جستجوی مقالات مرتبط با کلیدواژه "آموزش" در نشریات گروه "ادبیات و زبان ها"

The assessment of textbooks, thoughtfully considering the requirements and aims inherent to the realms of pedagogy and learning, plays a pivotal role in refining the educational process. Furthermore, it yields invaluable insights that inform pedagogical planning and classroom management. Within the specific context of imparting Persian literature to non-Iranian students, an apparent scarcity prevails concerning educational materials underpinned by substantial scholarship. Moreover, the available literature lacks a comprehensive scholarly examination. This research is dedicated to evaluating the prospective efficacy of an educational textbook tailored for foreign students, with a particular focus on the realm of literary education. The textbook in question, entitled Teaching Books of Persian Verse Literature (Volume 1), is from the esteemed Fārsināma Collection and is assessed through the discerning eyes of Persian literature instructors. The methodological approach employed here entails a custom-crafted questionnaire encompassing 12 primary sections, each comprising 60 distinctive items. It is essential to note that this questionnaire underwent a rigorous process of validation and reliability assessment. A total of 29 participants, Persian language and literature instructors, contributed to this research, with a distribution of 18 females and 11 males. These educators, aged between 25 and 45, have accumulated approximately five years of teaching experience in their field. The comprehensive analysis of the data culminates in notable findings, affirming the commendable desirability of the textbook designed to facilitate the instruction of Persian literature for non-Persian speakers. Notably, the findings indicate that the section dedicated to specialized literary education assumes the highest rank among the 12 sections subject to evaluation. Furthermore, the domains of listening, speaking, reading, and writing skills also secure a prominent position in the hierarchy of desirability. The ramifications of this research extend beyond the enhancement of educators' awareness regarding the affirmative attributes and limitations of the textbook. It concurrently beckons authors to undertake the composition of pedagogical materials that bear the hallmarks of greater scholarly rigor and suitability, thus contributing significantly to the advancement of the discourse within the pedagogical domain.

Idealism, the oldest philosophical system of human, due to his knowledge of Man as a mind-based creature and of learning as a rational-intellectual phenomenon has affected educational schools of the world. Religious schools due to their belief in the primacy of soul and mind, intuition and dialectic and innateness of knowledge, have been affected more. The current research is an attempt to employ qualitative meta-analysis to compare the idealist schools of education in Islam and West in different dimensions. The research findings revealed that both schools have been affected by idealism in four dimensions of objectives, curriculum, teaching methodology and role of trainer-trainee. Yet, Islamic idealism is more realist in theory and believes in a balance between fulfilling spiritual and material needs of learner. In objectives, unlike the western schools which considers learner as mere object, the Islamic school considers the learner as object and subject of education and underlines his material and emotional needs and interests. Also, both schools believe that dialectic is the major teaching methodology but Islamic view believes in a diagnostic phase before dialectic.

The primary task of all educational systems is to prepare the student's mind for the future in the context of culture. For this reason, researchers and thinkers entered the field of education and considered investing in human intellect to activate educational perspectives as one of the most central processes. However, realizing this vision requires understanding the relationship between education and culture, including components of culture in educational curricula and materials, discovering these components, and highlighting them in the teaching process for students. The aim of this article is to highlight the cultural components as the depth of the content of the curriculum of the book "Arabi, Zaban Qur'an (1)" in the tenth grade in the field of humanities in Iran with its counterpart, the Arabic language book "Let's Get Creative" in the tenth grade of secondary school in Egypt, which is evaluated through Quantitative measure of cultural components. The entire content of the two books is a statistical community in this research. At first, the data is presented in the form of tables and graphs, and then it is analyzed descriptively - analytically. The results showed that the Islamic (45%), social (67%) and religious (15%) contexts in Egyptian textbooks and the Islamic fields (54%), religious (84%) and cultural production (70%) are the most common in Iranian textbooks. These are the Islamic and religious aspects that despite They differ in the number of uses together, on top of the cultural components used in the textbooks above.

Lexical collocation is a crucial and fascinating aspect of most languages, marked by pairs of lexical words that frequently and naturally appear together, forming consistent combinations. Learning collocations by language learners not only expands the learner’s vocabulary but also enhances communication skills and fluency. This paper aims to study various perspectives on collocations and introduces the type of “dvandva compounds” as a lexical collocation. It presents a model for teaching collocations in dvandva compounds to non-Iranian Farsi learners. Additionally, it evaluates the results of tests used to assess the comprehension of these collocations by foreign learners of Persian. The findings indicate that a lack of practice in learning contents makes it challenging for foreign learners of Persian to understand these types of collocations. This underscores the importance of including collocations in dvandva compounds in Persian learning content for non-Persian speakers.

