amirreza vakilifard

This study, grounded in Cognitive Linguistics and Cognitive Lexical Semantics, uses a graph-theoretical approach to analyze the semantic network of high-frequency Persian verbs as understood by non-native learners. It builds on 50 foundational Persian verbs from Jamshidi et al. (2022) and involves 101 non-native Persian speakers from Imam Khomeini International University. Participants, whose native language is not Persian, used a culturally adapted version of Schur’s (2007) semantic association questionnaire to graphically represent perceived semantic relationships among the verbs. The data were modeled and visualized using co-occurrence graphs built with Java and Python. The analysis reveals a semantic network comprising various lexical-semantic relations, including synonymy (7.27%), converse antonymy (31.32%), polysemy (2.21%), entailment (24.67%), hyponymy (22.46%), meronymy (2.21%), and collocation (34.49%). Among these, collocational patterns, antonymic contrasts, and entailment relations were most frequent. These results provide insights into the mental lexicon of L2 Persian learners, highlighting conceptual schemas and relational patterns. The study offers pedagogical implications for creating cognitively aligned teaching materials, addressing lexical acquisition gaps, and promoting cluster-based approaches in Persian as a Foreign Language curriculum development.

The assessment of textbooks, thoughtfully considering the requirements and aims inherent to the realms of pedagogy and learning, plays a pivotal role in refining the educational process. Furthermore, it yields invaluable insights that inform pedagogical planning and classroom management. Within the specific context of imparting Persian literature to non-Iranian students, an apparent scarcity prevails concerning educational materials underpinned by substantial scholarship. Moreover, the available literature lacks a comprehensive scholarly examination. This research is dedicated to evaluating the prospective efficacy of an educational textbook tailored for foreign students, with a particular focus on the realm of literary education. The textbook in question, entitled Teaching Books of Persian Verse Literature (Volume 1), is from the esteemed Fārsināma Collection and is assessed through the discerning eyes of Persian literature instructors. The methodological approach employed here entails a custom-crafted questionnaire encompassing 12 primary sections, each comprising 60 distinctive items. It is essential to note that this questionnaire underwent a rigorous process of validation and reliability assessment. A total of 29 participants, Persian language and literature instructors, contributed to this research, with a distribution of 18 females and 11 males. These educators, aged between 25 and 45, have accumulated approximately five years of teaching experience in their field. The comprehensive analysis of the data culminates in notable findings, affirming the commendable desirability of the textbook designed to facilitate the instruction of Persian literature for non-Persian speakers. Notably, the findings indicate that the section dedicated to specialized literary education assumes the highest rank among the 12 sections subject to evaluation. Furthermore, the domains of listening, speaking, reading, and writing skills also secure a prominent position in the hierarchy of desirability. The ramifications of this research extend beyond the enhancement of educators' awareness regarding the affirmative attributes and limitations of the textbook. It concurrently beckons authors to undertake the composition of pedagogical materials that bear the hallmarks of greater scholarly rigor and suitability, thus contributing significantly to the advancement of the discourse within the pedagogical domain.

Contexte : La compétence en traduction a toujours été étroitement liée à l'apprentissage des langues. Les stratégies d'apprentissage sont employées pour renforcer cette compétence en traduction. Cependant, l'incidence de ces stratégies lors du processus de traduction demeure largement méconnue.Objectif : Cette étude vise à analyser les stratégies d'apprentissage des étudiants apprenant le français en utilisant un questionnaire validé par le chercheur. Méthodologie : Les données proviennent de 64 apprenants de langue, évaluant leurs stratégies d'amélioration des compétences de traduction via un questionnaire de 30 items sur une échelle de Likert à 5 points. La validation par des experts et le test de fiabilité avec l'alpha de Cronbach garantissent la cohérence et la fiabilité des analyses. Résultats : Les résultats mettent en lumière la préférence des apprenants pour l'utilisation de stratégies indirectes plutôt que directes, en particulier en ayant recours à des stratégies compensatoires, métacognitives, sociales, cognitives, émotionnelles et mnémoniques. Les conclusions révèlent des différences significatives liées au genre, les étudiantes ayant tendance à privilégier les stratégies indirectes, principalement sociales, tandis que les étudiants favorisent les stratégies directes, notamment cognitives. L'âge et le niveau d'études semblent n'avoir qu'un impact limité sur l'utilisation générale des stratégies, bien que des nuances apparaissent dans les sous-catégories des stratégies cognitives et sociales chez les apprenants de français.

