نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 14 (پاییز و زمستان 1402)

Nominal groups in Persian are very important because of the number and type of modifiers that come before and after the head of the nominal groups. Identifying and investigating the nominal groups in the writings of Arabic speakers significantly contributes to the scientific process of teaching Persian language to non-Persian speakers from different aspects. The purpose of this study was actually to take a step to become more familiar with the grammatical features of Persian learners' writing. The main question of the study was what the grammatical structure of nominal groups is and to determine the most and the least used modifiers of the nominal groups in the writing of post-middle-level Arab Persian learners. This study was carried out using the language corpus taken from 32 writing tests held at the end of the supplementary course of Arab Persian learners of the Persian Language Education Center of Imam Khomeini International University based on the book entitled description of the structure of the inner Persian language. The findings confirmed the hypothesis of the study related to the first question that there are more nominal groups without modifiers and also the second hypothesis that in single dependent nominal groups, the "noun" post-modifiers, "adjective" post-modifiers, and "indicative" pre-modifiers have the highest frequency. With the explanation that the "nominal group" post-modifiers has almost as much frequency as the "adjective" post-modifiers. Another point was that the nominal groups and prepositional groups are significantly used as modifiers of the head of nominal groups. It seems that the use of structures such as nominal groups, prepositional groups, and relative clauses within the structure of nominal groups can be considered as one of the signs of language level progress.

The present research was conducted with the aim of evaluating and analyzing the story characters of the first high school Persian books based on William Glaser's choice theory in the five areas of students' needs according to the mentioned theory. The method of information analyzing was in a qualitative-inferential way, the library method was used for collecting information, and the population included the first high school Persian books, i.e. seventh, eighth and ninth grades. According to the choice theory, human beings are evoked by five basic needs: survival, love and belonging, power, freedom, and enjoyment; and all their behaviors show their efforts to fulfill needs and resolve the conflict between them. Glaser believes what is called mental illness in traditional psychiatry is an inappropriate choice, and a choice of ineffective and insufficient behavior by which a person wants to satisfy his/her needs, and as a result, it can be easily controlled and treated. For this reason, the selection, organization, and compilation of content to satisfy these needs, in every curriculum and for all age groups, especially children and teenagers, should be intelligent, purposeful and taking into account the present, status and needs of the audience. The results showed that in the stories of the first intermediate books, the need for love and belonging was in a higher priority than the other four needs, and then, each of the needs for survival and freedom were also in the second priority with a total of 9 characters. After that, the need for enjoyment with 8 characters and finally the need for power with 5 characters were prioritized, and as a result of the analysis and interpretation of the data and statistical findings of the research, it was clear that the stories in the first high school Persian books were well chosen and compiled according to William Glaser's choice theory, and were suitable for the audience of this age group, his/her present and status.

Accurate selection of educational resources is one of the most influential factors in the success of any language course. Considering the frequency of educational resources in the field of Teaching Persian Language to Non-Persian Speakers (TPLNPS) and the need to be able to choose the right resources according to the needs of each center and educational program, it is very important to pay attention to evaluation reviews as one of the main tools for this. Despite the various reviews evaluating educational resources in different languages, the specific characteristics of the Persian language, the lack of comprehensiveness in the current reviews, and the vague and unrelated items in many of them, the process of evaluating TPLNPS resources based on these reviews is difficult. According to this, in the present research, we intend to design a comprehensive review in order to evaluate four-skill textbooks for the Persian language. To reach the research goals, after analyzing different reviews, 8 reviews were selected. By using the selected reviews, the results of performing the two pilot stages of designed reviews, and checking its validity and reliability, a review consisting of 58 items in two general sections "content" and "appearance and general characteristics" was compiled. This review can be used for TPLNPS centers and TPLNPS teachers to evaluate the resources of teaching Persian language to non-Persian speakers.

