پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 23 (بهار و تابستان 1401)

Fundamental and exploratory researches on second language teaching accompany each other. The more we contemplate about second language teaching and researching the educational foundations, the more we find the importance of many subtopics that have a huge impact on second language teaching. For example, the greater the link between the second language and the first (or mother) language of the language learner (in terms of language or linguistic proximity or the cultural communication of the first and second language speakers), the more the fields of reinforcement of second language education are provided. Strong links between Persian and Arabic, mutual borrowing of many words between these two languages, and cultural and religious communication between Arabic and Persian language speakers have a great positive effect on teaching the Persian language to Arabic learners. On the other hand, the myriads of common vocabulary between Turkish and Persian makes the work of Persian language teaching a little easier for Turkish learners; Therefore, it is appropriate to pay attention to this important point in the development of educational material and provide content that is made up of linguistic commonalities, especially common vocabulary. Persian morphological construction, the importance of prepositions, and the strong link between prepositions and verb phrases are among subtle tips in teaching the Persian language; That is, the morphological structure of Persian makes its syntagmatic axis more flexible in the phrasal movement transformations, in comparison to other languages. So, the things that demonstrate the importance of paying attention to prepositions in Persian language teaching are what implications and concepts have prepositions in sentences and with which verbal phrases are they more proportional? The use of vocabulary music, proportion, and balance in the construction of symmetries and sentences have been and still are the focus of teachers, and in some dialects, it has created a particular type of musical symmetry in their oral literature. In second language teaching, the use of such symmetries and proportional, balanced, and musical sentences are of great educational value. The special culture and ideas of the people of every nation towards humans and the world are of cultural importance that has not been left out by language analysts and scholars, and we have witnessed various research in this field. Paying attention to the male or female gender in a text and their polyphonic presence can increase the motivation to read and learn a text prepared as educational content. Of course, it is very clear that every target text that is prepared for teaching a second language has a certain dominant worldview, and in analyzing its language and thought, we can find that particular worldview or thought that the speaker is conveying. Therefore, such a view toward the male or female gender shows itself in educational or selected texts for language teaching. Therefore, this type of cultural and cosmological discussion, as a satellite and secondary discussion in the field of language education, can facilitate the process for the benefit of the language learner.

Extensive cultural relations between Iran and the Arabs have led to the exchange of many words between Persian and Arabic, which the share and manner of entering Arabic words (loanwords) in Persian is much more and significant. Sometimes these common words, by preserving the meaning of the first language (Arabic), accelerate the learning process of Persian learners; but there are several words that, despite maintaining their appearance, have undergone semantic and practical changes over the centuries. In some cases, these words have been allocated, reduced, and sometimes expanded in meaning in terms of scope and the inclusion of meaning, which increases the vocabulary of the Arabic learner in the target language (Persian), and finally, sometimes we observe the semantic change of the involved Arabic words as a change of meaning, which in this case, due to interference with the mother tongue (intralingual errors), the learning process of Arabic speakers is disrupted and reduced.There are also some Persian loanwords in Arabic that are observed in two ways: 1. Involved words without change in phonetic form. 2. Arabicized involved words. With localization, these types of words have been used in Arabic with various phonological processes. In this study, while categorizing and introducing them to learners, we show how teachers can also enhance the learning process of language learners in the skills of understanding texts, vocabulary as well as speaking and writing skills by increasing their knowledge of words and their uses in teaching and content production.

Because of its fundamental role in improving learners’ communicative competence, willingness to communicate (WTC) has been the focus of attention in the field of second language acquisition (SLA). A bulk of research has investigated the antecedents of WTC in English as a Foreign Language (EFL) setting. However, this construct has not received much attention for the learners of other foreign languages. As an attempt to shed more light on this domain of research, this research sought to investigate the effects of grit and ideal L2 self as predictors of L2 WTC among learners of Persian as a foreign language. For this purpose, a number of 153 Persian learners among the international students of University of Kurdistan were selected as the participants. The data were collected by distributing the instruments measuring the three target constructs (i.e., WTC, grit, and ideal L2 self). A structural equation modeling (SEM) approach was utilized to test the hypothesized structural models for the relations between these variables. The SEM results indicated that although both variables significantly affected WTC, the unique effect of ideal L2 self was greater than grit for learners of Persian as a foreign language. The implications of these findings are discussed at the end.

