Needs and Horizons in Developing Teaching Persian to Non-Persian Speakers

Learning a second language means developing communicative capabilities in the actual ‎context of the target language. The identification and application of morphological and ‎syntactical elements are necessary but not sufficient for language learners as they need to ‎comprehend, learn and enact the following competencies that native speakers actually are ‎equipped with: grammatical competence, discourse competence, sociolinguistic competence, and ‎strategic competence. Achieving such an objective requires certain key infrastructures such as ‎defining pedagogical objectives, preparing linguistic framework, identifying and analyzing ‎learners’ errors, preparing the major and supplementary learning materials (particularly, the ‎dictionary), reviewing teaching methodologies, (re)training qualified teachers, and assessing learners. ‎Outlining such key infrastructures, the present paper highlights the importance, roles and ‎interconnectivity of these infrastructures to enhance communicative capabilities in teaching ‎Persian to non-Persian speakers. The study specifically determines that a cohesive plan to ‎develop communicative capabilities and enhance pedagogical outcomes requires the ‎recognition of the interrelationships between different infrastructures; that is, they serve one another as prerequisites and complements.‎