جستجوی مقالات مرتبط با کلیدواژه « Chinese Persian learner » در نشریات گروه « ادبیات و زبان ها »

The comparative study of Chinese and Persian proverbs can, on the one hand, increase the understanding of mutual culture between the people of China and Iran, and on the other hand, it can be used in the teaching of Chinese and Persian languages so that language learners can better understand the language and culture of the two countries. Due to the lack of research for the educational classification of Chinese and Persian proverbs, in this research, Chinese and Persian proverbs have been classified and described in four groups using formal and semantic features: the first group includes proverbs with similar literal and figurative meanings, the second group includes proverbs with similar literal meanings but different figurative meanings, the third group includes proverbs with different literal meanings but similar figurative meanings, and the fourth group includes proverbs with different literal and figurative meanings. The four-fold classification of Chinese and Persian proverbs, along with examples extracted from the selected source, indicates that proverbs with different literal and different figurative meanings rank first in terms of the highest number of proverbs, those with similar literal and similar figurative meanings in second rank, those with different literal meanings but similar figurative meanings in third rank, and those with similar literal meanings but different figurative meanings in fourth rank. The pedagogical implication of this research seems to be as follow: Persian proverbs with similar literal and figurative meanings to their equivalent Chinese proverbs are more effective for teaching at a basic level; Persian proverbs with different literal but similar figurative meanings to their equivalent Chinese proverbs are more effective for teaching at an intermediate level; Persian proverbs with similar literal but different figurative meanings to their equivalent Chinese proverbs are more effective for teaching at an advanced level; while Persian proverbs with different literal and figurative meanings are effective for teaching at all levels.

One of the basic and necessary steps in teaching Persian language to non-Persian speakers (AZFA) is to collect and record raw linguistic data and prepare the corpus of non-Iranian Persian learners and describe the data using linguistic theories. The present study was done with the aim of taking a small step towards creating the production corpus of non-Iranian Persian learners and also getting to know more about the grammatical features of Farsi learners' writing. The main question is about the characteristics of the grammatical structure of Chinese Persian learners' writing at the intermediate level. The subsidiary question is about the effectiveness of the category grammar and the level in describing the grammatical structure of the intermediate language of Persian learners. This research employed a descriptive-analytical, and it was carried out by using linguistic corpus taken from the final writing test of 36 Chinese Persian learners of the Persian Language Education Center of Imam Khomeini International University based on the linguistic theory of category and measure. The findings showed that the sentence structure in the writings of intermediate level Chinese Farsi learners is mostly of the nuclear type, ordered and definite, but dependent and inverted clauses are also seen in the writings. Another finding is that, on average, the current group of each sentence has characteristics such as personal, definite and positive, and the current group of impersonal and unknown direction is almost invisible. The distinguishing characteristic of the nominal group is its non-dependent and single-dependent nature; but the adverbial group is almost equally marked and unmarked. The research has also confirmed the effectiveness of category and measure order in describing Chinese Persian learners' writing accurately.