One of the consequences of being bilingual is encoding. Foreign Persian learners use encoding in the context of the class like all other second language learners; thus, the question arises as to how efficient the use of encoding in the context of the class is and what the reason for using encoding by second language learners. Unfortunately, no quantitative or qualitative research has been done in the field of Persian language encoding, and teachers still doubt the use of the mother tongue or intermediate language of Persian learners in the class and the extent of its use, the method of using it, and the purpose of using a language other than Persian language in the class, and teachers have different opinions about this. On the other hand, many researches have been conducted in connection with the learning of English language and the effect of encoding on it, which have investigated the reasons for encoding and its effectiveness. Considering the similarity of the second language learning process for all second language learners and since researches in this field have been conducted on language learners with different mother tongues, the findings of these researches can be applied to some extent in the context of teaching Persian to non-Persian speakers and guide teachers in this matter. Therefore, the aim of this study is to investigate the effectiveness of encoding in the context of language teaching classes and the reasons for its use by second language learners. For this purpose, in this review study, the researches related to this issue were reviewed and after extensive study, the findings of some researches were presented and the strengths and weaknesses of each were stated. Examining the findings of previous researches showed that encoding in the context of the class is not only harmful, but also beneficial, because it helps the fluency of second language learners, the simultaneous learning of Persian language, and the transfer of meaning during encoding, although one should be careful about its use. Moreover, teachers should try to use Persian language more in the class so that enough input is available to Persian learners, but this does not mean to prohibit encoding. Finally, some suggestions for future research were presented.

Although there are many educational resources in the field of Persian language, selecting a suitable resource based on the needs and criteria of the educational course that can meet the needs of the language learner, teacher and curriculum planning well, has become one of the important decisions; therefore, it is necessary to evaluate educational resources along with other activities in the field of education. Choosing a suitable educational resource requires a systematic assessment of educational resources. The aim of the present study is to evaluate the "Practical Word Teaching" set written by Reza Morad Sahraei and his colleagues based on Cunningsworth's indices. The "Practical Word Teaching" set has been designed and compiled with the purpose of teaching the most used words and phrases of the Persian language. Cunningsworth's checklist provides 45 criteria for assessing textbooks, which are included in eight sections, namely, objectives and approaches, design and organizing, language content, skills, subject, methodology, teacher's book, and practical considerations, respectively. Thanks to the fact that the "Practical Word Teaching" set is single-skill and special for word training; the most important used indices are "index of specialized books for a skill" and "index of principles and approaches". The results of the examination of the "Practical Word Teaching" set show that Cunningsworth's indices and criteria have been met to an acceptable level. The nine dimensions of the word nation can be seen in the educational principles of the word in the design of the set. Among the 23 types of educational activities of the words nation and web, the following are observed in the book: extensive listening, classification, information transfer, task-focused speaking interaction, related skills, extensive reading, context-based guessing, quick reading, word-based comprehension questions, semantic mapping, and intensive reading.

Language has a very significant role in transferring culture and vocabulary; in addition, language, as one of the most important elements, plays a fundamental and active role in preserving and transferring the historical and cultural heritage of a nation. This study is based on empiricism and rationalism, two opposing tendencies in semantics, uses the comparative and descriptive method to do research into the word "cow", compares the semantic system of "cow" in Persian and Chinese languages, and looks at the similarities and differences of this word from the aspects of usages and semantics (irony and metaphor) in the literature of the two languages by exploring fourteen dictionaries. The studies show that the word "cow" in the Persian language has a negative and derogatory meaning and is mostly used as a metaphor for stupid, ignorant of etiquette, and cowardly people; while in the Chinese language, the word "cow" is a metaphor for powerful, hardworking, stubborn, boastful, and selfish people. In the ancient Chinese language, the "cow" is a symbol of status and dignity, and in the ancient Persian language, it is a symbol of fertility; because the cow is one of the most useful animals.

Proverbs are an important part of the language and literature of nations which can introduce foreigners to the linguistic community that emerged from it. Therefore, a comparative study of proverbs can be useful in foreign language teaching and strengthening the communication ability of language learners. Considering the significant number of foreign Persian learners around the world and their vast presence in Persian language teaching centers in Iran, a comparative study of proverbs is one of the ways to achieve cultural-linguistic commonalities in order to facilitate the teaching of Persian language to foreigners. In this qualitative research, which was conducted with the descriptive-analytical method and with the presence of 250 Persian learners from different Arab countries, twenty widely used and common Persian and Arabic proverbs containing the names of animals (ten Persian proverbs and their equivalents in Arabic language and ten Arabic proverbs and their equivalents in Persian language) were matched based on Richmond's model (1987) and Zarkoub and Amini's classification (2014). The results showed that there are many cultural-linguistic commonalities between Arab-speaking and Persian-speaking people in using animal names in proverbs. Considering these commonalities and using common Persian proverbs whose equivalents are also used in Arab countries can prevents most of the cultural and linguistic misunderstandings and facilitates the teaching of Persian language to Arab Persian learners.