teaching persian to speakers of other languages

Neuro Linguistic Programing (NPL) is an approach that offers strategies to deal with life’s opportunities. It makes us aware of how things work, encouraging us to study and model successful people in different situations. This, in turn, can help us improve our communication both consciously and unconsciously. Besides, it enhances our ability to master changes. The term “neuro”, reflects the impact of our sensory input on our neurological function. It suggests that becoming a better learner involves listening better and are more observant, so we are more open to our own and other people’s experience. This helps us to make good decisions. The term “linguistic” emphasizes the importance of language awareness in getting better information to make decisions. By “programing”, we mean habits. NLP teaches us how we can develop and encourage useful habits. In general, NLP means using language to program our nervous system into more useful habits. NLP teaches that people can directly perceive a small part of the world using their conscious awareness, and that this view of the world is filtered by experience, beliefs, values, assumptions, and biological sensory system. NLP argues that people act and feel based on their perception of the world and their subjective experience of it. Using NLP, a person can model the more successful parts of their own behaviors to reproduce them in areas where they are less successful. It is believed that learners must develop their linguistic strategies to become independent (Harmer, 2001). The outcomes of some studies on Neuro-linguistic programing illustrate that these techniques will be helpful in second language learning. To highlight NLP techniques in second language learning, Tosey and Mathison (2003) have gone to great lengths. On the other hand, scientists believe that the use of these techniques and programs is one of the ways to reach independence (Holec, 1981). Unfortunately, so far, there has been a scarcity in the studies of the role of NLP in different fields (Moore, 2009). Teachers as well as students mostly focus their education on the content, without caring about the dominance over the learners’ minds. The authors of this study found limited research on NLP techniques within the scope of teaching Persian to speakers of other languages (TPSOL). In English, the study of the relationship between NLP and other variables such as gender, education level, experience, and academic achievements has been accounted for (Pishghadam, Shapoori, & Shayesteh, 2011). This study is significant for several reasons. First, it aims to improve learner independence, which is crucial for foreign language learning. Second, it explores the impact of NLP on the psychological aspect of language learning. Additionally, NLP techniques can lead to learner autonomy.

Co-teaching, as a novel language teaching method, warrants comprehensive research to investigate its efficacy in enhancing various language skills and components such as grammar, vocabulary and reading. This study examines the impact of co-teaching with two teachers on the effectiveness of grammar instruction. It focuses on implementing this approach in two educational contexts comprising Iranian English learners in one group and international learners of Persian in another group as experimental groups. A comparable class has been selected as the control group in each context as well. The English language class was taught by two Iranian English language instructors and the Persian language class was taught by two Iranian instructors, one specialized in Persian language teaching and the other proficient in English. In the practical phase of the study, the primary instructor presented new materials in a foreign language, and then the instructors, by dividing the language learners into smaller groups, engaged in tasks and problem-solving. The assistant instructors explained the materials again in an intermediary language (Persian for English learners and English for Persian learners). Statistical tests were used to analyze the data. The findings showed the effectiveness of grammar instruction increased significantly in both test groups compared to the control groups. The impact of this method on international Persian learners in comparison with Iranian English learners was not significantly different. Based on the interview results, the language learners consider the co-teaching method highly effective and engaging. The study suggests this method can be beneficial for language learners.

Teaching the “verb” is very important in learning the grammatical and semantic structure of any language. In Halliday’s functional grammar, verb is considered as “process” under the transitivity system. From the viewpoint of this system, verb has the ability to represent the experience in language; therefore, it is considered in the format of experiential metafunction. Process, event, being and not-being, feeling, and action are issues which appear in form of verb phrases. By considering the types and frequency of processes in educational texts, one can identify their approaches to the transfer of experiential concepts of the language and the diversification or non-diversification of processes and the educational outputs of these processes. The main purpose of this article was to explore the frequency of process types and investigate the embedding of those processes into educational approaches in three intermediate books titled “Let’s learn Persian”, “Modern instruction of Persian language”, and “Persian language”. Hence, the processes which appeared in the texts of these books and their types were specified in an analytical-statistical method. The results showed that in the three considered books, relational process has more frequency than the other processes. Since a wide range of sentences are made by relational process in the language, its significant frequency in elementary language teaching materials is educationally justified. However, the books considered in this paper related to the intermediate level. Furthermore, behavioral and material processes which represent most of the human’s life experiences are of average frequency in these books and for the learning and retention of these processes, the writers have resorted more to semantic variables such as partial or complete repetition, synonymy, collocation, and antonymy.