Due to the vital role of prepositions in Persian sentence structure, they are considered among the most frequent words in this language. Hence, teaching these words to non-native speakers of Persian is one of the important aspects of teaching Persian as a second language. This study attempts to investigate preposition errors made by Arab students learning Persian based on the theory of error analysis. To conduct the study, 50 Arab speakers learning Persian as a second language in the Center of Teaching Persian to non-Persian speakers at Ferdowsi University of Mashhad participated in the study. The gathered data from their composition writing are divided into three categories of errors in terms of their origin to “inter lingual”, “intra lingual” and “ambiguous”, and into three categories in terms of their type including “substitution”, “deletion” and “addition”. The findings of the study revealed that the highest percentages of errors in terms of the origin are attributed “intra lingual” errors (79.50%) in terms of the origin and “addition” prepositions (65.36%) in terms of their type. In this study, statistical description of errors generated by Persian learners are also provided based on which policy makers can improve textbooks and teaching methods in this field.

Today, the preparation of educational content according to the needs of Persian-Arab-speaking students has become one of the basic concerns of designers of educational resources. According to the findings of previous researches, most of the books authored for teaching Persian language are not based on foreign language teaching standards and sometimes have weaknesses in the arrangement of the contents, little attention to cultural and intercultural elements and lack of simultaneous strengthening of language skills. to be Therefore, this research is based on using the method of qualitative content analysis and referring to the basics of foreign language education content preparation, while providing the necessary indicators of writing Persian language teaching books for Arab-speakers, to review one of the two-volume education books. Persian language to Arab speakers with the title "Rihlah Ma Al-Farsiya" by Masoud Fekri and Seyyed Ali Abutalebi. The findings of this research showed; Although the mentioned book tries to strengthen the listening and speaking skills of Persian learners, it has shortcomings such as not paying attention to advanced language levels and neglecting some language elements such as the pronunciation of letters, and it is necessary to revise the book from these aspects. Paying attention to the skill of "reading" in order to strengthen the pronunciation and understanding of the students, adding a special section for the pronunciation of Persian letters, especially difficult letters, and paying attention to the inclusion of macro and micro cultural indicators in the book are practical suggestions to improve the content of the book.

Listening is one of the four main skills of language learning and yet it is a skill less investigated than other skills. In this research, an attempt was made to provide language teachers with some strategies for facilitating listening comprehension: as for the strategies, we can touch on the use of some activities before listening, whose effectiveness have been acknowledged in many studies. The present study investigated the effect of pre-listening activities on foreign learners of Persian language. The objective of the research was to evaluate the effectiveness of three pre-listening activities and order of their effectiveness— previewing questions, providing background knowledge about the topic, and vocabulary instruction. In this research, eight intermediate Persian learners who were studying in the Persian language teaching center for non-Persian speakers of Allamah Tabatabai University, participated. The age of the learners ranged from 20 to 25 and they were Russian and Turkish. This research was conducted in three sessions, that each dealt with one of the pre-listening activities. The learners were asked to answer the text-related questions after listening. Using statistical indicators including mean and standard deviation, the data of the three tests were compared, indicating that the difference between the mean scores of the language learners was significant. Besides, the result was obtained tha the order of the effectiveness of the three types of pre-listening activities on the Persian learners’ listening comprehension is “vocabulary instruction”, “providing background knowledge about the topic”, and “previewing questions”.

Throughout history, Pakistan has been one of the main spheres of influence of Persian culture, literature, and language in the Indian subcontinent and the people of this region have always been interested in learning the Persian language and literature and getting acquainted with Iranian culture. This cultural affiliation has led to the accumulation of historical experiences in the field of teaching the Persian language and literature in this region. In the contemporary era, and especially after the victory of the Islamic Revolution, macro-cultural policies became more and more focused on deepening cultural relations and the spread of Persian language and literature in this region, which has led to the teaching of Persian language and literature in this country. Considering that any new policy in this field requires obtaining accurate information about the general situation of Persian language and literature education in this country, this study has tried to use the method of the descriptive-analytical method to determine the status of centers, methods, courses and examine and analyze Persian language and literature teaching resources in Pakistan. The results show that in Pakistan, public and private university centers, the House of Culture of Iran, and some seminaries and private institutions teach Persian language and literature using face-to-face, virtual, correspondence, etc. methods, in short-term and long-term courses. They spend their time using textbooks written inside Iran or in Pakistan (which is described in detail in the article). Statistical studies show that the cultural motivations of Pakistani Persian learners encourage them to learn Persian language more than other motivational factors and the frequency of learners who want to learn Persian language in Iran is significantly higher.

