فهرست مطالب ابوالقاسم غیاثی زارچ

One of the most prominent aspects of future studies as a social technology is to visualize the desired future and design actions to realize that future. In order to shape the future social reality of intergroup spaces, we need approaches and tools that are mainly of the cultural element. They are rooted in the common symbolic history and values of a community. One of the most important of these elements is myth. In this article, first, using tradition of qualitative research by relying on the method of reflection and observation, the role of myth in constructing future mental images has been explained. Then, the two series of TV “Aab Pariya” (Water Fairy) and “Mahalleh ye Gol o Bolbol” (Flower and Nightingale Neighborhood) are analyzed using the mythical critique method to examine the media's capacity for recreating myths. The results of this study show that the mass media, as one of the cultural bottlenecks, have a high capacity to use myths to visualize the collective good future. But the important thing is to understand the archetypes. It is also an attempt to continually recreate the myths in the story; Stories that today's and tomorrow's generations can communicate with them.

Written texts are part of language production skills that can well measure the writing ability of foreign language learners. Writing errors are important because of the fact that the students have enough time to write and review their written texts, and more research can be done on them. In addition, written texts can measure the writing competence of non-Persian language learners. It is also a criterion for assessing teaching methods, content and evaluation methods for language teaching centers. About analyzing and evaluating errors of non-Persian language learners and different nationalities, valuable studies have been done so far, but a study that examines the common language errors of learners is rare. It is important to identify the common mistakes of non-Persian language learners with different nationalities, because of the benefits to educational planning, provision of educational content, and coherence in the choice of teaching methods by instructors. This article reviews the errors of foreign language learners based on the error analysis branch, which is a subset of applied linguistics. This research analyzes the spelling and vocabulary errors among the learners of Persian as a Second Language in Imam Khomeini International University. As one of the key means of assessing the efficiency of teaching and improving the learning experience, error analysis can help identify the flaws of the teaching system and the weaknesses of students in relation to different learning skills. Many researchers have emphasized the importance of errors. One of the pioneers of language error analysis is Corder. In his article in 1967 “The significance of Learner’s Errors”, he reviewed the errors from three perspectives:“They [Errors] are significant in three different ways. First to the teacher, in that they tell has progressed and, consequently, what remains for him to learn. Second, they provide to the researcher evidence of how language is learned or acquired, what strategies or procedures the learner is employing in his discovery of the language. Thirdly (and in a sense this is their most important aspect) they are indispensable to the learner himself, because we can regard the making of errors as a device the learner uses in order to learn. It is a way the learner has of testing his hypotheses about the nature of the language he is learning.” (Corder, 1967, p. 167) Through the error analysis approach, researchers can identify and categorize students’ errors and propose appropriate teaching materials and methods that can resolve those errors. This research analyzes the written errors of the basic level (general) of the language learners at Imam Khomeini International University. For the present study, we randomly chose 100 texts (including compositions and descriptions of pictorial narratives) written by the basic level students. The learner nationalities were Azerbaijani, Burundi, Kenyan, Syrian, Iraqi, Mali, Chinese, and Nigerian. The age of the students was between 18 and 26 years, and in the research, component of gender did not affect. This group had 320 hours of Persian language teaching (including the books like Let’s Learn Persian 1, Let’s Learn Persian 2 and Listening Comprehension) at Persian Language Center of Imam Khomeini University. All the errors in the test, including grammatical, lexical and spelling mistakes, were examined. In studying and categorizing errors, errors are not categorized as minor or major and all the errors in this research have been studied with a degree of importance. Our analysis indicates that spelling and vocabulary errors are most common among the students in this study. While vocabulary errors are caused by the students’ lack of familiarity with and incomplete learning of the target language (Persian), spelling errors are the outcome of their poor listening skill, inability to recognize vowels and semivowels, and weakness of visual memory. Students except in a language that they have a lack of knowledge and inability to communicate, just simply use their reserves. At levels two and three, they are somehow confronted with the problem of using or not using proper words. This problem appears in two areas of precise understanding of the word and its proper application in the context. The most difficult lexical and intercultural problems of learners was their return to mother tongue. They used the first-language patterns to use the second language. The biggest problem of language learners in the lexical and intercultural section was their return to mother tongue patterns. They used the first-language patterns to use the second language. Also, their lack of knowledge of the role and use of words and expressions affected the errors. A surprising finding in our study is that despite the students’ familiarity with the Persian alphabet and vocabulary, Arab speaking learners, who were the majority of the learners, had more errors than the others. Our further analysis reveals that the sheer volume of errors among these learners is associated with teaching methods, selection of syllabus, and also rating of teaching materials.

One of the goals of comparative literature is to explore the common layers of literary, cultural and social communities and nations. Comparative literature can also clarify the fundamental interactions with a community by examining deeper layers. Causal Layered Analysis in Futures Research Methodology as a new way in a future study at four levels analyzes the past, present and future effects: Litany level, Social causes, Structure, and the discourse, Metaphor and myth level. By providing a systematic way of extracting the myth from the text, in this research, the fourth layer, which is shared by the mythocritic of comparative literature, to analyze and understand of three narrative texts: the liberation of three hundred prisoners by Hallaj in Tazkerat ol Oliya of Attar, the liberation of men by Prometheus in Enchained Prometheus, and the liberation of Peter imprisoned by an Angel in The Bible. In the text of Peter, Peter does not receive any human help. A supernatural force helps Peter. It can also be pointed out that for the uprising and rebellion against the ruling power in a community in the West, the persecutor must have a holy color to be accepted by the community. In the event that, in the Iranian story of Hallaj, this man is responsible for his own destiny and is not waiting for another force, and the rebellious person must pass his life so that the rest follow him. In Prometheus, like in Peter, humans do not play any role.

