A Study of Teaching Grammar in the First Book of Teaching Persian Language and Culture to non-Persian Speakers

Most methods and approaches to learning a second language have emerged after language theories and learning theories. On the basis of these methods, learning a second language is based on teaching the four elements: words, grammar, meaning and culture. Textbooks for teaching Persian language and culture to non-Persian speakers are mostly focused on grammar. Some of these textbooks have been primarily written for teaching grammar and other relevant textbooks are mainly allocated to teaching grammar rules and tasks for grammar improvement and learning assessment.
This study attempts to show what are the basic standards and rules of teaching grammar in the first book of Teaching Persian Language and Culture to non-Persian Speakers, (TPLAC-1). This article analyzes TPLAC-1 from six perspectives: 1) the number of grammatical points; 2) pedagogy; 3) contextual orientation; 4) compliance with the proper order of grammatical points; 5) the activities of each grammatical point; and 6) the amount of production and diagnostic activities.
The results show that TPLAC-1 is based on a grammar-oriented and non-communicative approach. The overall coherence of the book is weak regarding the selection and arrangement of grammatical points, and little space has been dedicated to the context and usage of grammatical points in the relevant content and activities.