فهرست مطالب

پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان - پیاپی 16 (پاییز و زمستان 1397)

پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 16 (پاییز و زمستان 1397)

  • تاریخ انتشار: 1397/07/01
  • تعداد عناوین: 7
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  • امیررضا وکیلی فرد صفحه 1
  • احمد فرشبافیان*، اسماعیل صفایی اصل، ابوالفضل قاسم زاده علیشاعی، یوسف آرام صفحات 3-22
    به باور برخی صاحب نظران، بسیاری از عوامل دخیل در فرایند یادگیری زبان دوم به واسطه ی عامل عاطفی «انگیزش» نقش خود را ایفا می کنند. بر این اساس، آگاهی از انگیزش زبان آموزان می تواند به برنامه ریزان آموزش زبان دوم کمک کند تا در جهت افزایش کیفیت آموزش زبان دوم و دیگر جنبه های آن گام های موثرتری بردارند. در پژوهش حاضر، تلاش شده است میزان انگیزش و جهت گیری دانشجویان ترکی زبان رشته ی زبان و ادبیات فارسی دانشگاه آنکارا در یادگیری زبان فارسی مورد بررسی قرار گیرد. نمونه ی تحقیق شامل 80 دانشجوی دوره ی کارشناسی رشته ی زبان و ادبیات فارسی دانشگاه آنکارا بود. به منظور گردآوری اطلاعات مورد نیاز برای تجزیه و تحلیل، پرسش نامه ای متشکل از آزمون های «نگرش نسبت به یادگیری زبان»، «شدت انگیزشی»، «اشتیاق» و «جهت گیری»که همگی برگرفته از پرسش نامه ی «نگرش/انگیزش» گاردنر (Gardner, 1985b)» بود، بین آزمودنی ها توزیع شد. اطلاعات به دست آمده با استفاده از شاخص های آمار توصیفی تجزیه و تحلیل شد. نتایج حاکی از وجود نگرش مثبت بالاتر از میانگین (نمره ی 36 از 40)، شدت انگیزشی بالاتر از میانگین (نمره ی 22 از 24)، و اشتیاق بسیار بالای (نمره ی 19.25 از 21) آزمودنی ها بود. مجموع این سه نمره نشان گر بالا بودن میزان انگیزش (نمره ی آزمودنی های پسر 75.20 از 85 و نمره ی آزمودنی های دختر 79.30 از 85) آزمودنی ها در یادگیری زبان فارسی بود. در زمینه ی جهت گیری آزمودنی ها هم، این نتیجه به دست آمد که %77.5 آزمودنی ها (%83 دختر و %72 پسر) دارای جهت گیری یکپارچه و بقیه ی آزمودنی ها، یعنی %22.5 آن ها (%17 دختر و %28پسر)، دارای جهت گیری ابزاری در یادگیری زبان فارسی بودند.
    کلیدواژگان: انگیزش، شدت انگیزشی، اشتیاق، جهت گیری یکپارچه، جهت گیری ابزاری، زبان فارسی
  • خسرو بهراملو*، سامان عبادی، عادل اسماعیلی صفحات 23-44
    هدف از این پژوهش مقایسه ی تاثیر تمرین واژه و ارزشیابی پویای گروهی بر میزان واژه آموزی، از طریق استنباط واژگانی است. با استفاده از نمونه گیری هدفمند، از میان دانش آموزان ترک زبان سه مدرسه ی ابتدایی پسرانه در مناطق روستایی شهرستان ارومیه، 42 فارسی آموز انتخاب شدند و به صورت تصادفی در سه گروه مساوی قرار داده شدند. چهار متن انتخاب شد که درمجموع حاوی 20 کلمه ناآشنا بود. فراگیران روزی یک متن را خواندند و به پرسش های درک مطلب آن پاسخ دادند. پس از خواندن هر متن، فراگیران گروه «ارزشیابی پویا» به استنباط معنای واژه های ناآشنا پرداختند و یک بار دیگر متن را خواندند. فراگیران گروه «تمرین واژه» برای هر واژه ی ناآشنا دو تمرین انجام دادند. فراگیران گروه «ارزشیابی پویا به علاوه ی تمرین واژه» به استنباط معنای واژه های ناآشنا پرداختند و برای هر واژه ی ناآشنا یک تمرین انجام دادند. یک روز پیش از مداخله، پیش آزمون واژه های ناآشنا برگزار شد. یک روز و یک ماه پس از مداخله، به ترتیب پس آزمون های یادگیری و یادداری واژه های ناآشنا برگزار گردیدند. نتایج تحلیل مانووا نشان داد که در آزمون های یادگیری و یادداری، میانگین گروه های «ارزشیابی پویا» و «تمرین واژه» تفاوت معناداری نداشتند؛ ولی میانگین گروه «ارزشیابی پویا به علاوه ی تمرین واژه» به طور معناداری از میانگین های دو گروه دیگر بالاتر بود. با بررسی یافته ها این نتیجه گرفته شد که تمرین واژه و ارزشیابی پویای گروهی تاثیر تقریبا یکسانی بر واژه آموزی از طریق استنباط واژگانی دارند؛ ولی استفاده هم زمان از این دو شیوه، واژه آموزی بیشتری را به دنبال دارد.
