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

The role of a language teacher is of utmost importance in the teaching and learning process, exerting a significant influence on education quality, student learning experiences, academic performance, personal development, and self-confidence. This research aims to identify and model the characteristics of an effective teacher for teaching Persian as a second language. Using field research and a questionnaire, the study gathered responses from 63 participants, including Persian learners and non-Iranian male and female students. The findings emphasize the paramount significance of language didactics knowledge, linguistic content knowledge, and social and emotional competencies in the effectiveness of Persian language teachers. Regarding personality traits, language learners prioritize politeness and respect towards the learner's individuality, fostering an inclusive learning environment. Actively listening to learners' opinions and building their confidence are also crucial aspects, highlighting the value of active communication. In terms of social and emotional competencies, language learners highly value the encouragement of extracurricular language learning, underscoring the need for motivation and support in terms of self-efficacy. The importance of motivational strategies and good communication competencies is also recognized, emphasizing their role in successful language teaching. In the field of didactics knowledge, language learners identify three essential competencies: providing explanations of grammar and vocabulary using real-life examples, designing clear and goal-oriented lessons, and presenting teaching content in a learner-friendly manner while adapting instructional methods. These findings underscore the importance of teaching expertise, instructional clarity, and consistency. Proficiency in reading, writing, speaking, and listening comprehension, along with familiarity with Persian language rules and vocabulary, is deemed crucial in terms of linguistic content knowledge. These competencies contribute to a comprehensive understanding of the language. In terms of technology, language learners acknowledge the significance of incorporating visual and audio tools in language learning. They also recognize the value of utilizing language teaching software, online dictionaries, translation tools, and digital resources for interactive activities such as tests and online assessments. These findings highlight the increasing role of technology in language teaching, as perceived by language learners. It is worth noting that there were no significant variations in perceptions among Persian learners, non-Iranian students, or between genders regarding the desirable traits of an efficient Persian language teacher. This research provides valuable insights for educators, informing them about the essential attributes required for enhanced educational standards and fostering a better understanding of learner perspectives.

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 Islamic Language and Islamic Education Center (Al-Mahdi School) is one of the most recorded Persian language training centers. Non-Iranian students learn Persian language in the center for six months before starting to study in the al-Mahti community ‌ Persian language training is associated with problems and injuries that are known and needed to find a solution to eliminate them. The present study, titled "Pathology of Persian Learning Content in the Language Education Center", has investigated this. For this purpose, the authors of the questionnaire and interview with learners and language teachers Persian and teachings have used names in the language of the language of the community in Qom and analyzed existing damage and problems from the perspective of teachers and instructors from the perspective of lessons, reviews and findings. In this research, textbooks, books The work and training and training films have been evaluated and evaluated from the perspective of scholars and instructors. Based on this research, along with the strengths, the most important damage to the Persian language teaching content is: not the day-to-day educational texts ‌ There is no suitable film for teaching Persian language, ‌ There is no complete coordination between the scientific group for compiling the textbook. There are also suggested ways to improve the quality of Persian language education content in Al-Mahdi School. ‌

Using or not using the first language has been considered a challenging issue among language teachers. The use of the first language in teaching has been affected by the traditional methods of language teaching, which for some researchers has no theoretical or practical justification. However, with the advent of the CLT approach, teachers were allowed to use the L1 judiciously. In this study, an attempt is made to examine how language teachers use the first language in different situations in EFL classes. Observation and interview analysis were used to gather data. The results of this study showed that teachers use first language in the following areas: 1) teaching grammar; 2) teaching expressions and proverbs; 3) teaching vocabulary; 4) aiding comprehension; 5) establishing discipline; 6) clarifying cultural issues; 7) comparing L2 structures with those of learners’ L1 and 8) defining the function of words and sentences. Moreover, the Chi-square (X2) test was used to find significant differences among male and female teachers. Overall, this study provided insights into how to better incorporate first language into L2 language classes, basing our arguments on the teachers’ experiences.

In recent years, we have witnessed significant progress in teaching Persian to non-Persian speakers. Of course, this can be evaluated in many ways. Language testing can be considered as one of the best ways to discover the existing flaws and weaknesses of language teaching. One of the methods in promoting education is "educational analysis" by which we actually obtain information and evidence to control the quality of education and teaching and determine the learner's progress. In this research, we try to critique and evaluate the third book test of Al-Mustafa Persian Language Training Center in Qom with a descriptive-field method, so that we can understand the relationship between assessment and training and the correct patterns of evaluation and analysis of errors based on evaluation standards. And describe them and thus clarify the degree of observance of this pattern in the tests of that center. What has been considered as a special sub-chapter of test-making in this research is the evaluation and critique of the standards of a test at the level of the third book and determining the level of goal setting in order to achieve the long-term learning goals in the field of language learning. The results of this research show that the purpose test in some parts has drawbacks and shortcomings that even take the test out of the language path; Therefore, according to the standards of testing, it needs to be changed and modified.

Humans have an image of it in their mind before doing anything, and this initial image determines their direction in doing that task. We call this imaginary image with power. In fact, ideas are the judgments and judgments of our minds about external objects and actions. Teaching a second language is no exception, and language learners create a mental image in their minds before and during training with their own ideas. Linguistic ideas are sometimes personal and related to the learner and sometimes related to external components. External components are sometimes related to the target language and sometimes related to aspects of the language such as: teacher, educational environment, text, etc. In this article, some of the learners' ideas such as; Lack of self-confidence, knowing the second language higher or lower, the need to learn a second language in a short time, not having the right age to learn a language, learning a second language in a non-classroom environment, learning a language without practice and only with memory, learning a second language like a mother tongue It was mentioned. Recognizing and reinforcing positive ideas and changing negative ideas, while making the language learning sweeter for the learner, helps the teacher to be able to teach the second language to the learners better and the teaching process of the teacher to be done with better quality.