In the comprehensive scientific roadmap of the country (Iran), the promotion of Persian language as a science language among other international science languages is taken into consideration. One of the ways to reach this goal is suggested as expanding the usage of the Persian language. To achieve the goal, which can be raised in the field of Persian language policy making, it is necessary to understand more about the linguistic content properties and the basic concepts that are taught in the textbooks to students. The description of these features can be considered when preparing the language content. In this research, a corpus of textbooks from grades 1 to 6 (the primary school period) is developed that contains around 208,000 words and annotated. These courses include Farsi, Experimental Sciences, Social Studies and Heavenly Gifts. All the sentences of different courses are written in plain text files, separated by grade and course, and after normalization in the pre-processing process, they are annotated automatically at four levels: broad transliteration, lemmatization, part-of-speech and syntactic constituency parsing. The results of this research can help to know more about the content of textbooks and to be useful in the fields of education and policy making in language planning.

Analyzing the Persian written errors of students can help to identify the problems and shortcomings of the Persian script, and by using this tool, we can understand the problems of Arab learners in learning words, phonemes, pronunciation and their impact on spelling, and ultimately the role of learner in the process of teaching the Persian language to the non-Persian speakers in all four language skills. By classifying their errors and analyzing them and providing useful solutions, we can improve the quality of learning learners.Therefore, our purpose in this study is to analyze the causes and how this kind of errors make in the mind of the learner, pronunciation, and writing. On the other hand, the causes of a significant number of written and spelling differences caused by the Persian script while arabs are learning, can be considered as intralinguistic (native language) or extralinguistic errors. One of the results of this study is the identification and categorization of Persian script and writing errors as well as the provision of educational solutions that can be one of the most important and essential teaching the writing to Arab learners of Persian; In particular, in addition to spelling, the role of the script in reading and writing skills is also very prominent. It is effective in accelerating learning of learners.

Einleitung:

Ziel der vorliegenden Studie ist es, zu untersuchen, welche Bedeutung die kulturbiografischen Faktoren in DaF-Lehrwerken der sechsten Generation haben. Der Fremdsprachenunterricht wird als der zentrale Ort der Begegnung zwischen mindestens zwei Kulturen betrachtet, und dies kann manchmal zu Missverständnissen und Vermittlungsproblemen beim Sprachenlernen führen. Daher ist es sinnvoll, jede Gruppe von Lernenden als unabhängige, wenn auch sehr kleine Kultur zu betrachten. Bei der Erstellung von Lehrwerken ist es wichtig, dass die neuen Lehrwerke auf der Grundlage der Lernbedürfnisse von Sprachlernenden konzipiert und zusammengestellt werden. Daher ist die Berücksichtigung der Altersgruppe, Lerngewohnheiten und Traditionen der Lerngruppe eines der wichtigsten Ziele der Fremdsprachendidaktik. Die wichtige Forschungsfrage lautet nun: Warum ist es wichtig, bei der Konzipierung und Gestaltung von Lehrwerken auf die kulturbiografischen Faktoren der Lerngruppe zu achten? Und inwieweit wurde dies bei der Erstellung von Lehrwerke der sechsten Generation, vor allem für die iranischen DaF-Lernende berücksichtigt? 

Stand der Forschung:

Das Ziel dieser Forschung besteht darin, die Faktoren der Kulturbiographie in der Fremdsprachendidaktik zu untersuchen, und bisher wurden viele Forschungsarbeiten auf diesem Gebiet veröffentlicht. Einerseits glauben Einige, dass die Durchführung pädagogischer Lernziele nur dann effektiv ist, wenn die Lehrkräfte für die Integration der kulturbiografischen Faktoren der Lerngruppe in den Fremdsprachenunterricht mehr sorgen können. Andererseits glauben die anderen, dass Verallgemeinerungen im Unterricht vermieden werden sollten und Lehpersonen keine strengen Grenzen zwischen Lernenden aus verschiedenen Kulturen ziehen sollten. Einige Forschungen besagen, dass es eigentlich keine einheitliche Lernkultur gibt, sondern dass man ebenso viele Menschen, Lernstile, Inhalte, Schwächen und Stärken findet. Angesichts der spezifischen Auswirkungen der Alltagskultur auf die Lernstile ist es außerdem notwendig, Lehrmethoden zu entwickeln, die die verschiedenen kulturellen Dimensionen wie Individualismus und Kollektivismus, Machtdistanz und Kurz- oder Langzeitorientierung berücksichtigen. Schließlich ist es nur durch die Interaktion mit unterschiedlichen Kulturen möglich, die Kriterien lernbiografischer Faktoren zu kennen und daraus Nutzen zu ziehen und Lernergebnisse zu verbessern.

