فهرست مطالب

پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان - پیاپی 11 (بهار و تابستان 1395)

پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 11 (بهار و تابستان 1395)

  • تاریخ انتشار: 1395/04/30
  • تعداد عناوین: 6
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  • Rajab Esfandiari * Pages 1-18
    Inconsistency of the ratings of raters may invalidate test results, adversely affecting the decisions made about the placement of language learners to a higher level of education. In the present study, the researcher used the many-facet Rasch measurement model to examine how consistently teacher raters rated the essays written by language learners in their writing classes at Imam Khomeini International University. The teacher raters each rated 56 essays, using a researcher-made, 5-point analytic rating scale. Using FACETS, the Rasch-based computer programme for rating data, the researcher analysed the data. The results of FACETS analysis, including separation indices and fit values, showed that teacher raters were self-consistent in rating the essays language learners wrote. The results of single rater-rest of the raters revealed that each teacher rater’s ratings were consistent with those of other raters. These findings may carry implications for research and pedagogy, shedding light on rater training.
    Keywords: randomness, rating, rating scale, self-consistency
  • Mahmood Bijankhan, Parvaneh Shayestefar Pages 19-42
    The factor structure of the listening section of a Persian Language Proficiency Test (PLPT), developed and used for academic purposes, was examined in this study. A Structural Equation Modeling (SEM) was employed using AMOS (V. 18) to analyze the responses of a number of Persian language learners (n=120) who participated in the first piloting phase of the test in 2014. To examine whether the listening factor corresponds to the test hypothesized structure, three models (unitary, correlated and uncorrelated) were postulated on the basis of the literature. The results from model testing suggested that the correlated model (i.e., correlated receptive skills of listening and reading) fitted the obtained data best, supporting the reporting of distinctive listening and reading factors. The results of the current pilot study provide empirical evidence for reporting valid listening scores and interpretations based on separate scores found for the PLPT listening skill. Implications for Persian language teaching, learning, and assessment are discussed.
    Keywords: Persian Language Proficiency Test (PLPT), Academic Version (AV), Persian language learners, Written Corpus
  • Reza Rezvani *, Abbas Gholtash, Gerannaz Zamani Pages 43-64
    This article generates the first Persian Academic Word List (PAWL) which comprises the most frequently used academic vocabulary in Persian academic texts. The PAWL was compiled from a corpus of 927,008 running words from academic resources. Two principles of range and frequency of word families guided the selection and arrangement of the word list. The corpus included seven books and one hundred and twelve research articles selected from 28 journals using simple random sampling. The corpus pertained to seven disciplines including Arts and Architecture, Engineering and Technology, Agriculture and Natural resources, Medical sciences, Veterinary sciences, Humanities, and Basic sciences. The established PAWL contains 539 headwords, in books and research articles under study. The PAWL may serve as an essential frame of reference and a valuable source for Persian language learners, researchers and materials planners, particularly in developing materials when the mastery of Persian academic vocabulary and literacy is an aim.
    Keywords: Persian Academic Word List, teaching Persian, academic vocabulary, frequency, range
  • Saman Ebadi *, Vida Mozafari Pages 65-93
    This study investigated the manifestation of Bloom’s Revised Taxonomy (BRT) in two series of young and adult teaching Persian to Speakers of Other Languages (TPSOL) textbooks. To this end, the contents of the textbooks were analyzed based on a coding scheme. The results showed statistically significant differences between the different volumes of young learners’ series and between the two series in terms of learning objectives. However, the research revealed significant differences neither between the different volumes of adult learners’ series nor between the two series in terms of their emphasis on higher and lower order thinking skills. The overall results revealed lower order skills as the most represented levels in these books. The findings indicated that the analyzed textbooks would not foster critical thinking ability in learners because their content did not correspond to BRT. This study has some implications for TPSOL policy makers, materials developers, teachers, and language learners.
    Keywords: textbook evaluation, BRT, TPSOL textbooks
  • Vahid Sadeghi *, Niloofar Mansoory Harehdasht Pages 95-119
    This study examined the phonetic characteristics of Persian sentence stress produced by native Mandarin Chinese speakers. We compared the phonetic correlates of sentence stress, namely fundamental frequency (F0), vowel duration, and vowel intensity in the production of 8 Mandarin Chinese speakers and 8 native Persian speakers. Results indicated that Mandarin Chinese speakers of Persian could differentiate stressed and unstressed words in Persian sentences based on F0, duration, and intensity. However, the two groups of speakers differed as to the extent to which they varied the acoustic parameters to signal sentence-level prominence. In particular, Mandarin Chinese speakers produced stressed words in Persian sentences with a significantly higher F0 and shorter vowel duration compared to native Persian speakers. It is argued that these differences may best be accounted for as prosodic interference from Mandarin Chinese in the production of sentence stress in L2 Persian.
    Keywords: Mandarin Chinese, sentence stress, F0, duration, intensity
  • Rahman Sahragard, Hussein Meihami * Pages 121-140
    The research methodology and research orientation of the studies published in the realm of teaching Persian to the speakers of other languages (hereafter TPSOL) have seldom been reported. That said, the purpose of the present study was to investigate the research methodology and research orientation of the papers published between 2012 and 2015 in TPSOL journal. Moreover, the study aimed to investigate the relationship between the research methodology and research orientation of the papers published in this journal. To this end, 58 papers were extracted from TPSOL journal and analyzed by the help of two categorical frameworks. We used MAXQDA 10 to do the analyses. The results of the study revealed that both qualitative and quantitative research methodology enjoyed a fair attention in the papers published in TPSOL; however, not all types of qualitative methodologies were practiced in the papers. Moreover, the results showed that no study enjoyed the principles of mixed methods methodology. The findings also showed that there existed discrepancies among the research orientations of the research studies published in TPSOL. Given that, the highest attention has been paid to learning and learner orientations and the least attention has been paid to teacher and assessment orientations.
    Keywords: research orientation, research methodology, MAXQDA 10, TPSOL