Discourse Analysis of Teaching Persian Language and Literature: A Model For the Expansion of Cultural Diplomacy

Discourse analysis is one of the interdisciplinary trends in linguistics, sociology, anthropology, psychology, and so on. This tendency has two main perspectives: first, it evaluates the formation of meaning and message in relation to the intricacies (including the physiological and structural aspects of language) and, in the second perspective, examines the exogenous factors (the relationship between language and all external features that include the knowledge of sociology, culture, etc.) Discourses are considered as the open language of power relations, and since language teaching concepts are also manifestations of cultural power, the authors of this paper have sought to criticize the concepts of second language teaching based on the second view of discourse analysis. The most important findings show that in meaning-based approaches, the reliance is on common prominent figures, for example, between Iran and Turkmenistan (Abu Saeed Abul-Khair, Abulfazl Sarakhsi, ...), Iran and Uzbekistan (Rudaki Samarghandi, Amir Ali Shirnava’i, Attar Neishabouri, and ...). Community-based approaches identify target communities by examining linguistic geography to transform communicative potentiality to communicative action. A culture-based approach which identifies common roots in literature, art, and language, and the obvious examples of which are the customs of Nowruz celebrations, Welcoming Spring and Seven Sin between Iran and its neighbors such as Azerbaijan, Pakistan, Turkmenistan and ..., refers to the creation of common cultural themes for the teaching of language learners. The psychology-based approach deals with the use of mystical literature, as well as its link with the concepts of participatory learning such as improvement of attitude in Hafez poetry and self-esteem in Saeb.