in spite of their resemblance in functions. The suffix "-zâr" in Persian, for instance, indicates both the concept of location and multiplicity of something: "golzâr and lâlehzâr". The other suffixes of location, however, do not bear this semantic property. It's worth mentioning that along with the above mentioned process, two other processes of "compounding" and "derivation-compounding" are also investigated here. Thus, the authors in the present research have attempted to investigate these semantic constraints which are dominant on such suffixes, using the achievements of cognitive morphology such as categorization theory, conceptualization and configuration. Eventually, the authors attempt to introduce the cognitive potentials contributing to the formation and usage of these locative forms