پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 26 (پاییز و زمستان 1402)

Grammar is a science that examines the rules and order governing the relations of association and substitution of words in a language. One of the benefits of writing a grammar is to help non-speakers learn a language. Many books have been written about teaching Persian to non-Persian speakers. These books generally have structural and content errors due to the lack of mastery and expertise of their authors, which will confuse students. Therefore, this article tries to analyze the structure and content of the Persian grammar book written by Nemat Yıldırım, which is used to teach non-Persian speakers in Turkey based on Keck and Kim (KM). The result of this study shows that in terms of the structure of this book, first of all, it did not take care of the level of language learners. Secondly, the organization of grammatical topics is different from Persian grammar in topics related to "pronouns" and "letters". Thirdly, the presentation of various divisions of word types and the high frequency of grammatical terms have added to the difficulty of the book. In addition, in terms of content, there are defects in definitions, false examples, use of non-practical sentences, mixing with Arabic grammar and historical grammar, and the use of complex and unnecessary terms in this work. Finally, it should be said that the non-use of grammatical rules in the form of conversation has reduced the practical aspect of this book

This research examines the relationship between Entity and Incremental beliefs and the components of educational efficacy in adult Persian and English learners‏.‏ This survey research was done by field method‏.‏ The participants (742 people) responded to two standard questionnaires, the Linguistic Mindset Inventory (LMI) by Lou and Noels (2017) and the standard academic self-efficacy questionnaire (Matoti, & Lekhu, 2019)‏.‏ The findings show that there is a positive and significant relationship between Incremental beliefs and academic efficiency, and this relationship is higher in English learners than in Farsi learners‏.‏ There is the highest degree of relationship between academic efficiency and L2B Incremental belief‏.‏ There is a negative and significant relationship between fixed beliefs and academic efficiency, and this rate is higher in English learners than in Farsi learners‏.‏ There is the greatest relationship between academic efficiency and the Entity beliefs of GLB‏.‏ The results of this research will have practical applications for Persian and English teachers‏.‏

Co-teaching, as a novel language teaching method, warrants comprehensive research to investigate its efficacy in enhancing various language skills and components such as grammar, vocabulary and reading. This study examines the impact of co-teaching with two teachers on the effectiveness of grammar instruction. It focuses on implementing this approach in two educational contexts comprising Iranian English learners in one group and international learners of Persian in another group as experimental groups. A comparable class has been selected as the control group in each context as well. The English language class was taught by two Iranian English language instructors and the Persian language class was taught by two Iranian instructors, one specialized in Persian language teaching and the other proficient in English. In the practical phase of the study, the primary instructor presented new materials in a foreign language, and then the instructors, by dividing the language learners into smaller groups, engaged in tasks and problem-solving. The assistant instructors explained the materials again in an intermediary language (Persian for English learners and English for Persian learners). Statistical tests were used to analyze the data. The findings showed the effectiveness of grammar instruction increased significantly in both test groups compared to the control groups. The impact of this method on international Persian learners in comparison with Iranian English learners was not significantly different. Based on the interview results, the language learners consider the co-teaching method highly effective and engaging. The study suggests this method can be beneficial for language learners.

In the 21st century, educational methods have pushed learners towards interactive and cooperative learning, and looking at the research, it is clear that one of the most effective learning methods in this regard is cooperative or interactive learning. Cooperative learning is a method in which language learners, in small groups, learn course content with each other’s help and evaluate their current knowledge through exchanging opinions and dialogue. This critical issue can be raised: what are the methods of increasing learning motivation in language learners, and what solutions can be taken to pay special attention to psychological issues involved in learning and educational issues? Looking at the conducted studies, it is obvious that one of the most effective learning methods in this regard is cooperative or interactive learning. Cooperative learning is a method in which language learners learn the lesson content with the help of each other and evaluate their current knowledge through exchanging opinions and dialogue with each other. Harvey (1986) states that the main core of cooperative learning is providing suitable environments for interacting learning members with each other. Cooperative learning tries to make the learner understand that the teacher is not the only source of knowledge and information; Rather, he can be effective in learning and solving his educational problems. The basis of cooperative learning theory is a foundation of various theories of sociology, psychology, political science, economics, and other branches of social sciences. Therefore, Johnson & Johnson( 2009) introduce cooperative learning as a method that includes the richest theoretical, practical, and research basis.

Analyzing the Persian written errors of students can help to identify the problems and shortcomings of the Persian script, and by using this tool, we can understand the problems of Arab learners in learning words, phonemes, pronunciation and their impact on spelling, and ultimately the role of learner in the process of teaching the Persian language to the non-Persian speakers in all four language skills. By classifying their errors and analyzing them and providing useful solutions, we can improve the quality of learning learners.Therefore, our purpose in this study is to analyze the causes and how this kind of errors make in the mind of the learner, pronunciation, and writing. On the other hand, the causes of a significant number of written and spelling differences caused by the Persian script while arabs are learning, can be considered as intralinguistic (native language) or extralinguistic errors. One of the results of this study is the identification and categorization of Persian script and writing errors as well as the provision of educational solutions that can be one of the most important and essential teaching the writing to Arab learners of Persian; In particular, in addition to spelling, the role of the script in reading and writing skills is also very prominent. It is effective in accelerating learning of learners.