Les résultats soulignent l'importance de prendre en compte les différences individuelles pour des stratégies d'apprentissage efficaces, surtout dans des contextes éducatifs variés.

Effective written communication is a crucial skill in both virtual and non-virtual contexts. Developing proficient writing skills requires consistent training and constructive feedback. While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, on reducing writing errors among non-Iranian Persian learners has not been extensively studied. To address this research gap, this study investigates the effectiveness of peer correction techniques on the Persian writing skills of 47 male and female Persian learners from diverse nationalities. Non-random purposeful sampling was used to select participants, who were then divided into two groups, each consisting of four separate classes. Prior to implementing the peer correction technique, both groups completed a pre-test. The experimental group underwent six sessions of peer feedback technique implementation, after which a post-test was conducted. Analysis of the participants' writing errors showed that despite some limitations, the peer correction technique had a positive effect on enhancing the Persian writing skills of the non-Iranian learners in the experimental group, leading to a reduction in their writing errors. The findings suggest that peer correction techniques can be an effective means of improving writing skills among non-Iranian Persian learners. This study contributes to the existing literature by highlighting the potential benefits of peer correction techniques and informing pedagogical approaches aimed at enhancing writing skills among non-Iranian Persian learners. Furthermore, the study's results suggest that peer correction provided in a classroom setting can positively impact the writing proficiency of both foreign learners with different native languages and more proficient language learners in the experimental group.

Bien que les enseignants de langues aient souvent émis des critiques à l'encontre de l'utilisation de la traduction comme outil d'apprentissage, cette pratique est très répandue chez les apprenants de langues étrangères et secondes. Toutefois, les recherches portant sur le rôle de la traduction dans l'apprentissage des langues et le développement des stratégies d'apprentissage ont été relativement peu nombreuses jusqu'à présent. L'objectif de la présente étude est d'explorer l'impact de la traduction sur l'élargissement des stratégies d'apprentissage des langues étrangères chez les apprenants eux-mêmes. Pour atteindre cet objectif, un questionnaire en six sections comprenant 30 items a été préparé et validé. Le questionnaire a été distribué aux apprenants de français langue étrangère. Après avoir collecté les données, les résultats ont montré que, du point de vue des apprenants du français langue étrangère, la traduction contribue à élargir davantage les stratégies d'apprentissage directes. Les résultats ont également montré que l'utilisation de la traduction, du point de vue des apprenants, développe des stratégies affectives, sociales et métacognitives, par ordre de priorité, parmi les stratégies d'apprentissage indirectes. Le recours à la traduction peut aider les apprenants de langues étrangères à développer leurs compétences cognitives, de mémoire et de compensation, dans cet ordre, parmi les stratégies d'apprentissage directes. Les résultats de cette étude permettent aux enseignants de langues d'identifier les croyances et les stratégies des apprenants, ce qui est essentiel pour adapter les stratégies d'enseignement et favoriser un apprentissage plus efficace. .

Despite the significance of pronunciation in second language acquisition, there has been limited research on strategies for pronunciation learning among Persian language learners with various gender, age and educational levels. This study aims to fill the gap in the literature among 119 learners, hailing from diverse national backgrounds. To gather data, a questionnaire encompassing six distinct strategy groups and 43 techniques was utilized. The analysis of the data revealed no significant difference between males and females in the use of memory, metacognitive, affective, and social strategies. While, the use of cognitive and compensation strategies in pronunciation learning was found to significantly differ between male and female language learners. There were no significant differences in the use of memory, cognitive, metacognitive, and affective strategies between individuals below and above 20 years of age. However, individuals above 20 years of age utilized compensation and social strategies more frequently than those below 20 years of age. The findings of this study found no significant difference in the average scores of the six pronunciation learning strategy components between undergraduate and graduate students. These results can assist educators and textbook authors in developing language learning curricula that take into consideration the impact of age and gender differences, thereby enhancing the overall effectiveness of language instruction.

One of the deficiencies in the field of Persian language teaching and research is the absence of knowledge about the most appropriate curricula for creating educational resources. This study aimed to identify effective syllabi for teaching Persian to non-native speakers for general purposes. A questionnaire consisting of 11 items was used to gather data, and 43 teachers from various Persian language teaching centers in universities across the country participated in the field study. The results indicated that 9 out of 11 syllabi were favorable and effective for syllabus design in developing Persian language teaching resources and materials for non-Persian speakers. The "mixed language skills syllabus," "task-based syllabus," and "functional-notional syllabus" were ranked as the top three priorities in terms of significance and efficiency in syllabus design as an essential part of developing Persian language teaching materials for non-Persian speakers for general purposes. Additionally, "competence-based," "content-based," and "text-based" syllabi were ranked 9th to 11th.

The beliefs held by language learners regarding language learning can significantly influence their aptitude and expectations in the language learning process. These beliefs are commonly shaped by prior learning experiences and influenced by both cultural backgrounds and educational settings. It is noteworthy that an individual's beliefs not only impact their language learning but also affect their perception of the world and their communication with the external environment.As stated by Gauvain (2005:15), the cultural background of language learners and their beliefs play a critical role in shaping the social processes that contribute to their cognitive development and language learning. Consequently, the beliefs of language learners exhibit a complex relationship with their cognitive abilities, as well as their responses to linguistic and social inputs within the target language and society. Furthermore, it is noteworthy that shared attitudes, beliefs, and values are reflected in the language usage patterns of group members, as highlighted by (Genc & Bada, 2005).The crucial role of language learning beliefs in the process of acquiring a second language is widely acknowledged. These beliefs encompass the cognitive and mental attitudes of language learners towards language acquisition and exert a significant influence on their motivation, engagement, and ultimate success in language learning endeavors. While some beliefs can positively enhance the language learning experience, others can impede the learning process and lead to anxiety. Therefore, it is imperative to investigate the influence of these beliefs on second or foreign language acquisition by identifying various learning beliefs and their impact on the learning process. The objective of this research was to examine the beliefs of non-Persian language learners regarding the acquisition of the Persian language. This research provides insight into the general beliefs held by Persian learners participating in Persian language courses, thereby contributing to a deeper understanding of the relationship between beliefs and language learning outcomes.

Considering the paramount influence of culture on linguistic communication among human beings, the expansion of intercultural communication competence in learners in the process of language learning is highly imperative. Due to the lack of field research on this subject, the present study intends to investigate non-Iranian Persian language learners’ views on culture and intercultural communication competence. The study sample consists of 104 Persian language learners from different countries who are studying in Iran. The results of this study are based on the analysis of the data obtained via a structured questionnaire. Accordingly, Persian language learners believed that instructors enhanced their language skills and enabled them to use Persian for academic purposes. But they argued that the level of motivation of teachers to teach them was not satisfactory. In addition, the findings revealed that, since the participants were residing in Iran at the time of the study, they were largely familiar with the country, culture, and people of Iran. However, they were not satisfied with the amount of time devoted to culture and intercultural communication skills in Persian language textbooks intended for non-Persian speakers. One of the implications of the study was that intercultural communication skills need to be addressed in Persian language classrooms so that the learners could acquire intercultural communication competence.

The role of a language teacher is of utmost importance in the teaching and learning process, exerting a significant influence on education quality, student learning experiences, academic performance, personal development, and self-confidence. This research aims to identify and model the characteristics of an effective teacher for teaching Persian as a second language. Using field research and a questionnaire, the study gathered responses from 63 participants, including Persian learners and non-Iranian male and female students. The findings emphasize the paramount significance of language didactics knowledge, linguistic content knowledge, and social and emotional competencies in the effectiveness of Persian language teachers. Regarding personality traits, language learners prioritize politeness and respect towards the learner's individuality, fostering an inclusive learning environment. Actively listening to learners' opinions and building their confidence are also crucial aspects, highlighting the value of active communication. In terms of social and emotional competencies, language learners highly value the encouragement of extracurricular language learning, underscoring the need for motivation and support in terms of self-efficacy. The importance of motivational strategies and good communication competencies is also recognized, emphasizing their role in successful language teaching. In the field of didactics knowledge, language learners identify three essential competencies: providing explanations of grammar and vocabulary using real-life examples, designing clear and goal-oriented lessons, and presenting teaching content in a learner-friendly manner while adapting instructional methods. These findings underscore the importance of teaching expertise, instructional clarity, and consistency. Proficiency in reading, writing, speaking, and listening comprehension, along with familiarity with Persian language rules and vocabulary, is deemed crucial in terms of linguistic content knowledge. These competencies contribute to a comprehensive understanding of the language. In terms of technology, language learners acknowledge the significance of incorporating visual and audio tools in language learning. They also recognize the value of utilizing language teaching software, online dictionaries, translation tools, and digital resources for interactive activities such as tests and online assessments. These findings highlight the increasing role of technology in language teaching, as perceived by language learners. It is worth noting that there were no significant variations in perceptions among Persian learners, non-Iranian students, or between genders regarding the desirable traits of an efficient Persian language teacher. This research provides valuable insights for educators, informing them about the essential attributes required for enhanced educational standards and fostering a better understanding of learner perspectives.

The selection and evaluation of educational resources has an effect on increasing and decreasing the quality of learning and teaching and achieving educational goals. Teachers need reliable and valid tools to evaluate educational resources. Due to the lack of a suitable reviewer to evaluate prose literature teaching resources, an artificial researcher's reviewer was designed. After validation, Cronbach's alpha reliability coefficient of 0.939 was obtained, which indicates the appropriate internal consistency between the components of the reviewer. The Persian textbook for teaching Persian prose literature was evaluated by 52 teachers of Persian language and literature with the help of the aforementioned reviewer. In general, the results show the effectiveness of the two-volume collection of Faarsinaameh for teaching Persian prose literature. The findings obtained with the help of Friedman's test show a significant difference in terms of importance and rank between the 12 review sections of the prose literature textbook from the teachers' point of view. Also, t-tests show that according to the average ranks, the section of listening, speaking, reading and writing skills ranks first, the special section of prose literature teaching books ranks second, and the general literary ability section ranks third, as well as the methodological guide and attractiveness section. The text and the appearance of the book are ranked eleven and twelve. The findings of this research help teachers to improve the quality of content and teaching methods by reflecting on the strengths and weaknesses of the textbook.

The distinction between speech and writing as two types language skills is a controversial area in modern linguistic research. From this perspective, the Persian language, due to the considerable differences between the spoken and written forms, can be of particular complexity in education, especially in non-Persian languages. Therefore, in this research we intend to study the use of speech forms in Farsi productions of foreign learners and Besides we want to know to what extent language learners employ spoken words properly without provide them with direct Persian spoken instruction and relying solely on the native environment?. besides these products are subject to a particular pattern or not.
Samples of this research were collected from intermediate level Persian students at Dehkhoda Institute. The results of this study indicate that language learners could produce spoken Persian without direct instruction of spoken form, and by relying only on the native language environment. They were taught only academically and with a focus on reading skills and grammar at Dehkhoda institute, furthermore spoken forms are used more accurately in vocabulary rather than in grammer. It is worth noting that in explaining the data of this study, the Input processing theory in general and the principle of content word priority in particular have been used. Analysis of the data has shown that according to this theory, products follow a certain pattern.

This study, grounded in Cognitive Linguistics and Cognitive Lexical Semantics, uses a graph-theoretical approach to analyze the semantic network of high-frequency Persian verbs as understood by non-native learners. It builds on 50 foundational Persian verbs from Jamshidi et al. (2022) and involves 101 non-native Persian speakers from Imam Khomeini International University. Participants, whose native language is not Persian, used a culturally adapted version of Schur’s (2007) semantic association questionnaire to graphically represent perceived semantic relationships among the verbs. The data were modeled and visualized using co-occurrence graphs built with Java and Python. The analysis reveals a semantic network comprising various lexical-semantic relations, including synonymy (7.27%), converse antonymy (31.32%), polysemy (2.21%), entailment (24.67%), hyponymy (22.46%), meronymy (2.21%), and collocation (34.49%). Among these, collocational patterns, antonymic contrasts, and entailment relations were most frequent. These results provide insights into the mental lexicon of L2 Persian learners, highlighting conceptual schemas and relational patterns. The study offers pedagogical implications for creating cognitively aligned teaching materials, addressing lexical acquisition gaps, and promoting cluster-based approaches in Persian as a Foreign Language curriculum development.

The textbook continues to be regarded as an essential instrument in the pedagogical process. The advancement of educational resources, as long as it adheres to scientific approaches of syllabus design, enables effective time management and the provision of materials tailored to the learners' requirements. Without conducting scientific research, identifying the appropriate methodology for this endeavor is unfeasible.In the realm of assembling instructional materials for teaching Persian to non-native speakers for academic objectives, it remains uncertain which among the currently available textbooks have been compiled according to specific approaches to syllabus design. To address this gap, the present study aims to identify the most effective method of designing lesson headings for teaching academic Persian. The data for this field study was gathered through a researcher-developed questionnaire. Forty-eight teachers of Persian language instruction for non-native speakers in university settings participated in this study. The results of the data analysis indicate that lesson plans based on content and language, content alone, and subject matter were deemed the most efficient for learners of academic Persian, ranking first to third, respectively. In contrast, task-based, text-based, and structural/grammatical lesson plans were ranked seventh to ninth in effectiveness. The present study's outcomes diverge from preceding research that accentuates the effectiveness of task-based lesson heading design. These findings will equip Persian language instructors in university settings to construct educational materials tailored to the academic requisites of foreign students enrolled in diverse programs in both domestic and foreign universities.

Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover, Pronunciation is one of the most difficult parts of teaching a foreign language to adults. It seems that the sub-skill of pronunciation is not taught in the form of a well-rounded program in communicative approaches and interactive conversations in Persian language classes, and that learners pronounce Persian under the influence of the phonemes of their mother tongue. This study is an attempt to provide an answer for the question of what strategies foreign learners use in their learning process by examining pronunciation learning strategies. The current research is the application and collection of research data using the field research approach and the descriptive method is used for the data analysis. The research instrument in data collection is a questionnaire composed of 43 items, each question containing a pronunciation strategy. After verifying validity and reliability, it was randomly distributed among foreign Persian learners. Based on the findings, they make significant use of cognitive, social, metacognitive and compensatory strategies. Commonly, mother tongue does not have a significant effect on the use of these strategies, but Chinese speakers use the group of cognitive strategies significantly more than Arabic speakers do.

Teaching literature to international students can be challenging. The teaching of literature has remained traditional. Studies reveal that most of the language lecturers and teachers teach literature based on their personal experience. This study attempts to provide answer to this question “what is the most efficient model for the instruction of Persian literature to non-Iranian Persian language learners?” In this investigation, after reviewing the relevant literature, the researcher developed and piloted a questionnaire. The questionnaire was randomly distributed among 52 Persian language teachers and experts to probe their perceptions concerning the most productive model for teaching Persian literature. The data analysis showed that the participants considered the integrated approach, personal growth, cultural, and linguistic models as the first, second, third, and forth models, respectively, appropriate in the teaching of both Persian poetry and prose despite with statistically significant difference. The results further indicated that the teachers did not show significant difference concerning the application of models in teaching Persian poetry and prose. The findings of this investigation might be used to upgrade the quality of teaching Persian literature to non-Iranian Persian language learners. The results could be promising in the design and development of useful educational materials in the teaching of Persian literature.

In L2 learning, each language student learns from a specific perspective, and the individual variables such as personality characteristics could impact on students’ learning. This investigation examines the relationship between the Chinese personality types, learning styles, and strategies learning Persian as a second language. The study randomly recruited 44 students. The participants were distributed three data collection instruments including Myers–Briggs Type Indicator, Kolb’s (1984) learning style inventory, Oxford’s (1990) learning strategies questionnaire.  Results showed that there was a statistically significant difference between the learners’ personality types and their learning styles. Students with sensing and perceiving personalities - in comparison to judging and intuition personality types – were characterized with converging learning style. Learners associated with feeling and perceiving personality types preferred diverging and assimilating learning styles comparing to those with thinking and judging personality types. Whereas learners with extraverted, sensing, feeling, and perceiving personality types dominantly tended to be assimilators, the introverted students were identified with intuitive, thinking, and judging learning styles. The results also showed that the Chinese Persian language learners commonly used cognitive and metacognitive learning strategies. It was also found that they were considerably assimilators concerning learning style. It seems that perception of language learners’ personality types, styles, and learning strategies could largely have an influence on the improvement of instruction quality and the use of sound teaching methodologies.

Language teaching methods and approaches are considerably effective in teaching Persian language and culture. This study examined the teachers' perspectives toward the use of methods and approaches appropriate for teaching Persian to students learning Persian for general purposes. To this, the study recruited 43 teachers teaching the Persian language to non-Persian language learners at several Persian language centers across different universities. They were provided with a 22-item questionnaire probing the teachers' attitudes to the use of methods sub-categorized into five sections, namely, structural view, functional view, interactional view, proprietary methods, and other. The results showed that the participants generally favored 16 (out of 22) teaching methods and approchs among which "teacher-oriented and appropriate to class conditions," "communicative", "audio lingual", "task-based" and "natural approach" were ranked from the first to fifth positions respectively; in their perspectives, the principles of these five methods could be used for teaching Persian Language for general purposes. The results of the t-test showed that the methods of "teaching dogmatic language," "Pimsler," "Michael Thomas," and learning by teaching were not useful in designing and developing resources for teaching Persian language for general purposes. The results of this study might encourage the Persian language teachers to employ the most efficient methods in teaching Persian to the speakers of other languages.

Applying metacognitive strategies leads to better listening comprehension and optimal use of learners’ other cognitive skills. The purpose of the present study is to investigate the metacognitive strategies that non-Iranian Persian learners employ to comprehend oral texts and whether gender and mother tongue have any effect on it. This research is a field study in which after calculating the item reliability of the questionnaire, data were collected quantitatively through Metacognitive Awareness Listening Questionnaire (MALQ) developed by Vandergrift, Mareschal, and Tafaghodtari (2006). One hundred nineteen adult Persian learners from eight countries participated in this study. Data analysis indicated that non-Iranian Persian learners use problem-solving, direct attention, planning-evaluation, personal knowledge, and mental translation strategies respectively. Furthermore, the findings showed that male Persian learners employ metacognitive strategies more than female learners, even though this difference was not very significant, and that mother tongue has no effect on the use of these strategies. Research findings will help Persian language teachers to take into consideration each group of learners’ preferences and extent of their use, as well as variables such as gender and nationality.

Cette étude cherche à préciser les différents processus cognitifs mis en œuvre lors de la compréhension d’un texte dans une langue étrangère. Le but de cette étude est dchr('39')expliquer l’ensemble des enjeux cognitifs et des facteurs sociaux en jeu dans la compréhension de texte par un lecteur non indigène. Dans ce but, la méthode de recherche descriptive a été choisie pour révéler les similitudes et les différences de compréhension de texte en langue maternelle et en langue étrangère. Pour ce faire, toutes les similitudes et les différences de compréhension en langue maternelle et en langue étrangère ont été explorées, extraites et classifiées de manière exhaustive. Les résultats montrent que si la compréhension de texte en langue seconde a plusieurs points de convergence avec celle en langue maternelle, elle s’en distingue sur plusieurs points tous classifiables en trois grandes catégories (les différences linguistiques et de traitement; les différences individuelles et expérientielles; et les différences socioculturelles et institutionnelles) englobant, chacune, plusieurs sous catégories. Sur la base des résultats de cette étude, un modèle globale de ces différences a été conçu pour la première fois. Les résultats de cette étude débouchent sur une connaissance des spécificités et des limites de la compréhension dans le contexte de l’enseignement de la compréhension de textes en langue étrangère.

It is fundamental to gain knowledge on overseas students from Arab countries in terms of their personality types, learning styles, and learning strategies to further promote the quality of Persian language teaching. This study investigates the relationship between Arab non-native speakers of Persian language and their leaning styles and strategies. To achieve the goal, 50 Persian learners were randomly selected from a Persian Language Center. Data collection instruments were Personality Types (Myers – Briggs, 1962), Learning Style (Kolb, 1984), and leaning strategies (Oxford, 1990) questionnaires used to measure learners’ personality types, learning styles, and learning strategies, respectively. Results indicated that there was a statistically significant difference between convergent learning style and extroverted and introverted learners; it was also found that the correlation between assimilator style, sensing-intuition thinking and feeling was statistically significant. The result further showed that whereas the participants utilized all learning styles (convergent, divergent, accommodating, and assimilating) proportionally, they utilized metacognitive strategies more than the cognitive strategies. The findings of this study could motivate the teachers to enhance the quality of instruction as well as the quality of methodologies practiced in Persian language classes in accordance with the type of personality and styles and strategies of language learners.

Influential educational resources are considered significant criteria for enhancing the quality of teaching and learning Persian language. However, it is a challenging task to design and afford the Persian language learners worldwide with appropriate instructional materials to meet their language needs. As informative instructional resources, textbooks play an essential role in Persian language programs and they can considerably motivate Persian language learners. Hence, it would be logical to evaluate the content and structure of Persian language textbooks from different perspectives. The relevant literature documents various checklist for evaluating the usefulness and appropriateness of language textbooks. Miekley’s (2005) checklist is considered as an effective criterion for language textbook evaluation. This checklist is comprised of five categories analyzing the textbooks from teachers and learners’ perspectives.This study used this checklist to evaluate the textbook of "Mina". The main purpose of the study was to shed light on whether this newly designed textbook could meet the needs of the Persian language practitioners. Results showed that from the point of view of the teachers, the fourth indicator of the "texture" theme is only significant (sig <0.05). The results also indicate that for the other 9 main indicators, they are not significant and in optimal condition. These findings could bring insightful understandings for Persian language teachers and may help them to fix its shortcomings in classrooms with other teaching materials.

Just as our inner attitudes influence our behavior, our educational attitudes affect our classroom behaviors, including the choice of curriculum content. One of the issues in the Persian language didactic is the use of literary texts in Persian language classes for non-Iranian learners. This study examines teachers' attitudes toward the use of literary texts in teaching Persian to speakers of other languages. A 45-item questionnaire was used for this purpose. The participants in the survey were 26 teachers of the Persian language. The results indicate that the use of literary texts has a positive and significant role in the teaching of the Persian language to speakers of other languages. Findings show that words and symbols used in literary texts are difficult for Persian language learners. Literary texts are dysfunctional to develop language skills such as speaking, writing, and listening. But it improves reading skills and vocabulary. From the teachers' perspective, cultural and social environments in literary texts are unfamiliar to Persian language learners, and it is difficult to identify the cultural references and symbols used in Persian literary texts, but they can lead to the understanding of Persian's cultural norms and customs. The teachers prioritize storytelling for classroom use. Likewise, the findings suggest that gender, age, educational background, and teaching history do not influence the teachers' attitudes about the role of literary texts in teaching the Persian language to speakers of other languages.

Research has not investigated the motivation of students toward learning Persian as a foreign/second language. This study examines the integrative, instrumental, intrinsic, and extrinsic types of motivation among language learners learning Persian as a second language. A questionnaire consisting of 40 questions, adapted from Gardner (2001), Ryan and Deci (2000), and Noels et al. (2001), was used to collect the required data. Statistical procedures were followed to analyze the data from 135 (59 females and 73 males) language learners. Results showed that integrative and extrinsic were respectively the most and the least significant forms of motivation among these participants. They reasoned that they mainly learn Persian language to understand Persian art, literature and history, increase their knowledge, and communicate with Iranians. Variables such as gender, education, and age showed significant differences among the males and females concerning instrumental and intrinsic types of motivation. Furthermore, whereas the results indicated significant variation between the participants’ education levels and their integrative motivation, there was not any significant relationship between the age and motivation.

It would be significant to analyze the content of these educational resources to see whether they are in line with the students’ needs.  Miekley’s (2005) checklist is considered an effective criterion for the selection and analysis of language teaching materials. The participants were (a) 25 Persian language teachers teaching Persian to non-Persian language learners and (b) 32 non-Persian language learners, majoring in different medicine sciences in Iranian medical universities. They were asked to analyze the textbook entitled as “Pulse of Life” (Nabze Zendegi) (1385) based on categories in Miekley’s (2005) proposed checklist. Descriptive statistics were employed to separately analyze the data of two groups; the results obtained were compared and contrasted. Given the first section, namely, textbook, teacher participants claimed that the textbook was structurally well-designed and it included attractive content and sub-contents as well as relevant vocabularies and grammar structures. However, student volunteers believed that tasks and activities along with grammar structures and vocabularies were not appropriately presented in this textbook. Two groups of participants perceived that the sub-sections of general characteristics, background information, and methodology guide were not suitable. However, they considered the context section appropriate. Teachers graded the vocabulary subsection, and the students ranked the grammar subsection in the second status. Subsections of passage attraction and book appearance were ordered in the third rank. The findings of this investigation could be helpful for researchers and teachers in evaluating the efficiency and appropriateness of instructional resources, possibly available in the instructional resources of teaching Persian to non-Persian language learners.