نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 10 (بهار و تابستان 1399)

So far, many books have been written in Iran to teach Persian to non-Persian speakers, but no effective film book editing has been done yet. The purpose of this research is to prepare and compile Perfa film (1) in order to complete the educational film of Perfa collection in Shahid Beheshti University. The theoretical basis of the present research is the reference framework for teaching Persian language to non-Persian speakers and the design of film texts based on Perfa educational content has been done (1). The research method is descriptive-analytical. In this study, the structures and features of the Foreign Language Learning Film Books (Four Corners, Interchanging, and American English File) are basically based on the 2014 Hilly Framework, which is written by Dan's author. The purpose of this analysis is to obtain an approach to the compilation of educational film texts and related exercises. In response to the question of the features of linguistic and cultural representation in educational film books, we came to the conclusion that the geographical component was less used than the job and the place of work being used. Entertainment, family and education were the most used. In answer to the second question for proper content design, Perfa's textbooks and efficient format, the structure of the film Fourscorners, which includes the former / contemporaries / and after watching the film, is chosen for the film. In this research, the third question is to evaluate the compatibility of the content of the film book with the textbook through a questionnaire that consists of 36 questions by 21 Persian language teaching schools for non-Persian speakers and non-English speakers. The results showed that the teachers believed that the two examples of lessons in the categories of "homework quality", "main topic", and "writing, reading, listening" were highly symmetrical. In contrast, two examples of lessons in the categories of "cultural and social" and "images" had the least symmetry.

For teaching Persian language, like any other language that is taught as a second language, teaching skills are used. In this research, the author has tried to introduce language teaching skills such as reading and writing with an emphasis on each of the four factors of vocabulary training, grammar, meaning and culture, to recognize and apply the best practices for Persian language education to non-Persian speakers. شود. This research deals with the expression of various teaching skills, such as translation instruction method, direct method, listening-speech method, and evaluates, evaluates, evaluates and evaluates their advantages and disadvantages. That the sequence of methods of teaching a second language is the cause of the birth of a new method of teaching called communication; An approach that has not been obsolete by its innovative methods, but has led to its evolution and excellence as much as possible. Also, the present research, by stating the principles and goals of the communication teaching approach, introduces this method as the most effective method for teaching Persian to non-Persian speakers. These factors, in addition to various international relations in the economic, cultural, political, social, and educational fields, have provided the grounds for the success of non-Persian speakers in learning the Persian language.

It is in the field of language learners and teachers. In this paper, in the descriptive-analytic method and based on library studies, with a review of interdisciplinary studies at the level of academic education, on the necessity of cultivating interdisciplinary thinking in learners as a prerequisite for understanding and receiving Persian language and literature with the scope of concepts Its richness is emphasized. In the following, with the description and explanation of learning with the "problem-centered" approach, this new educational approach that has been considered in many sciences, and its vacancies in the teachings of Persian language to non-Persian speakers are quite evident in various dimensions Is.

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. ‌

Language expresses the culture, customs, beliefs and ideology of a nation. Language education and especially second language education today as one of the educational and cultural activities is the focus of universities and educational centers. Al-Mustafa Society is one of the most important institutions in Iran, which steps in the direction of teaching Persian language and tries to convey the teachings of names to its audience through Persian language. Sources have been written for this purpose over the years. In this research, using the content analysis method, we have analyzed the Persian textbooks of the Center for Language Learning and the names of Al-Mahdi based on the level of usefulness of the teachings. The components of the doctrines of the names studied in this research are verses of the Qur'an, hadiths, Nahj al-Balaghah, holy places and the names of the fourteen infallibles (AS). Based on the findings, a collection of seven volumes of Persian language teaching textbooks has been reviewed; 80% of the names of the people of the house, 8% of the hadiths and narrations, 5% of the teachings of Nahj al-Balaghah, 4% of the images of holy places, and 3% of the verses of the Qur'an were found.