پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 27 (بهار و تابستان 1403)

The present study evaluated Farsi Biyamouzim (Let's Learn Persian First Edition) series using Bloom's revised taxonomy. To this aim, all exercises and activities of this series were coded and to ensure the reliability of the coding procedure, inter- and intra-coder reliabilities were estimated. Then, the relative frequency of occurrence of different learning objectives was calculated. Findings revealed that overall, lower-order thinking skills (Remember, Understand, and Apply) were more frequent than higher-order thinking skills (Analyze, Evaluate, and Create) in the series. Nevertheless, A1 (Remember factual knowledge), B1 (Understand factual knowledge), B2 (Understand conceptual knowledge), C1 (Apply factual knowledge), C2 (Apply conceptual knowledge), C3 (Apply procedural knowledge), and A2 (Remember conceptual knowledge) were the most to the least frequent codes of low learning objectives which exhibited a decreasing trend of relative frequency from the first to the fifth volume. On the other hand, higher-order thinking skills, which were F0 (Create using facts, concepts, principles, and procedures), D0 (Analyze using facts, concepts, principles, and procedures), and E0 (Evaluate using facts, concepts, principles, and procedures) from the most to the least frequent, respectively, showed an increasing trend from the first to the fifth volume. In line with this finding, results of the Chi-Square test also indicated statistically significant differences among different volumes in terms of Bloom's revised taxonomy's learning objectives.