Considering the role and importance of tense recognition in language learning the aim of the current study is to investigate the types of cues used to recognize the grammatical tense by Arabic-speaking Persian learners at the beginner and advanced levels. The relationship between the understanding of the time of Persian sentences and gender, as well as the relationship between the understanding of tense and the first language of Persian learners, has also been investigated. This research was conducted based on the lexical precedence principle of the input processing theory of VanPatten (2015). The participants of the research, who were selected as available random sampling, were 53 Arabic-speaking Persian learners who were divided into two groups, beginners and advanced based on their level. The instruments used in this research were two tests in two stages; in the first stage, using the sentence recognition test, the subjects marked the tense of the sentences they heard in the answer sheet, and in the second stage, the same test was performed; with the difference that in this test, the sentences did not have time adverbs. The findings of this research show that beginner learners use both lexical cues and verbal inflections in recognizing the tense of a sentence; but in most cases, their choice is only one of the cues. This is while advanced level subjects simultaneously use two lexical cues and verbal inflection. Regarding gender, the results showed that there is no significant relationship between gender and the ability to understand sentence time.

Textbooks play an important role in education. They need to be analyzed and evaluated critically. In teaching a foreign language, the selection of textbooks is necessary; therefore,  it is important to evaluate them. The purpose of this study was to challenge the ideology in the analyzed textbooks, within van Leeuwen’s (2008) framework, and to make the authors and teachers aware of their biases.The materials were eight units of Amuzesh e Novin e Zaban e Farsi series, selected randomly, analyzed within van Leeuwen’s critical discourse (2008) framework. The results showed that inclusion was used many times and on the contrary exclusion did not have many frequencies. This signifies the lack of secrecy. Iranian nationality, Islamic-Iranian culture and Islam were emphasized. The poor have been paid attention to. This prompts a feeling of solidarity among Iranian people. But gender discrimination could be observed. It suggested one of the shortcomings of these series. The deletion of ethnicities and subcultures was observed. Although the impacts of Arabic on Persian were obvious, Farsi was admired, too. Iranian conventions, like Nowruz were also appreciated. One of the applications of this research is to contribute to the improvement of the textbooks written for teaching Persian to the speakers of other languages. Moreover, such studies may show the implicit impacts of textbooks on the addressees, and cause the production of less biased textbooks. If there is less bias in the textbooks, none-Persian speakers will trust them more. Consequently, this study helps the spread of Persian and Iranian culture.

Today, macro-technological, cultural-social, economic and political factors and trends have strongly affected universities, schools and educational centers, and the success of educational programs in various fields requires identifying and taking into account these factors. Therefore, the current research was conducted with the aim of scanning and prioritizing the technological, cultural-social, economic and political factors affecting the teaching of Persian language to non-Persian speakers. The type of research is applied with an exploratory approach, and its statistical population is 27 experts and professors of Persian language teaching centers in prestigious universities located in Tehran, including Azfa International Center of Shahid Beheshti University, Tarbiat Modares International Persian Language Teaching Center, and Persian Teaching Center for Non-Persian Speakers. Allameh Tabatabai University, the International Center for Teaching Farsi to Non-Persian Speakers of Al-Zahra University and the International Center for Teaching Persian Language of Tehran University. In the first step of the research, 66 factors were identified and counted by conducting library studies and research studies. Then, by implementing the futuristic Delphi method, after three rounds, an agreement was reached between the experts, and the factors that obtained the "Kendall" consensus coefficient above 0.7 were ranked according to the average points obtained in the third round (higher average in the higher rank). In the category of technological factors, eight factors, in the category of social-cultural factors, twelve factors, in the category of economic factors, nine factors, and in the category of political factors, six factors were identified as effective. The most effective factor of technology and language education, the use of multimedia in the educational environment, the most effective factor of culture and society and language education, the demographic changes of students, non-governmental education, the increase in foreign currency income of the government and the commercialization of education activities for non-Persian speakers, the three most effective factors of economy and language education and the most effective factor of policy making and According to the experts in the field of language teaching, the factors affecting the teaching of Persian language to non-Persian speakers were recognized as knowledge transfer policies between nations.

In recent decades, a growing number of non-Persian speakers have been visiting Iran, eager to gain a deeper understanding of Iranian culture and civilization. Simultaneously, there has been a notable influx of Arabic-speaking students enrolling in Iranian universities. Therefore, in this research, an attempt has been made to examine the Persian writing structure of advanced-level Arabic language learners from the corpus-based perspective. The study aims to discern spelling and technical errors in their written works, adhering to the writing guidelines established by the Persian Language and Literature Academy. To achieve this objective, a corpus consisting of 151 Persian essays from Arab learners from Iraq, who underwent the Persian proficiency test at Imam Reza International University, was compiled. The corpus consists of 3234 types and 32096 samples. Utilizing the Wordsmith software, word frequencies were extracted from the essays. Employing content analysis, the study scrutinized various error types, including spelling/stylistic errors, semi-space deletion errors, space deletion errors, space insertion errors, cross-typing, and separate writing. The findings highlighted that the most prevalent errors were in the category of space insertion, followed by semi-space deletion errors, spelling/stylistic errors, and spelling errors. Separate writing exhibited the lowest occurrence, with no errors identified in the category of space deletion. The analysis revealed that these errors predominantly originated from intra-language factors, specifically second-language learning and developmental errors.