    کلیدواژگان: استنباط واژگانی، یادگیری کلمات، تمرین واژگان، ارزشیابی پویا، ارزشیابی پویای گروهی
  • محمد جواد هادی زاده*، محمد جواد مهدوی، رضامراد صحرایی، علی علیزاده صفحات 45-68
    این مقاله می کوشد با معرفی اصول دستور آموزشی که رویکردی نوین در آموزش دستور به زبان دوم آموزان به‏شمار می رود، به ارزیابی محتوای دستور در متن های آموزش زبان فارسی به غیرفارسی زبانان بپردازد. برای دست یابی به این هدف نخست اصول دستور آموزشی معرفی شده اند. این اصول مبانی نظری پژوهش حاضر به‏شمار می روند. در ادامه بازبینه ای بر پایه ی توجه به شکل اجرایی همین اصول طراحی شده است و پس از تایید روایی محتوایی آن، دویست و شش عنوان از متن های آموزش زبان فارسی به غیرفارسی زبانان (1334-1396) که در کتاب شناسی های معتبر معرفی شده اند و آموزش دستور بخشی از محتوای این آثار بوده است، براساس بازبینه ارزیابی شده اند. براساس یافته های این پژوهش و مطابق بررسی کتاب های آموزش زبان فارسی به غیرفارسی زبانان بیش از شصت درصد آثار منتشر شده در این زمینه یا به آموزش دستور توجه نداشته اند یا برپایه ی سلیقه و تجربه ی مولف به موضوع دستور پرداخته اند. همچنین در میان حدود یازده درصد از آثار نسبتا مطلوب، هیچ کتابی به سطح میانی یا پیشرفته اختصاص ندارد، از همین رو پژوهش و تدوین کتاب های کاربردی مبتنی بر دستور آموزشی در زمینه ی آموزش زبان فارسی به غیر فارسی زبانان بیش از پیش ضرورت دارد.
    کلیدواژگان: دستور آموزشی، منابع آموزش زبان فارسی به غیرفارسی زبانان، دستور، ارزیابی محتوایی
  • محمد مهدی مظفری*، کلثوم روشن قیاس صفحات 69-84
    پژوهش حاضر با هدف مقایسه ی سبک های مدیریت کلاس بر مهارت های راهبردی فراشناختی، هیجانی نارساخوانی دانشجویان غیرایرانی و ایرانی انجام شد. جامعه ی آماری پژوهش شامل کلیه ی دانشجویان غیرایرانی و ایرانی دانشگاه شیراز است که در سال تحصیلی 96-1395در این دانشگاه مشغول به تحصیل بودند. از میان 700 دانشجوی ایرانی و غیرایرانی، تعداد 120 دانشجوی ایرانی و 120 دانشجوی غیرایرانی با استفاده از جدول تعیین حجم نمونه ی کرجسی و مورگان به عنوان نمونه انتخاب شدند. نمونه گیری با روش نمونه گیری تصادفی خوشه ایدر دانشکده های شهر شیراز بود. ابزار گردآوری داده ها در سبک مدیریت کلاس پرسش نامه ی محقق‏ساخته بود و متغیر مهارت های راهبردی فراشناختی نیز با استفاده از پرسش نامه ی خود گزارشی اسپرلینگ که روایی آن با روش پانل متخصصان و پایایی آن با روش آلفای کرونباخ محاسبه شده است، ارزیابی گردید. داده ها به کمک روش آماری تحلیل واریانس، اسپیرمن و تی مستقل تحلیل شدند. یافته های پژوهش بیانگر این مطلب است که بین سبک های مدیریت کلاس (مداخله گر، تعاملی و غیر مداخله گر) در دو گروه (دانشجویان غیرایرانی و ایرانی) تفاوت معناداری وجود دارد، بدین ترتیب که سبک های مدیریت کلاس (مداخله گر، تعاملی و غیر مداخله‎گر) در بین دانشجویان ایرانی در مقایسه با دانشجویان غیرایرانی در سطح بالایی قرار دارد. همچنین، از دیدگاه دانشجویان (ایرانی- غیرایرانی) دانشگاه شیراز در رابطه با سبک مدیریت کلاس در سه حوزه ی (غیرمداخله گر، مداخله گر، تعاملی)،  سبک مدیریت کلاس تعامل گرا در بین دانشجویان ایرانی بیشترین میانگین و سبک مدیریت کلاس غیرمداخله گر کمترین میانگین را داشت و در بین دانشجویان غیرایرانی، سبک مدیریت کلاس تعامل گرا بیشترین میانگین و سبک مدیریت کلاس مداخله گر کمترین میانگین را داشته است.