The purpose of this research was to evaluate the oral productions of non-Iranian Persian language learners based on the Lexical Diversity (one of the components of Lexical Richness). Therefore, one of the formulaic measures of Lexical Diversity (LD) called Guiraud's Index was used to calculate the Lexical Richness of the oral texts of the subjects of the present study and find out its relationship with variables such as nationality, gender, age, first language and educational background. For this purpose, first, the audio files of 268 non-Iranian Persian language learners of four nationalities, Lebanese, Chinese, Syrian, and Iraqi, who participated in the final exams of the Persian Language Center of Imam Khomeini International University were transcribed. Then, based on the principles and rules of transcribing corpus and using the LancsBox software, the Types and Tokens of each subject's speech were extracted and counted. After that, the LD of each subject's speech was calculated based on Guiraud's index, and the research hypotheses were evaluated and verified. Results showed that there is a significant difference between the subjects of the research in terms of nationality and gender. Also, from the perspective of the subjects' first language, Arab subjects showed more LD than Chinese subjects. Another finding of the research was that there is a significant but negative relationship between age and vocabulary; also, it was found that with the increase of the level of education, LD does not necessarily increase. The results and findings of this research can be used in the direction of quantitative and objective evaluation of subjects' speech, as well as downplaying the consequences of intuitive judgments and preventing the bias of evaluators in the field of evaluating subjects' lexical knowledge.
Extended Abstract:Active Vocabulary means the words in the written or oral productions of the learner; In other words, an Active Word is a word that is present in the written and oral productions of language learners. The Active adjective for these words is in contrast to those words that learners have already learned and show their awareness of these words during a test (for example, reading comprehension or vocabulary tests), but in instant productions and under the influence of test limitations (such as writing and conversation tests) do not use those words. The purpose of this research was to evaluate the Active Vocabulary in oral productions of non-Iranian Persian language learners based on the Lexical Diversity (one of the components of Lexical Richness).
Lexical Diversity (LD) which is sometimes considered synonymous with Lexical Richness indicates the number of different words in a text. In fact, LD shows the use of a range of different words and the avoidance of lexical repetitions in the texts of language learners. Traditionally, the LD of a text is obtained by dividing the number of different words (Types) by the total number of words in the text (Tokens). In other words, this index is calculated by comparing the number of different words with all the words in a text, using the Type-Token Ratio (known as TTR). The more diverse words our text has and the less repetition it has, the greater its LD will be. The main problem mentioned for TTR is its dependence on the length of the text, because as the length of the text increases, the amount of TTR decreases (i.e. the longer the text, the lower the amount of TTR). For this reason, most of the researches in this field in the past years have been focused on finding a solution to solve the problem of TTR dependence on text length. Some substitutes for TTR make a simple mathematical change in TTR, one of which is Guiraud's Index which is also known as Root TTR (RTTR). In this research, one of the formulaic measures of LD called Guiraud's Index was used to calculate the LD of the oral texts of the subjects of the present study and find out its relationship with variables such as nationality, gender, age, first language and educational background.
To answer the research questions, first, the audio files of 268 non-Iranian Persian language learners of four nationalities, Lebanese, Chinese, Syrian, and Iraqi, who participated in the final exams of the Persian Language Center of Imam Khomeini International University, were transcribed. Then, based on the principles and rules of transcribing corpus and using the LancsBox software, the Types and Tokens of each subject's speech were extracted and counted. After that, the LD of each subject's speech was calculated based on Guiraud's Index, and the research hypotheses were evaluated and verified.
Results showed that there is a significant difference between the subjects of the research in terms of nationality and gender. The findings showed that there is a significant difference between the four nationalities of Lebanon, Syria, Iraq and China in terms of LD of oral productions. Also, the results of Tukey's follow-up test indicated that this significant difference between nationalities is due to the difference in the performance of Lebanese and Syrian subjects compared to Chinese and Iraqi subjects; In fact, there was no significant difference between Lebanese and Syrian subjects. In other words, the Lebanese and Syrian subjects had the same situation in terms of LD, and the Chinese and Iraqi subjects are also at the same level. Learners' first language was investigated in the second hypothesis. Findings showed that Arab subjects’ oral texts indicated more LD than Chinese subjects, i.e. Arab learners’ oral texts had a higher LD than Chinese learners’ oral texts, so it can be claimed that the first language of the subjects of the current study has an effect on the LD. The variable of gender and its effect on the LD of oral productions was investigated and the results of the study revealed that gender can have a significant effect on the LD of the oral texts (women better than men). Another finding of the research was that there is a significant but negative relationship between age and LD. Findings showed that not only there was no positive relationship between age and LD, but also the relationship between these two variables was negative and significant. Also, it was found that with the increase of the level of education, LD does not necessarily increase. It was concluded that there is not only no significant relationship between these two variables (LD & educational background), but also this relationship tends to be negative.  
In this study, the LD of the oral productions of non-Iranian Persian Language learners was measured. According to the findings, Arab learners had a higher LD than Chinese learners and it can be claimed that the first language has an effect on the LD of their oral texts. These results can be considered in line with the results of Dewaele and Pavlenko (2003) (in the context of bilingualism), which showed that learners' first language can affect the LD of their oral texts and create a difference. But it does not support the results of Yu (2009), who compared Filipinos and Chinese. The results obtained in terms of the effect of gender on LD are consistent with the results of Singh's research (Singh, 2001) and Dewaele & Pavlenko's research (2003), which showed the effect of gender (although a weak effect) on LD. Also, it confirms the research of Hӓrnquist, et al. (2003), but it does not support Yu's research (Yu, 2009) that did not find significant relationships between these two variables. The fourth hypothesis was related to the age and it was found that when speaking Persian language as a second language, increasing age can be an inhibiting and reducing factor in terms of LD. This finding can be somehow, although in the opposite direction, in line with the results of Johansson (2008), who says that LD, compared to Lexical Density, can be a good measure to detect the difference between age groups. Regarding the relationship between the LD of oral texts and the level of education of the subjects, it was revealed that with the increase in the level of education of learners, LD does not increase and surprisingly in some cases it decreases, although this result is not in line with the results of researches such as Hӓrnquist, et al. (2003), who admit that educational background can predict LD. The results and findings of this research can be used in the direction of quantitative and objective evaluation of subjects' speech, as well as downplaying the consequences of intuitive judgments and preventing the bias of evaluators in the field of evaluating learners' lexical knowledge.
Acknowledgment
The authors of this article would like to appreciate and thank all those who somehow contributed to this research with their time and best efforts.
Conflict of Interest
The authors have no conflicts of interest to declare.

In the present study, the phonological features of the German language are compared with those of the Persian language based on Spencer's theory of active articulators. By analyzing 171 samples of exam papers from German-speaking Persian learners, collected through document study methods, common phonetic errors made by German speakers during the process of learning Persian are examined using descriptive statistical analysis. During the examination of the phonemes and allophones of the German language, we encounter difficult sounds in Persian for German speakers that can be challenging for this group of Persian learners to produce. Consequently, the findings of this research include classified common phonetic errors of this group of Persian learners and, accordingly, offer strategies to avoid these errors and prevent to accure phonetics fossilization during their process of learning Persian. Fossilization in second language acquisition was first introduced by Selinker in the article "Interlanguage". This phenomenon occurs when individuals, in the process of learning a second language, incorporate features from various domains of their mother language, including morphology, syntax, phonetics, semantics, and other domains, into their knowledge of the second language. The solutions in this research are presented based on the errors in the data and their classification is also set based on the classification of errors.

