جستجوی مقالات مرتبط با کلیدواژه « آموزش زبان » در نشریات گروه « علوم انسانی »

Learning a second language opens a window to new cultures and ideas and has long attracted scholars’ attention in education and second language learning disciplines. Despite the importance of learning a second language, research on the history and evolution of its teaching and learning has largely been limited to European countries. The history of teaching the French language in Iran, particularly in the city of Mashhad, has been overlooked by researchers in the fields of language education and history. The teaching of French in Iran dates back to the Qajar era, yet studies have not addressed its status in Mashhad. Examining the historical evolution of language learning offers insight into past strategies and approaches, as language education has been carried out using various methods and techniques. This study, with a focus on the teaching and instruction of French in Mashhad, employs historical research methods and utilizes various sources, including written documents and press, to answer the following questions:What factors have influenced the teaching and spread of French in Mashhad?
Since when and how had French been taught in Mashhad?
Who played a role in making French the dominant foreign language in this city?
Who were the most prominent French language teachers in Mashhad, and what was their contribution to this process?

This research is conducted using qualitative documentary and historical methods. The study delves into the topics through an in-depth examination of primary and secondary sources. The primary sources of this research include reports from Mashhad newspapers such as Bahar, Nowbahar, Tazehbahar, Shahamat, Azadi, Aftab Shargh, Fekr Azad, Habl al-Matin Khorasan, and Hirmand. Additionally, unpublished documents from the Astan Quds Razavi archive center were utilized.
 

The spread of the French language in Mashhad began during the reign of Naser al-Din Shah, when local rulers employed French teachers to educate their children. Notably, Messieurs Ducroix and Cesari were hired for this purpose. Although the impact of this teaching approach was limited to a small number of individuals, it nonetheless paved the way for a broader familiarity with the French language. By the late Qajar period, French was being taught in schools. From the mid-Qajar era, French played an active role in Iran’s cultural landscape, and French gained significant importance in the country’s educational system. The establishment of the Dar ul-Funun, the sending of students to France, the Iranian elite’s interest in French, and government policies all contributed to French maintaining its status in Iran until the end of the first Pahlavi period. The presence of French and Belgian advisors was a key factor in the spread of the language. Belgian involvement, particularly by Monsieur Lelo, played a crucial role in the expansion of French in Mashhad.
As a key language in commercial, administrative, and financial fields, French saw a significant increase in public and private education in Mashhad. One of the earliest initiatives was the French language classes for adults conducted by Michel Petros. Alongside foreign teachers, some Iranians also began offering private instruction. Sheikh Ali Akbar Khorasani established the Free Public Education class, and Alireza Amoozgar organized adult classes for foreign languages. During the Pahlavi era, even women had access to adult education classes, with Talat al-Molouk Daftari’s class being one example. These classes emphasized speaking, writing, and translation skills. Following the arrival of Russian immigrants in Mashhad after the Bolshevik Revolution in 1917, individuals like Mrs. Antipov and E. Ovnovitch began offering private French language classes. This trend was continued by some educated Iranians, with institutions like Golshan, led by Nasrollah Yaghoubzadeh, and the Khorasan Guide Advertising Institute, managed by Mohammadreza Khorasani, teaching French. Later, schools such as the Novin School, Houshang Shafahi School, and Ziaei School also offered French language instruction. Proficiency in French significantly improved job prospects and employment in the private sector.
With the establishment of modern schools from the late Qajar period, French was incorporated into the curriculum of schools in Mashhad. Teachers such as Monsieur Abdolreza, Monsieur Mohammad Khan, and Jean Natal taught at Rahimiyeh School. From October 1929, the Ministry of Education also hired French teachers. Messieurs Leo and Maraval were employed to teach French at Danesh School and the Astaneh School. Some graduates from France also signed contracts with the Department of Education. From late 1934, the Armenian teacher Gorgian taught French in various high schools across the city. French was the only foreign language taught at Shahreza School, with prominent teachers like Mirza Seyed Ali Khan Nasr, Mirza Hassan Khan Kiani, Seyed Mehdi Khan Nasr, Mirza Ali Akbar Khan Mazini, Abdolali Khan Saberi Shirvani, Mirza Ali Khan Soltani, and Nazarbeikian.
French language education for girls in Mashhad also began during the Pahlavi period, with European and Iranian teachers hired to teach French. Among the first female teachers in Mashhad were Iran Khanum and Touran Khanum Saghafi, daughters of Moghbel al-Saltaneh, who graduated from France. In addition to teaching in girls’ schools, Russian immigrants also taught French in private classes. Prominent female teachers in Mashhad included Aliyeh Sharmini and Juliette Gorgian. By the end of the first Pahlavi period, students were able to deliver speeches and perform plays in French. French was also taught in religious schools like Fazeliyeh Jafari and Navvab. Due to the students’ lack of proficiency, the Department of Education even organized supplementary classes. French language exams were among the subjects with the highest failure rates, reflecting the challenges of teaching a foreign language in religious schools.
 