    کلیدواژگان: سبک های مدیریت کلاس، مداخله گر، تعاملی و غیر مداخله گر
  • عبدالحسین حیدری* صفحات 85-102
    هدف از انجام این پژوهش، مطالعه ی کاربرد تکواژهای وابسته به اسم فارسی در نوشتار دانش آموزان دوزبانه ی ترکی آذربایجانی-فارسی، بر اساس انگاره ی چهار تکواژ است. داده ها از نوشته های 80 نفر از دانش آموزان دختر و پسر پایه های چهارم و پنجم ابتدائی مناطق روستایی شهرستان مشگین شهر گردآوری شد. پژوهش حاضر از نوع توصیفی- تحلیلی است. ابتدا تکواژهای وابسته به اسم فارسی در چارچوب انگاره ی چهار تکواژ، به تکواژهای نظام مند متقدم (تکواژ نکره ی "یک"، تکواژهای جمع ساز، کمی نماها و...)، تکواژهای نظام مند پیونددهنده ی متاخر (کسره ی اضافه و حرف ربط "که") و تکواژ نظام مند بیرونی متاخر (نشانه ی مفعولی) دسته بندی شدند. سپس با ارائه ی آمار توصیفی از کاربرد صحیح تکواژها، مشخص شد که دانش آموزان هر دو پایه بر تکواژ نظام مند بیرونی متاخر اسم، نسبت به تکواژهای نظام مند متقدم آن، دیرتر و سخت تر تسلط پیدا می کنند. به نظر می رسد که بین ماهیت انواع مختلف تکواژها (فعال شدن تکواژها در سطوح انتزاعی تولید گفتار) و ترتیب فراگیری آن ها ارتباطی وجود دارد. تکواژهای نظام مند بیرونی متاخر در سطح متاخرتر فرایند تولید انتزاعی، با فراخوان چارچوب نحوی- ساختواژی زبان مقصد انتخاب می شوند. اما انتخاب تکواژهای نظام مند متقدم به صورت غیرمستقیم در سطح مفهومی- واژگانی و همزمان با انتخاب مستقیم تکواژهای محتوایی، صورت می گیرد. یافته های این تحقیق تاییدی بر کارآمدی انگاره ی چهار تکواژ در تبیین ترتیب فراگیری تکواژهای زبان دوم به حساب می آید.
    کلیدواژگان: انگاره ی چهار تکواژ، تکواژهای وابسته به اسم، دوزبانه های ترکی آذربایجانی-فارسی
  • زهرا عباسی*، هادی یعقوبی نژاد صفحات 103-126

    نظام خودهای انگیزشی زبان دوم جدیدترین مدل انگیزشی ارائه شده در حوزه زبان دوم است. یکی از مفاهیم بنیادین در این نظام به ظرفیت انگیزشی موجود در خودپنداره ‏های شخص از خودش در جریان یادگیری یک زبان جدید اشاره می کند. به منظور واکاوی این ظرفیت انگیزشی، پژوهش حاضر به بررسی انگیزش گروهی از فارسی ‏آموزان سطح مقدماتی و میانی در آغاز ترم تحصیلی (پیش از انجام تکالیف انگیزشی) و پایان ترم (پس از انجام تکالیف انگیزشی)، بر اساس پیشینه ی زبانی و جنسیت آنان می پردازد. بدین منظور 96 نفر از فارسی ‏آ‏موزان چینی و عرب زبان در ابتدا و انتهای ترم به پرسش نامه ی نظام خودهای انگیزشی زبان دوم پاسخ دادند. نتایج تحقیق نشان داد در هر مرحله از جمع آوری داده ‏ها مولفه ‏های موجود در این نظام (خودهای آرمانی، بایدی و تجربیات یادگیری) بازنمودهای متفاوتی داشتند. به علاوه، نتایج آزمون تی به ترتیب حاکی از وجود و عدم وجود تفاوت ‏های معنادار بین نمرات فارسی ‏آ‏موزان در برخی از این مولفه‏ ها در سطوح مقدماتی و میانی بود. بخش دیگری از یافته ‏های پژوهش حاضر بر وجود تفاوت ‏های معنادار در خود بایدی فراگیران مرد و زن در هر دو مرحله پیش و پس ‏آزمون صحه گذاشت. در پایان نتایج، تلویحات1 و پیشنهاداتی برای تحقیقات بیشتر ارائه گردید.