Methodik:

Zur Realisierung des Forschungszieles folgt diese Arbeit einer analytischen Methode. Zwei Lehrwerke „Das Leben“ und „Starten wir“ auf dem B1-Niveau werden mit Hilfe der von der Forscherin erstellten Kriterienkatalog analysiert.    Kriterium 1: Gibt es im Lehrwerk Übungen, bei denen das kritische Denken des Lernenden gefördert wird?   Sind im Lehrwerk unterschiedliche Sozialformen integriert?  Kriterium 3: Gibt es im Lehrwerk Übungen, die die Emotion und Motivation des Lernenden zum Weiterlernen erwecken?   Kriterium 4: Entspricht die Progression der Lerngruppe?   Kriterium 6: Gibt es im Lehrwerk Lerntipps, die auch Lernstrategien aufgreifen؟Die Ergebnisse zeigten Folgendes:1. „Das Leben“ ist besseres Lehrwerk als „Starten wir“, da es Übungen mit Partner- und Gruppenarbeiten nutzt, um die individuellen Meinungen und Überzeugungen der Lernenden herauszufordern.2. Beide Lehrwerke haben alle unterschiedlichen sozialformen verwendet, darunter Einzel-, Partner-, Wechsel und Gruppenarbeiten.
3. Beide Lehrwerke haben eine langsamen und flache Progression.4. In beiden Lehrwerken werden, mit einem leichten Unterschied von 14 (Das Leben) zu 13 (Starten wir), unterschiedliche Lerntipps zum Lernen verschiedener Sprachelemente wieGrammatik und Wortschatz eingeführt.5. Beide Lehrwerke zeigen nicht nur ausreichend Aufmerksamkeit für die kulturbiografischen Faktoren der iranischen Lernenden, sondern bieten auch die Möglichkeit, die Vielfalt der Lerntraditionen in anderen Kulturen kennenzulernen und sich damit auseinanderzusetzen. FazitDie Ergebnisse deuten darauf hin, dass die Lehrwerke der sechsten Generation die kulturbiografischen Faktoren der iranischen Lernende weitgehend berücksichtigt haben und sie ermöglichen Deutschlernenden im Iran die Begegnung und Auseinandersetzung mit Lerntraditionen anderer Länder und Kulturen. Aus diesem Grund kann man sagen, dass beide Lehrwerke für den Unterricht für Deutsch als Fremdsprache im Iran geeignet sind. Ergebnisse haben darüber hinaus gezeigt, dass sich beide Lehrwerke im Bereich der Einführung didaktischer Lertipps zum Erlernen verschiedener Sprachelemente teilweise schlecht eingesetzt haben. Daher wird empfohlen, dass die Lehrpersonen, wenn sie diese Lehrwerke im Iran verwenden möchte, bei der Vervollständigung der Lerntipps sorgfältiger vorgehen sollten.

The purpose of the current study is to investigate and analyze the process of teaching Persian language to non-Persian speaking students in the universities of the medical sciences in the country.

The research was conducted by using the qualitative method and interviewing with the executives. The research environment consisted of the central universities of medical sciences located in Tehran Province and the Ministry of Health. The interviews were analyzed by using the content analysis method and MAXQDA10 software.

The were categorized as follows: 1)  The factors affecting the necessity of learning Persian language such as: Academic factors (five factors), personal factors (six factors), academic factors (seven factors), and international factors (three factors); 2) The Persian language teaching challenges: Knowledge challenges (nine challenges), software challenges (seven challenges), the individual challenge (one challenge), the challenges of the university (twenty challenges), the challenges of the educational institutions (two challenges), and the international challenge (one challenge); 3) The Persian language teaching opportunities: Academic opportunities (five opportunities), software opportunities (four opportunities), individual opportunities (two opportunities), the opportunities  of the university (four opportunities), and the opportunities of the educational institutions (three opportunities).