In present scholarship, a clear awareness has been developed concerning the importance of personality traits and psychological issues within the realm of education, particularly in the field of language education. Not only does the awareness regarding individual differences and personality characteristics of language learners, and the adaptation of educational measures to the diversity of their needs and preferences by the teacher, improve and promote the learners' learning process, but it is also crucial to recognize and analyze the individual characteristics of the teacher. By doing so, it enables the adaptation of the teaching method to cater to the preferences and needs of the learners. This study aims to investigate the relationship between various factors, namely personality type, gender, academic degree, age, and teaching experience, of Persian language teachers and their teaching styles. The participants of this research consist of 45 instructors from the Persian Language Teaching Centers at Imam Khomeini International University and Tabriz University. To this end, a mixed-methods approach with the use of a survey method based on Myers-Briggs and Grasha questionnaires was adopted and the obtained data was analyzed with SPSS software. The findings of this study showed that among professors, facilitating and expert styles outnumbered other features. Furthermore, in comparison to men, women tend to exhibit a higher propensity for facilitating styles. In the case of the facilitating style, the variable exhibited the highest frequency among participants holdings master's and PhD degrees. The bipolar variables of introvert and extrovert were found to be statistically significant for both individual and facilitating styles. Ultimately, a relationship exists between all the teaching styles and the teaching experience possessed by the professors. Such relationship was statistically significant, especially when considering the expert and authoritarian styles.
Extended Abstract:

In modern approaches to language teaching, such as cognitive and communicative approaches, the influence of learners' cognitive and personality types, as well as those of their teachers, on the learning-teaching process is highly significant. In the process of learning, especially foreign language learning, students have different needs, preferences, goals, and individual characteristics. Successful teachers should design their syllabi to meet the diverse educational needs of their students. On the other hand, teachers have personal characteristics and preferences that significantly affect their teaching styles and methods, and thus, the learning of their students. It is truism that if teachers and curriculum designers further appreciate and recognize the individual differences that affect learning and teaching, their teaching quality and performance shall improve.
This study aims to investigate how personality types and individual differences such as gender, age, teaching experience, and academic degrees of Persian Language Instructors for Speakers of Other Languages influence their teaching styles. According to contemporary educational theories and methodologies, the primary purpose of a teacher in the classroom is not to provide one-sided instruction and enforce discipline, but instead to establish a direct and authentic rapport with students that enables them to observe and acquire the desired behaviors and skills through modeling.Citton (2015) cited in Messaour (2022: 225-226) observes:"The role of a teacher involves adopting a type of reflective practice, also known as self-reflective, which constantly examines and analyzes their teaching methods to adapt them to the expectations and needs of learners. Within such spectrum, the notion of self-awareness, particularly with the aid of psychological [personality] typology, can assist the educator in gaining a better understanding of their psychological functioning. This naturally leads to enriching their reflective practices as well as improving their teaching practices."
Personality, or personality type, refers to a set of physical, psychological, and behavioral characteristics that distinguish an individual from others (Sadeghian & Sheikhpour, 2011:9), and in various situations and circumstances, it maintains relative stability and continuity and determines the current and future patterns of behaviors in individuals (Poursaberi & Yagoubi Beglar, 2018:120).
The renowned Swiss psychologist Carl Jung categorized personality types into 8 types (3 dichotomies) in order to describe them. Katherine Cook Briggs and Isabel Briggs Myers expanded on this to 16 personality types (4 dichotomies), known as the Myers-Briggs Type Indicator. The MBTI helps individuals identify their own and others' motivations, abilities, and personality types (Kennedy & Kennedy, 2004: 38) (See table below).
 




Personality Types in MBTI test




Dichotomy feature


Dichotomy element


Dichotomy feature


Dichotomy element


Determining factors of personal preferences in decision-making




They get energy from the environment and react faster to making decisions. They think out loud and are active.


Extrovert


They derive energy from within and have a limited communication circle. They are interested in mental activities such as studying.


 
 
Introvert


 
 
Energy source




They use their sixth sense more and are interested in things that should be. They are imaginative and future-oriented and these people spend most of their time dreaming.


Intuitive


They receive most of their information from the environment using their five senses. They are detailed and focused on the objective.


 
 
Sensor


 
 
Perception of information




They make their decisions and judgments based on logic and objectivity.


Thinker


They make most of their decisions based on their feelings and personal values.


 
Feeler


 
Decision making




They look for a flexible and adaptable life. Their decision-making process is thorough and deliberate, as they prioritize gathering extensive information pertaining to the subject matter. They tend to defer making a decision until the last moment.