The teaching of the French language in Mashhad can be divided into three main phases. In the first phase, during the Qajar period, French had not yet become widespread, and private classes were primarily geared towards commercial and touristic purposes for the aristocracy and merchants. Foreign employees played a significant role in the spread of the French language, and by the late Qajar period, private classes were offered by Russian immigrants and press offices to adults. In the second phase, with the establishment of modern schools from the late Qajar period, the teaching of French gained more momentum. With the implementation of a unified educational system in Iran from 1929 onward, French was taught as a foreign language in Mashhad, and teachers of French, Armenian, and Iranian descent were employed.
In the third phase, French became deeply integrated into the educational system of Mashhad, securing a significant place in both girls' and boys’ schools, whether public or religious. Aliyeh Sharmini and Madame Gorgian were among the most prominent French teachers at Shahreza Girls’ High School. French language education also began in religious schools such as Fazeliyeh Jafari and Navvab from 1934. This focus on French language learning sparked an interest in translation, with most translations being done from French. However, after September 1941, with the extensive activities of the Iran-Britain Council and the Iran-America Cultural Relations Association in establishing English language classes in Mashhad, and the shift in the country’s educational language from French to English, the dominant language in Mashhad’s schools also changed to English.

This study explores the relationship between work quality, job satisfaction, and the teaching efficacy of French language tutors in private language institutions in Iran. Its objective is to ascertain the degree to which work quality and job satisfaction impact the educational achievements of these educators. A survey facilitated data collection, and the research hypotheses underwent evaluation using the Partial Least Squares method for structural equation modeling. The assessment of working-life quality utilized Walton's theoretical framework (1998) through a standardized questionnaire spanning six dimensions, showcasing proven validity and a high-reliability index of 0.7. Job satisfaction was measured employing the Minnesota Satisfaction Questionnaire (MSQ) (1999) over six dimensions, with both its validity and reliability recognized in domestic and international research. Additionally, educational effectiveness was appraised using Taghizadeh and Soleimani's model (2014) across three dimensions, with established validity and reliability. The study covered all French language tutors in four institutes, totaling 154 participants. A census or exhaustive study method was adopted, involving every individual within the target group. Three questionnaires on work quality, job satisfaction, and teaching effectiveness were used for data gathering, with responses noted on a five-point Likert scale (from strongly agree to strongly disagree). The analysis unveiled a significant and affirmative link between work quality, job satisfaction, and teaching effectiveness. Specifically, work quality was responsible for 33 percent, and job satisfaction for 45 percent, of the variance in teaching effectiveness. The study also found that factors of work quality and job satisfaction could foresee fluctuations in teaching effectiveness. The computed determination coefficient (0.55) suggested that the pair of external variables, work quality, and job satisfaction, jointly explained 55 percent of the changes in teaching effectiveness. Furthermore, the standardized beta coefficients (β) for work quality and job satisfaction were determined to be 0.33 and 0.45, respectively.

Second Language writing has always been a matter of difficulty for foreign language learners and an appealing topic for researchers of the field. This study aimed to investigate the comparative effects of shared, interactive, and independent writing on non-Iranian EFL learners' written accuracy and complexity. To achieve this aim, 74 non-Iranian female and male EFL learners were selected through convenience sampling technique. The results of Oxford placement test indicated that their level of English proficiency was intermediate. Afterward, the participants were assigned to three experimental groups (i.e., shared, interactive, and independent writing). The syntactic accuracy was gauged in terms of t-units and complexity was calculated based in the number words in t-units. The results of statistical analysis manifested that the group which used interactive writing strategies outperformed the other two groups, and no significant differences were found between shared and independent writing groups. Moreover, the performance of the interactive writing group differed significantly from those of the other two groups. Hence, it was concluded that interactive writing strategy may lead to a more accurate and complex writing performance. This study might have implications language instructors, EFL learners, material developers, and syllabus designers.

The global pandemic of COVID-19 has driven us apart, disrupted the continuity of education worldwide, and awakened the need for developing an educational environment based on kindness, compassion, and understanding more than ever before. Also, this crisis has forced the authorities to change the format of education from face-to-face to online delivery mode on very short notice. Due to this rapid transition, lack of appropriate infrastructures, and absence of proper preparation in Iran and most countries around the world, face-to-face education has switched into a kind of low-quality, temporary, and unplanned online practice, which should be referred to as Emergency Remote Teaching (ERT). This study aims to provide a discussion on the practice of this low-quality and temporary online education or ERT in the current situation of Iran and other countries around the globe during the COVID-19 crisis. Moreover, this paper summarizes the literature on the history, definitions, merits, barriers, and effectiveness of online education for students and teachers from different disciplines, especially language education. The present literature review can help students and teachers grasp the current status of this low-quality and unplanned online education or ERT in Iran and other countries worldwide. Furthermore, instructors and authorities can reconsider their online teaching practices, move beyond ERT, and develop a high-quality and well-planned online education for their students based on the information obtained from this literature review and the lessons learned from the pandemic.

