Reviewing the feedback of simplified simple alphabets (with, in, from, in) with a cognitive approach to non-persian speaking learners

Prepositions are challenging issues in language teaching. Persian prepositions are structurally divided into two groups: simple and compound preposition. This study focused on teaching four simple Persian prepositions " az, be, bā, dær" and it aims to study Persian learner's feedback towards a cognitive teaching method of these prepositions. Two groups of non-native Persian learners participated in this study. Each group contained 15 students. The first group was control group and the second one was experimental group. The experimental grouped was taught Persian prepositions " az, be, bā, dær" by a cognitive teaching method for three weeks.  Both groups passed posttest then the results were analyzed and compared. The experimental group gained higher grades in comprehension, recognition and production of the taught prepositions. adpositions,  cognitive Approach, Input, Output.