 
Perceiver
 


They are driven to lead an orderly, deliberative and disciplined life, finding satisfaction in structured decision making.
 


 
 
 
Judger


 
 
 
Life style




As noted earlier, one of the objectives of this study is to examine the effects of gender, age, teaching experience, and educational background on the teaching styles of Persian language instructors based on the styles proposed by Grasha. As Larenas Diaz (2011) notes, Grasha believes in the existence of five different teaching styles that include, Expert, Formal, Authority, Personal model, Facilitator and Delegator.
“Teaching style refers to how the educator acts at the level of practice and the tools they use when interacting with learners. Personal characteristics of the teacher can determine their styles. Methods refer to the techniques of teachers, while styles specifically refer to the distinct qualities of a teacher in a given situation, regardless of the content being taught” (Haghani et al., 2011:944).

The participants of this study include 45 teachers and faculty members from Persian language teaching centers at Imam Khomeini International University (30) and Tabriz University (15), aged between 27 and 53. Among them, 15 were male and 30 were female. Furthermore, in terms of academic degrees, 20 participants held a doctoral degree and 25 had a master's degree. In terms of teaching experience, all participants were in teaching profession between 3 to 20 years. The data of this research were analyzed using SPSS 22 software and statistical methods (frequency, Cronbach's alpha, Pearson correlation coefficient) at a significant level of p < 0.05. Two questionnaires, Mayer and Briggs' personality types and Grasha's teaching styles, were used to collect data. To obtain reliability coefficient (Cronbach's alpha) for each teaching style separately, as well as for the total of all styles and personality types, the analysis was done and the result is presented in the following table.




Personality type


The sum of all styles


Delegator


Facilitator


Personal model


Formal Authority


Expert


 




0.67


0.87


0.76


0.77


0.66


0.62


0.65


Cronbach's alpha




 

Among the 45 participating educators in the study, 12 types of personality were identified out of the 16 Myers-Briggs personality types. Among these, the personality types ISTJ (introvert, sensor, thinker, and judger), ESTJ (extravert, sensor, thinker, and judger), and INTJ (introvert, intuitive, thinker, and judger) had the highest frequencies with 27%, 24%, and 9%, respectively. Based on the obtained results (Pearson correlation coefficient), there was a relationship between all personality types and teaching styles. This relationship, with a confidence level of 95% and p<0.05, was only significant in the dichotomous variables of introversion and extraversion in the personal model and facilitator teaching styles.

The findings of this research also posted a positive and significant relationship between personality types (introverted and extroverted dichotomy) and the selection of teaching styles, indicating that the personality types of teachers play a significant role in their teaching methods. With regard to specific teaching styles, the current research identified the Facilitator (16 individuals), Expert (13 individuals), Personal Model (6 individuals), Delegator (6 individuals), and Authority (4 individuals) styles, respectively, from the highest to the lowest frequency. Regarding the relationship between teaching styles and the academic qualifications of the teachers, it was observed that teachers with a doctoral degree preferred facilitator, expert, and advocacy styles, while teachers with a master's degree selected facilitator and expert styles. Furthermore, a relationship was found between all teaching styles and the teaching experience of the educators.
Acknowledgment
The authors would like to appreciate the teachers for their time and efforts to participate in this research.
Conflict of Interest
The authors have no conflicts of interest to declare.

The purpose of the present study ،Study of language skills in Persian language teaching with emphasis on storytelling and storytelling in elementary school in bilingual area (some schools in Kermanshah) and the impact of story sources on Persian language teaching In these areas and feedback and challenges of this method. The phenomenon of multilingualism has long been one of the main issues of Iranian society. In our country, every year, a large number of students enter primary school with their native and ethnic language proficiency and with little familiarity with Persian ؛But from the past, our educational system has had a single linguistic encounter with all these children, and considers them all Persian-speaking .Bilingualism and bilingualism is a global phenomenon that exists in most countries of the world, which is the state in which a person is educated in a language other than their mother tongue. Language challenges of teaching in Iran in general and in bilingual areas in particular, One of the barriers to learning in most courses is especially in lessons that are directly related to reading, writing and comprehension. The purpose of this study is to study language skills in teaching Persian language by relying on stories in elementary schools in areas city and Negar has tried to provide feedback and educational challenges with Tomsk Give the story. The results of the present study show that the focus of the story on teaching a language other than the mother tongue due to the textural capacities, It makes it easy for children to compare the word Gani and to find equality in their mother tongue and educational language, As a result, this process plays positive feedback in language teaching and the breadth of the vocabulary of the learner.

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.