Introduction This article aims to study the place and method of teaching the vocabulary in teaching Persian to Chinese learners. In morphological classification, the structural differences in Persian and Chinese languages makes these learners more difficult to can face in learning vocabulary and understanding the Persian texts. This structural difference causes Chinese learners stop learning when they learn at any stage, if they do not understand the meaning of the words correctly.
Theoretical framework Chinese language belongs to a group of analytic languages and the Persian language is a synthetic language. “In analytic languages, the grammatical relations of words in the sentence are expressed through independent syntactic elements, such as the prepositions. In the structure of such languages, words are often made of a morpheme. Therefore, in the construction of analytic languages, the words do not have any internal structure constructed. In this kind of language, syntax relations in a sentence with the word lexical tool not but help out the word by word or grammatical arrangement of words expressed” (Alborzi Varaki, ibid:7 In his research on Persian language, Alborzi (ibid:12) believes that the Persian language suggests some degree of links and in some extent is a hybrid language.
Research Methodology This paper, using field research methodology, examines how vocabulary learning is used in Chinese learners. This article empirically examines Chinese students’ learning of vocabulary. Data come from 24 randomly selected Chinese students who had passed a 16-week course on Persian at Imam Khomeini International University. In order to evaluate their language competence, the students were given a word-centric (vocabulary) test, which suited their level. Students were divided into two groups: test and Control. The test group were taught based on different methods such as vocabulary teaching, structural and functional segmentation and structural matching between the two languages; and the control group were taught based on only teaching vocabulary without translation. A second test was given to the students to assess their learning. Results showed that those students who had been exposed to translation method had a better output.
Conclusion Chinese language learners have a lot of tendency to translate words and they are interested in understanding the meaning of the words. But the translation is meant to express the meaning of words is not enough in all cases. Teacher as an educational guide should use the learner's tendency to learn how they are accustomed to and must be able to balance the various methods. When the translation can be effective, in addition to paying attention to the spatial and syntactic position of the components of the words, that the semantic and functional relation of the words is also considered in the text.

Focusing on the role of Persian as a Foreign Language in environmental education and sustainable development through tourism, this article views the foreign learners of Persian in Iran as potential resources for expanding tourism and sustainable development. The article argues that through co-planning and joint investment, different institutions such as tourism organizations, the Department for Environment, and the Ministry of Science, Research, and Technology can efficiently deploy such resources toward boosting incoming foreign tourism to the country. The core of the argument is that via its verbal and non-verbal features, and as a powerful means of communication between individuals, language plays a significant role in connecting tourists and the local people in host communities. More specifically, it is argued that incorporating the literary and historical riches of the Iranian culture into tourism programs and teaching Persian can help develop tourism. This can be achieved through leveraging the way the environment and nature are represented in the Iranian myths, literature, popular culture, rituals, and traditions. To reflect such capacities, the article employed a phenomenological qualitative method using interviews with 40 foreign students of the Persian Language about their experiences of tourism in Iran. The results of the study show that by more efficient management and planning, related organizations can play a significant role in exploring the capacity of the centers for teaching Persian as a Foreign Language in contributing to the national programs for tourism, the environment, and sustainable development.

This article explores how phonetic differences between the Chinese and Persian languages impact Chinese learners’ writing in Persian. It is established that the more similar one’s mother tongue to a second language is, the easier the learning of the second language for students will be. Chinese and Persian languages are distant in syntax, vocabulary, alphabet, and phonetics. Understanding such differences can help significantly minimize Chinese students’ difficulties in learning Persian. Phonetic differences between the two language influence the learners’ writing, pronunciation, and listening. Improving pronunciation in an early stage of learning will enhance students’ writing and reading. This paper, with the help of empirical data from the Chinese language learners, briefly points out the phonetic differences between the two languages. The results of this study could improve the writing of Chinese learners in teaching Persian as a second language, focusing on direct correspondence between phonetic and written form of consonants.

Learning a second language means developing communicative capabilities in the actual ‎context of the target language. The identification and application of morphological and ‎syntactical elements are necessary but not sufficient for language learners as they need to ‎comprehend, learn and enact the following competencies that native speakers actually are ‎equipped with: grammatical competence, discourse competence, sociolinguistic competence, and ‎strategic competence. Achieving such an objective requires certain key infrastructures such as ‎defining pedagogical objectives, preparing linguistic framework, identifying and analyzing ‎learners’ errors, preparing the major and supplementary learning materials (particularly, the ‎dictionary), reviewing teaching methodologies, (re)training qualified teachers, and assessing learners. ‎Outlining such key infrastructures, the present paper highlights the importance, roles and ‎interconnectivity of these infrastructures to enhance communicative capabilities in teaching ‎Persian to non-Persian speakers. The study specifically determines that a cohesive plan to ‎develop communicative capabilities and enhance pedagogical outcomes requires the ‎recognition of the interrelationships between different infrastructures; that is, they serve one another as prerequisites and complements.‎

La littérature est le miroir de la société. Dans la société، les hommes se rencontrent au sein des espaces. L''espace de rencontre en tant qu''un espace social influence les gens et guide leurs sentiments et leurs actions. Cet espace qui a une présence remarquable dans la littérature، suscite un comportement particulier qui est identique dans toute œuvre littéraire. Ce qui montre l''existence d''une structure universelle et mythique pour cet espace. Ce travail de recherche a pour objectif de vérifier l''espace de rencontre dans Le Lac de Lamartine، afin de montrer la structure mythique de cet espace. D''abord، la théorie de «l''espace social» de Di Méo & Buléon، nous permet d''étudier la manière dont l''espace de rencontre influence les gens. Puis، afin de prouver la structure mythique de l''espace de rencontre، nous faisons appel à la mythocritique.