Teaching the standard language and skills related to it commence in first years of primary school in every educational program and it will be progressed during the next years. “Grammar” is an important factor in learning a language and due to this importance, current article analyses the ways of teaching grammar in Iranian and French text books with a comparative approach (the first to the third grade of primary school). Accumulating the content is based on library studies and research method is descriptive and analytical. According to the results of this article, French textbooks took more heed of teaching grammatical points within an appropriate “context” and variety of examples. Moreover, French textbooks used appealing stories and different suitable exercises for teaching grammar. These advantages made students to profit more from grammatical lessons which help them to communicate better in speaking and writing. On the other hand, Iranian textbooks attempted to simplify and shorten grammar rules. Also, the exercises are shorter and few. It seems that the brevity in grammatical content of Iranian textbooks in these grades restricted the ability of making sentences. Therefore, it is advisable that the authors enhance the communicative approach in textbooks. The index of this paper will demonstrate the broadness and variety of grammatical points in each textbook.

This study aimed to review the concept of cultural anomaly among second language learners. This research with a documentary and library method tries to review the intercultural communication in the language teaching and by taking a special look at the second language and the effect of this language like other languages on way of thinking; it introduces the cultural challenges in the second language learning. Culture and its inherent requirements are transferred in the bed of language, and this category shows the importance of the mechanism of language education and learning; the language is culture-oriented and in fact, the language learning interferes with the development process of other social contexts. Teaching the second language is not possible without cultural exchange. For bicultural people, the language can mean a new environment that changes the frameworks and guides the attitude of the language learner. This research tells us: the effect of the dominant cultural context on the second language leads to a better performance for the culture in the direction more favorable with the linguistic context. Accordingly, if the first language and the culture formed in that language are neglected; anomic behaviors will be appeared. In addition to this change in the language and literature of the language learners; identity changes, loneliness and alienation are other effects of virtual social networks on anomie indicators.

Linguists have long studied various language teaching approaches, such as classical education, electronic education, and contemporary face-to-face education, in the subject of foreign language education. Like other disciplines, the science of teaching foreign languages is developing and progressing. However, there is no denying the role and significance of educational and multimedia technology in the teaching of foreign languages, including Russian. This study aims to examine the use of passwords and QR codes in Iranian textbooks written in the Russian language. The research's first step, which uses the library method, defines technology, the role of technology in education, electronic learning, and the function of multimedia with a focus on films, after which the QR-code technology is described in the context of the educational process. Among its applications are the following: removing educational disparities by providing platforms for the creation and dissemination of excellent educational material; facilitating universal access to education; and speeding up and simplifying access to educational help files - enhancing the effectiveness and efficiency of educational materials; inspiring authors, professors, and writers to create multimedia educational materials appropriate for the book to aid in the learning process; assisting in becoming familiar with the correct pronunciation, cultural nuances, and other aspects of the target language.

In this assay we are trying to find some points of contact between foreign literary works and their adapted cinematographic versions as a probable method used in foreign language teaching processes with a central cultural competence and intercultural knowledge . Our first hypothesis in this study is that these two native cultural corpus, if included in teaching program, will be a useful tool for teaching a foreign language with a focus on intercultural competence. Therefore, at first, are discussed some special features of the nature of a literary text and the cinematic text or the film. In this regard, we analyze the educational and methodical reasons that, along with valid teaching resources, may validate the use of this type of native resources in the language classes and in a language course. Then methodological aspects in using this type of educational resources will be pointed out by presenting three different teaching models, so that by using the nature and structural features of a literary work and it’s adapted cinematic version, effective suggestions and practical solutions can be provided. We will see that use of this type of educational resources in language learning classes would be interesting and useful to develop cultural knowledge of the target community and help to gain a more strong intercultural competence in language learners.

The Holy Quran as a linguistic phenomenon along with divine purposes has always been considered from various aspects, including how it is taught. Nowadays, it is of special importance to formulate the basics of curriculum planning of schools and university centers and to prepare teaching models and evaluation methods. The problem of research is that most schools and centers for teaching the Qur'an do not have a theoretical and practical plan based on theories of language teaching in terms of the basics of curriculum planning and teaching models and evaluation methods, and most of the efforts are based on taste. It has been the taste, experience and imitation of others. In the meantime, it seems that the plan of teaching the language of the Qur'an by Dr. Mohammad Ali Lisani Fesharaki, following the example of the good tradition of the Holy Prophet in teaching the Qur'an and having an eye on theories of language teaching and educational psychology, seeks to change the teaching of the Qur'an in the country. By reading this book carefully and by studying the articles written in its review and by looking at the new theories of language teaching, Raqam has reviewed and criticized it in order to help eliminate some of its shortcomings, its importance and position. Warn in teaching the language of the Qur'an and offer the solution that the teaching of the Qur'an in the present time, in addition to the use of Qur'anic scholars, should train specialists in language teaching, linguistics and psychology.

The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.The purpose of this study is offering a blended learning model for Persian language to foreigners. First, the existing models of bleanded learning were studied and teaching-learning activities in blended learning language were studied, then the characteristics of learners, teachers, content, educational media and evaluation were considered. Then the challenges of bleande learning education were introduced and finally the proposed model of bleanded learning Persian language was introduced to foreigners and the validity of the model was confirmed by using the opinions of experts in the fields of linguistics and distance education.