The lexicon of a language, together with its grammar, constitute the foundation of that language. Meanwhile, the pronunciation and the particular accent to each language also play a significant role in shaping their unique structure. Pronunciation and accent are usually the first indicator of whether a speaker belongs to the native speaker community of the language. Frequent incorrect pronunciations or unusual accents can obstruct the conveyance of what is intended and extremely impact the success of the communication. The interfering effect of pronunciation patterns that are common to one’s mother tongue is one of the most important factors affecting the quality of pronunciation of a foreign language. Acquiring the correct pronunciation thus requires familiarity with the phonetics and phonology of one’s mother tongue as well as that of the foreign language particularly in contrast to each other, so that the situations which cause interference in the phonetic structure of the foreign language are understood better and consciously considered when pronouncing the phones and words of the foreign language.

Recent studies on assessment of Iranian learners’ motives has answered the two following questions; first, do learners’ motives of learning German language play a role on choosing an institute. Second, what type of outcomes do the motives and the purpose of german language learners have on an educational procedure?
On this descriptive survey research using Likert scale on 150 Iranian german language learners in the two targeted groups in which one had studied in an Iranian institute and the other participated in a German language institute in Iran.
Early findings have shown the difference in learning motives and the reason of choosing an institute in the two groups. Therefore the role of "difference in motives" in choosing a location for learning has been confirmed.
The other achieved result was the educational books of German language, which are compiled in German are suitable for those learners who are planning to migrate to that area, therefore designing and complying of local content is necessary.

There are many factors involved in the education process that are very important to study in order to strengthen and increase the quality of education. Among the influential factors in language teaching, the role and position of the teacher is irreplaceable and vital. As a basic and important element of education, the teacher, in addition to having scientific characteristics and the dignity of teaching, should also have some special moral components. The titles of Ethical Components of Persian to Non-Persian Language Teachers seem to be common to other masters, but these seemingly common titles are very different in terms of content. Ethical components that a teacher in the general sense and especially a Persian language teacher should be equipped with are: patience, intimacy and expression of love, respect for language learners, no ridicule, encouragement, fairness in time, non-discrimination, humor, Humility, having an approximate look. Apart from the above, some other moral components such as criticism, appearance, discipline, piety, sincerity, sense of responsibility, seriousness in work, benevolence and helping others are considered for the Persian language teacher, which are not addressed in this article. And only the items that are more important are dealt with.

This paper investigates the effectiveness of those activities which are based on all types of strategies for teaching conversational skills. These strategies are practiced in the form of 17 activities and their effectiveness on the oral language performane of Persian learners has been investigated. The second language learning strategies in this research are dependent on two Kuhn''s paradigms and include «learning» and «using» second language. The former consists of recognition and acceptance of materials¡ distinction from other materials¡ categorizing them for a better learning¡ constant involvement with materials¡ using common memorization methods for rehearsal to improve natural conversation learning. The teacher''s Linguistics and Iranology knowledge in choosing teaching materials¡ producing similarities and differences in two languages¡ lexical and syntactic categorizations of activities based on the first to the third strategies were implemented in the classroom. Informal gatherings¡ appropriate assignments of certain tasks like memorizing the dialogues or proverbs were practiced for the fourth and the fifth strategies. These strategies were applied on 19 undergaduate intermediate Persian language learners¡ with Slav mother tongue in 5 successive semesters from 2011 to 2013. In this research¡ it was affirmed that there is a positive correlation between using strategic activities with the improvement of converational skill of language learners. That is¡ the more learners are active in the activities related to strategies¡ the better they become in the conversational skill.

The present study aimed at investigating the initial and final attitudes of Iranian EFL learners in two different age groups (8 and 11 year olds) during one year of inquiry and seek to witness whether the language learners’ age of starting foreign language learning can influence their attitudes or not. The participants’ attitudes were measured via questionnaires and interviews. The modified AMTB (Attitude Motivation Testing Battery) used in this study was designed in such a way as to measure the learners’ attitude in eight different domains (Learners’ interests in foreign language, Attitudes toward English speaking people, Attitudes toward learning English, National identity, Integrative orientation, Instrumental orientation, English class anxiety and parental encouragement). Our focus in the present study was on the participants’ performance on the first four attitudinal domains and also their performance on the whole questionnaire so the participants’ answer to these relevant items on the questionnaire (items related to the first four domains) and also the whole questionnaire was subject to statistical analysis .For the first four domains, results of the study showed that our participants hold positive attitudes towards foreign language learning and learning English both at the beginning and also at the end of inspection. For their attitudes towards English culture and its speakers and also their national identities, our learners in different age groups revealed different patterns. Taking the total attitude picture into consideration (the questionnaire as whole with all its 8 domains) however, there was not any significant difference between the attitudinal behaviors of participants of two different age groups of this study.

In Persian Grammatical structure, the subject of verb is a complicated is- sue, especially for those who want to learn Farsi as a second language. One of the kinds of verbs that has not been analyzed or less mentioned in Persian Grammatical materials and studies, is a group of verbs that in this article, are referred to as “substitutional verbs”. Also evidence are given to show the changes of Persian verbs from the meaning point of view. The substitutional verbs usually play a greater role in expressing meaning more than the main verb itself. Therefore, the meaning and usage of the substitutional verbs in modern Farsi language should be explained to Farsi learners.