Teaching Persian language to Non-Persian Speakers Through Folk culture and Stories (Based on The Tales of mashdi Galin khanoom)

One of the areas that can be effective in teaching Persian language to non-Persian speakers is public culture and etiquette; Folktales are interesting for the audience due to their relatively simple language and regular storyline, and despite their simple appearance, these stories pay attention to issues that, in addition to showing cultural and folk characteristics, are very deep and influential for humanity, and in the discussion of themes Psychological also have a special place. Based on this, teachers can familiarize Persian language learners with cultural characteristics of Persian speakers through texts and folk tales. Therefore, it’s important to attention to the field of public literature in the discussion of teaching Persian language, and it introduces language learners to the different aspects of the culture of the Persian-speaking society, despite this issue, so far, this discussion has not been paid as much attention as it should be.This article intends to introduce the advantages and disadvantages of this book in the direction of teaching Persian to non-Persian speakers, using a descriptive-analytical method, with library tools and relying on the stories of Mashadi Galin Khanoom. The selection of these stories, which have been published in English as Persian Tales and have attracted the attention non-Persian speakers, created the hypothesis in the minds of the authors that this book can be a suitable model for teaching Persian. The results of the review of this book show that the conscious selection of folk stories can be effective in transferring popular culture to non-Persian speakers
 
Extended Abstract:In the education of culture, it should be noted that the literature of a nation is a useful tool for understanding the culture of that society. Because the environment, the matching of characters with the environment, ideas, values, habits and personalities of the characters in the literary masses make the characteristics of that society cultural for language learners. Therefore, getting to know the culture of any language is important to strengthen it. Because if language learners are familiar with the customs of a society, they will be more successful in communicating with that society. Also, the familiarity of language learners with the culture of the target language makes them compare it with their native culture, and in this regard, participation in the class increases, and this has a direct relationship with increasing their knowledge and awareness.
 mashdi Galin khanoom 's stories are very much in the field of Persian language education through popular culture and etiquette, because this collection is for receiving short stories in common language. The shortness of the stories, simple and common language, the use of idioms and parables, and such things can be attractive for learners. Also, some of the moral concepts in the book, which includes common concepts in different cultures, can cause students to participate.
The current research has been carried out using a descriptive-analytical method and library tools. Along this research, first of all, the stories of mashdi Galin khanoom and their characteristics in relation to the teaching of Persian language and its culture have been extracted and some parts of it have been analyzed with an educational approach.
Getting to know the vernacular is useful for the learner to better understand the language and culture of the region, but the vernacular and sometimes incorrect use of words, phrases and grammatical commands in the sentences is the basis for the learner to use the language incorrectly. Along this, any corrections must be made by the teacher.
Some features of mashdi Galin khanoom's stories make these stories suitable and useful for teaching language. These features are divided into two linguistic and cultural groups.
Linguistic advantages
Use of non-Persian words, narrative and story style, use of common language, use of language characters in the dialogue between characters. Each of these linguistic advantages can provide language learners with a suitable syntactic model in accordance with the use of popular language.
Cultural advantages
Transferring folk customs and beliefs, common swears and oaths, use of allusions and folk expressions, use of prayer sentences and the last prayer of each story. Based on this, folk tales can be analyzed from scientific, cultural, historical, philosophical, sociological and psychological aspects. These stories reflect the linguistic, cultural, historical and personality characteristics of a society, which is why it is necessary to pay attention to them in the field of education.
However, using these texts in language teaching can have disadvantages. Such as: incorrect use of prepositions, use of common language (broken words and moving parts of sentences), misogyny, superstitions, insults and vulgar words.
Such disadvantages can, in addition to teaching incorrect language structure and presenting wrong language models, convey beliefs and beliefs to language learners that distort the face of Persian language in front of non-Persian speakers. Based on this, the language teacher must make the right choice in this regard so as not to cause serious damage to the language.
This research introduces the advantages and disadvantages of the book of mashdi Galin khanoom for teaching Persian language to non-Persian speakers, which leads to the practical selection of texts, and Persian language teachers can use them to provide accurate education for non-Persian speakers.  The results of this research show that many popular literature texts have the ability to be included in the curriculum of Persian language teaching, but nevertheless, a careful selection of these texts should be made by the teacher, which is a suitable model both in terms of language and in terms of Culture should be available to language learners.
Conflict of Interest
The authors have no conflicts of interest to declare.