task-based approach

One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, so that in addition to acceptable and comprehensible pronunciation in their interactions, they can provide correct verbal and non-verbal reactions to the spoken word. Therefore, the present study intends to study the task-based approach in teaching the Arabic sounds with a descriptive-comparative method. The results indicate that main difference between Persian sounds and Arabic is in the fourth level of difficulty (θ /ħ /ð /sˤ /dˤ /tˤ /ðˤ /ʕ /ɣ) and then in the third level (z /s /ʃ /dʒ /k /q /w). the task-based approach with the “pre-task phase” makes the learner cognitively aware of these differences as well as the level of Suprasegmental and creates the necessary preparations, then in the stage During task with emphasis on all aspects of language at the level of Segmental and suprasegmental of speech and behaviorally reinforce them by engaging the learner in applied tasks based on their needs in communication situations, emphasizing pivotal interaction. So that by using real tasks and in the context of the audio text, in addition to placing the learner in areal communication situation, the challenge of changing the properties of sounds, is solved by accompaniment, and by stabilizing the cognitive dimension and repetition of tasks in quasi-real situations in the post-task phase. In creases the communication ability of language learners. Therefore, it can be said that the task-based approach is quite suitable for use in teaching the phonetic system of the Arabic language.

Using literary texts in teaching Persian to non-Persian speakers has always been the focus of material developers. Due to the metaphorical nature of the Persian language and the use of idioms and proverbs in both spoken and written forms of the Persian language by Persian speakers, mastering these idioms and cultural concepts by non-Persian speakers seems to be essential. Regarding language education, one of the important issues is paying attention to improving language skills. The four language skills i.e. listening, speaking, reading and writing play significant role in the learning process. In language education, to deal with these skills, the need for appropriate, relevant and purposeful educational materials is felt to be essential. In this research, the researches attempted has to provide a resource for teaching Persian language to non-Persian speakers through literary texts with an emphasis on improving reading skills. In this research, the method for compiling and developing these texts is simplifying the Persian texts and then developing exercises based on the task-based approach. To this end, some stories from Kalila and Demna by Mahdi Azarizdi (Scorpion Sting, Bear and Impatient Pigeon Friendship) have been selected and prepared for intermediate Persian learners. Accordingly, first original stories were presented, then their narrative elements were explained. In the next step, lexical simplification was conducted according to LEXenstein’s lexical simplification framework. Finally, syntactic simplification was conducted according to Maxwell's ideas. To ensure the appropriateness of the texts for the intermediate level, these texts were given to three teachers with three years of experience teaching Persian to non-Persian speakers. In the end, by using the basics of the task-based approach which currently has found a significant place among other approaches, the pre, during, and post-reading activities have been designed.

Learning a foreign language is a very complex process that depends on various elements such as student, teacher, teaching method, etc. Among these elements, however, the element of teaching method plays a decisive role in the state of education, and it influences the other elements as well.  Therefore, it is very important to use a practical and effective teaching method.One of the methods that has been proposed in recent decades and has received much attention in foreign language teaching is the task-based teaching approach. This approach, as a new approach that stems from the communicative approach in language teaching, is based on tasks/ a task. In defining a task, Ellis (Ellis. 2004. P.9-10) refers to a set of essential features and believes that; a task is a workplan (1); the main focus is on meaning; has real processes in the use of language; can include any of the four language skills; involves cognitive processes; and it has a very clear communicative result.Therefore, it can be said that the main purpose of this teaching method is to increase language learners’ communicative ability through tasks that are based on meaning and reality. This method teaches language in three stages of pre-task, during task and post-task

The present study examines and analyzes the method of teaching Persian pronunciation in the Persian to Persian educational complex in the Al-Mahdi Islamic Language and Education Center affiliated to the Al-Mustafa community and seeks to answer the question of the educational complex to the components of education. Pronunciation has been noted. In this study, two main objectives were pursued: First, to study and analyze the method of teaching Persian pronunciation in the selected educational set. Second, presenting a model based on new scientific findings in the framework of a task-oriented approach to teaching Persian pronunciation to non-Persian speakers. The present study was conducted by library method. To evaluate the pronunciation teaching method in the selected educational set, first the approaches, principles, methods and techniques of pronunciation teaching were examined. Then, three researcher-made checklists were designed to evaluate the pronunciation teaching methods in this training package. These three checklists assessed the representation of the imitation-intuitive, analytical-linguistic, and Cunningworth frameworks, respectively. The results obtained from the study and analysis of pronunciation teaching in the Persian-Persian educational package showed that this collection had the highest alignment with the imitation-intuitive approach and the least alignment with the Cunningworth and analytical-linguistic approaches. Finally, based on the research findings, a proposal was proposed in accordance with the task-oriented approach for teaching Persian pronunciation to non-Persian speakers.