It is necessary for the educational managers of the medical sciences to consider the seven suggestions mentioned in the current study in the field of planning, programming and executing the university activities

he legality of the language structure is one of the strength factors of that language, which looks very simple and obvious; But the problem shows itself when these experts do not reach a single point of view and opinion, which will result in creating irreparable gaps in the language education system and weakening the language structures. The aim of this research is to answer the question of whether grammar writers' differences of opinion are an obstacle in teaching grammar by showing numerous examples of differences of opinion among Persian grammarians.

By examining more than ten common Persian grammars (traditional and modern) in the two parts of language analysis and composition, the author has found the difference in views and explained them. Based on this, the method of this research is descriptive-analytical.

In literary discussions, especially when its about grammar, the weak role of Persian Language and Literature Academy has been mentioned. The result of this lack of attention is the writing of books related to literary sciences in an individual and isolated manner. This distinction is more specific and objective in Persian grammar (disaggregation and composition); As can be seen in the analysis section in the topics of essence and meaning and noun structure, infinitive noun and infinitive result, types of verbs in terms of transitive and intransitive, verb structure and types of adverbs. For example, in the topic of adverbs, Modarres Tabrizi divided them into nine sections in his book of instructions (Modares Tabrizi, 2008: 77). The division of other grammarians is also like this. The topics presented below are the topic of "adverb" in the grammar books The proposed topic - Noun adverb, verb adverb Khayyampour Specific adverb and common adverb Anvari Marked and unmarked adverb, adverbial complement Vahidiyan Adverbs of time, place, quality, amount, condition, doubt, state, etc. Shariat Or if we consider the sentence "He is an athlete" and examine the word "is" from the point of view of grammarians, we will reach several opinions. Examining the role of "is" in the noun phrase from the grammarians point of view Modarres Tabrizi Vahidiyan Anvari Khayyampour Word imperfect verb documentary verb linking verb Conjunction Is In the composition section, this difference of view can be seen in the topics of complement, pure, subject, apposition, interpretive sentences and additional compounds.

The correct and regular teaching of a language is possible when the possibility of accessing a comprehensive and imperfect grammar prevents the learner from falling into the unevenness of education, and in any case, it is difficult to guide him in this direction. The Persian language has also provided students with access to grammar since at least one hundred and thirty years ago with the efforts of philosopher in the field of Persian language and literature; But in this long period, the lack of a single reference to resolve the differences of different grammar points of view has practically turned the plurality of grammar sources into an obstacle in the way of education. It must be admitted that apparently, in teaching grammar, the fundamental problem is not the correctness of one opinion or the incorrectness of another one; Rather, the problem lies in the insistence of literature and language professors, especially in the field of teaching, on their own learning at different stages of the country's educational system. At any stage, they insist on what they have and do not cite any source other than their accepted source.

Teaching grammar has long been an integral part of second language instruction. There are different approaches to teaching this language component. Direct instruction, instruction meaning without emphasis on grammar, and combination instruction are the three basic approaches. On the other hand, providing corrective feedback on learners' mistakes is another critical issue in language teaching in which learners' beliefs and attitudes are influential. This study investigated the impact of nationality and point of views of learners and their teachers on their attitudes toward teaching grammar and providing feedback. For this purpose, a questionnaire was distributed among students from Russia, South Korean and Iraq and teachers who teach for each of these three nationalities, and their results were analyzed. According to the results, both teachers and language learners believe that learning grammar helps to learn Persian. However, only language learners believe that learning grammar also helps with communication skills. Also, in general, language learners have a more positive approach to direct instruction than instructors. On the other hand, not all language learners like to correct their errors directly, but tend to have their teachers point out their errors with indirect feedbacks. The study also provided details on differences between learners of different nationalities in their teaching grammar and receiving feedback.

Considering one of the earliest calls for applying pragmatics in second language, Kasper and Rose’s (2002) study “Is Pragmatic Teachable?”, pragmatic features have been analyzed during the last 20 years in EFL/ESL contexts. The amalgamation of studies has been conducted on many speech acts around the world within the last two decades, among which request, apology, and refusal are considered as the most-appreciated speech acts in Iran. The purpose of the present paper is to unravel the overall effectiveness of the intervention on the speech acts of request, apology, and refusal in an Iranian EFL context. To this aim, out of a total number of 80 studies, 57 papers were chosen based on the inclusion and exclusion criteria, which were coded for the analysis. The results of the study revealed that the instruction of request, apology, and refusal is effective and generated a mean of (g = 1.43) which is significant, reflecting a quite large gain of instruction. The paper concludes with pedagogical implications and suggestions for future studies.