Examining the Method of Pedagogical Grammar in Persian Grammar Books

Research in Persian grammar books and representing their ways of expression and teaching following new educational theories can open the way for grammar writing and scientific education. The purpose of this research is evaluation the educational prose in Persian grammar books based on its communicative Competence. In this research, the data was collected in the form of a library, which was done by examining 9 Persian grammar books. Data analysis was carried out in a descriptive-analytical way and by designing reviews based on the approach of applied linguistics and teaching instruction. Based on this, the characteristics of each of the basic theories were extracted and numbered as an index so that the findings can be inserted in front of them. According to the findings of the present research: Persian grammar books are written according to the structuralist or formalist descriptive order and in an analogical way. In none of them teaching grammar indicators such as context-oriented, considering form and meaning and function, concept-oriented, task-oriented, production-oriented, and paying attention to speech types, have not been the teaching criteria. In this text, the emphasis is on linguistic knowledge; No communication skills. According to this study, Persian grammar is not written based on the corpus of linguistic data.