This research aims at investigating the effect of shared vocabulary of Persian and Istanbul Turkish on the reading comprehension of Persian-learners of Turkey (PLT), and at which level of language-learning (beginner, intermediate, or advanced) this shared vocabulary (i.e. the words with phonological and semantic resemblance) ​​facilitates the reading comprehension process. At first, an accessible sample of 75 PLTs (25 from each level) was selected randomly. The data gathering instruments were separate exams of reading comprehension for each level. To prepare the exam materials, we selected a text for each level from Dehkhoda Institute couresbooks of Reading and Comprehension. Then, each text was divided into two almost equal parts. In the first part, the shared words were substituted by non-shared words to reduce the usage of shared vocabulary without changing the meaning in the text. In the second part, more shared words were employed to increase the usage of shared vocabulary in the text. PLTs of each level participated in two parallel exams with shared and non-shared vocabulary texts on two separate times with one day interval. Participants’ scores of the exams were analyzed through paired t-tests and two-factor In-group/Out-group design. The results confirmed our first hypothesis: the reading comprehension increases as we increase the usage of shared vocabulary. Furthermore, our second hypothesis was confirmed for the beginners: as we moved towards more advanced levels of language-learning, the effect of shared vocabulary increased. However, we could not observe any significant changes among intermediate and advanced learners with regard to this hypothesis.

It is important to pay attention to the relationship between language and gender and the key role of language education books in gender equality education. The present study deals with the representation and analysis of family and occupational roles in Persian and Arabic books. Initially, two books from the collection of Persian and Arabic language teaching books were selected: Mina1 and Attariq ila l-Arabiat. Then all the texts and pictures of these two books were studied line by line and all the pictures were analyzed qualitatively and quantitatively. Then, the results were quantified using frequency and percentage in the form of tables and graphs. The results were then quantified using frequency and percentage in the form of charts and graphs. In Attariq ila l-Arabiat book, the frequency and amount of gender representation in all three indices were greater than in Mina1. In Attariq ila l-Arabiat book, the job roles, and even the family roles of men, were given greater prominence in both pictures and texts. The job roles of women and the images used for them were not mentioned in the books, or in the representation of some of the roles. But the results in general showed that in both books the frequency of the studied components is associated with imbalance.

Among different approaches and materials for language acquisition and instruction are classical literary texts which have been substantially used as a language teaching tool in various parts of the world. Music of poetry is another tool that has been adopted in the past and present to learn educational subjects and materials in versified formats, based on this, it seems that on the one hand, teaching Persian language through ancient texts is an effective method with a long history, and on the other hand, using rhyme to teach general knowledge, which is a facilitating method in education. It is thus purported that versified writings are potential to facilitate and reinforce learning Persian language. Despite the significance of such like texts, their application and impact on learning Persian language have been unappreciated. Considering the significance of literature and the impact of music of poetry in language teaching and learning, this research presents a model for the application of versified literary texts and music of poetry in Persian language acquisition and instruction. The model, designed based on theoretical findings, is threefold: types of music of poetry, poetry themes, and communicative language teaching (CLT) steps of pre-reading, reading, and post-reading activities. The proposed model is a three-stage process to teach Persian language using music of poetry adjusted to different age groups and levels of language knowledge.

Despite the variety of electronic resources, textbooks can be considered as one of the main language teaching tools. The purpose of this research is to investigate and analyze information and semiotic components based on the "cultural semiotic of the Moscow-Tartu School" approach in the "Learn Persian" book collection. Culture is the manifestation of human cognitive abilities and today human societies present all aspects of human life and especially cognitive activities in the form of culture. Cultural semiotics is a sub-branch of semiotics whose subject is culture. In this branch of semiotics, some special sign systems are described as symbolic forms. The present study tries to conduct a comprehensive analysis of how cultural semiotics is presented in the "Learn Persian" collection and to express the role of one's own culture and the other's culture in Persian language education from the concepts of cultural semiotics. The findings of the research show that the book has been successful in its representations of oneself and others in relation to each code, using some subjects, and finally, this collection displays a magnificent self. Therefore, it marginalizes culture of others and does not benefit from foreign culture. There are various cultural signs throughout the history of Iran, and assimilation and internalization are more than rejection, negation, and escape in Iranian culture. Based on the results of the research, the cultural symbols in this collection in the form of customs, places, clothes, food, etc. are well presented to non-Iranian language learners.

Teaching grammar has long been an integral part of second language instruction. There are different approaches to teaching this language component. Direct instruction, instruction meaning without emphasis on grammar, and combination instruction are the three basic approaches. On the other hand, providing corrective feedback on learners' mistakes is another critical issue in language teaching in which learners' beliefs and attitudes are influential. This study investigated the impact of nationality and point of views of learners and their teachers on their attitudes toward teaching grammar and providing feedback. For this purpose, a questionnaire was distributed among students from Russia, South Korean and Iraq and teachers who teach for each of these three nationalities, and their results were analyzed. According to the results, both teachers and language learners believe that learning grammar helps to learn Persian. However, only language learners believe that learning grammar also helps with communication skills. Also, in general, language learners have a more positive approach to direct instruction than instructors. On the other hand, not all language learners like to correct their errors directly, but tend to have their teachers point out their errors with indirect feedbacks. The study also provided details on differences between learners of different nationalities in their teaching grammar and receiving feedback.

The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skills. Findings show that the highest dispersion of verbs in pre- and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality.