زبان فارسی به عنوان زبان دوم

Though technology has widely been used in online instruction, new approaches to instruction seem to emphasize the integration of technology into in-class practices. In this article, a review of the concept of blended learning and a brief look at its application in instruction is presented. The study aimed to compare the effect of traditional and blended instructional approaches on the creativity, motivation, and learning of non-Iranian learners of Persian language. The study belonged to applied research category and had a quasi-experimental design. 40 non-Iranian learners of Persian language who were studying at Dehkhoda International Center for Teaching of Persian Language participated in the study. Torrance’s Creativity Questionnaire, Hermans’ Achievement Motivation Questionnaire and Learning Questionnaire were used as data collection instruments. Covariance analysis showed that there were significant differences between the traditional and blended instruction groups in terms of creativity, motivation, and learning of Persian language.

Introduction This article aims to study the place and method of teaching the vocabulary in teaching Persian to Chinese learners. In morphological classification, the structural differences in Persian and Chinese languages makes these learners more difficult to can face in learning vocabulary and understanding the Persian texts. This structural difference causes Chinese learners stop learning when they learn at any stage, if they do not understand the meaning of the words correctly.
Theoretical framework Chinese language belongs to a group of analytic languages and the Persian language is a synthetic language. “In analytic languages, the grammatical relations of words in the sentence are expressed through independent syntactic elements, such as the prepositions. In the structure of such languages, words are often made of a morpheme. Therefore, in the construction of analytic languages, the words do not have any internal structure constructed. In this kind of language, syntax relations in a sentence with the word lexical tool not but help out the word by word or grammatical arrangement of words expressed” (Alborzi Varaki, ibid:7 In his research on Persian language, Alborzi (ibid:12) believes that the Persian language suggests some degree of links and in some extent is a hybrid language.
Research Methodology This paper, using field research methodology, examines how vocabulary learning is used in Chinese learners. This article empirically examines Chinese students’ learning of vocabulary. Data come from 24 randomly selected Chinese students who had passed a 16-week course on Persian at Imam Khomeini International University. In order to evaluate their language competence, the students were given a word-centric (vocabulary) test, which suited their level. Students were divided into two groups: test and Control. The test group were taught based on different methods such as vocabulary teaching, structural and functional segmentation and structural matching between the two languages; and the control group were taught based on only teaching vocabulary without translation. A second test was given to the students to assess their learning. Results showed that those students who had been exposed to translation method had a better output.
Conclusion Chinese language learners have a lot of tendency to translate words and they are interested in understanding the meaning of the words. But the translation is meant to express the meaning of words is not enough in all cases. Teacher as an educational guide should use the learner's tendency to learn how they are accustomed to and must be able to balance the various methods. When the translation can be effective, in addition to paying attention to the spatial and syntactic position of the components of the words, that the semantic and functional relation of the words is also considered in the text.

The purpose of this study was to examine the effect of teachers’ corrective feedbacks on L2 Farsi learners’ reading comprehension, language learning anxiety, and attitudes towards L2 learning. Thus, 44 Persian language learners who were homogeneous in terms of proficiency and studied Farsi at the International Center for Persian Instruction to Non-Persian Speakers at Ferdowsi University were randomly selected as participants. They were assigned to the control and the experiment groups. Prior to the treatment, both groups were assessed via Dörnyei’s (2005) Attitudes and Anxiety questionnaire and Ghonsooly’s (1389) Farsi Language Proficiency Test. The participants of the experimental group were then provided with different corrective feedbacks by the teacher in the course of 15 treatment sessions. After the treatment, the post-test was administered and the students’ attitudes towards the feedbacks were also obtained through a video-recorded interview. The results of the independent samples t-test demonstrated that on the reading comprehension posttest, the participants in experimental group outperformed their counterparts in the control group. Moreover, the results confirmed the effectiveness of corrective feedback in diminishing the learners' language learning anxiety. However, the teacher’s corrective feedbacks had no significant effect on the learners' attitudes towards L2 learning. The majority of the participants believed that appropriate to the occasions, a variety of corrective feedbacks should be used to enhance the effectiveness of corrective feedbacks.