    کلیدواژگان: انگیزش، خودپنداره‏ ها، خود آرمانی، خود بایدی، تجربیات یادگیری
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  • Amirreza Vakilifard Page 1
  • Ahmad Farshbafian *, Esmaeil Safaei Asl, Abolfazl Ghasemzadeh Alishahi, Yousef Aram Pages 3-22
    According to some scholars, many of the factors involved in the process of second language learning play their role through an affective factor called ‘motivation’. Hence, being aware of language learners’ motivation can help second language teaching planners take more effective steps toward increasing the quality of second language teaching. The present study aimed to explore the motivation level and the orientations of Turkish-speaking students of Persian language and literature at Ankara University. The research sample included 80 BA students of Persian language and literature at Ankara University. For data collection, a questionnaire drawn from Gardner’s (1985b) attitude/motivation questionnaire was distributed among the subjects. The questionnaire investigated the learners’ ‘attitudes toward language learning’, ‘motivational intensity’, ‘desire’, and ‘orientation’. The collected data were analyzed using the descriptive statistics indices. The results showed above the mean positive attitudes (36 out of 40), above the mean motivational intensity (22 out of 24), and a very strong desire (19.25 out of 21) for learning Persian among the subjects. The sum of the three scores(male subjects= 75.20 out of 85, female subjects= 79.30 out of 85) indicated the subjects’ high level of motivation for learning Persian. In terms of the subjects’ orientations, the results showed that 77.5% of the subjects (females= 83%, males= 72%) adopted an integrative orientation and the rest of the subjects, i.e. 22.5% (females= 17%, males= 28%) adopted an instrumental orientation toward learning Persian language.  Expanded Abstract Motivation is one of the most important factors which plays a key role in the process of second language learning. According to some scholars, many of the factors involved in the mentioned process play their parts via the emotional factor of ‘motivation’. It is noteworthy that ‘motivation’ is not a simple construct. In his ‘socio-educational model of second language acquisition’, Gardner (1985a) argues that motivation involves the following four aspects: a goal, effortless behavior, a desire to attain the goal, and favorable attitudes toward the activity in question. Gardner (ibid.) has grouped these four aspects into two conceptually distinct categories: (1) the goal and (2) the other three aspects. This grouping is based on the belief that although the goal is a stimulus giving rise to motivation, individual differences in motivation itself are reflected in the other three aspects, i.e. effort expended to achieve the goal, desire to achieve the goal, and attitudes toward the activity involved in achieving the goal. Accordingly, with regard to second language learning, it can be argued that motivation is a combination of effort, desire to learn the second language, and favorable attitudes toward learning the second language. According to Gardner (ibid.), in assessing motivation to learn a language, the three aspects listed above are reflected in the measures motivational intensity, desire to learn the language, and attitudes toward learning the language, respectively. The distinct aspect, i.e. the goal, is reflected in the individual’s orientation to language study.        Drawing on Gardner’s (1985a) theory, the present research strived to explore the motivation level and the orientations of Turkish-speaking students of Persian language and literature at Ankara University. The research sample included 80 BA students of Persian language and literature at Ankara University. In order to gather the data needed for analysis, a questionnaire taken from Gardner’s (1985b) attitude/motivation questionnaire was distributed among the subjects. The questionnaire contained tests of ‘attitudes toward language learning’, ‘motivational intensity’, ‘desire’, and ‘orientations’. The first three tests listed above were designed to measure the subjects’ motivation level. The attitude scale contained 8 statements (4 positive and 4 negative statements). These statements appeared on a Likert scale which had five alternatives. The motivational intensity scale contained 8 three-choice statements and measured the amount of effort which the language learners expended on learning Persian language. The highest mark for each statement was 3 and the lowest mark was 1. Hence, the highest mark for the motivational intensity was 24. The desire scale had 7 three-choice statements which measured the subjects’ desire to learn Persian language. The highest mark for each statement was 3 and the lowest mark was 1. Hence, the highest mark for the desire was 21. Finally, the orientation scale contained only 1 four-choice statement. Two choices measured instrumental orientation and the other two choices measured integrative orientation. To calculate the reliability of the three motivation scales and the orientation scale for Persian language learning, the internal consistency method was utilized (Cronbach's alpha test). The Cronbach’s alpha reliability coefficients were above 0.70 for all the scales, indicating that the scales were reliable.    The results showed above the mean positive attitudes (36 out of 40), above the mean motivational intensity (22 out of 24), and a very strong desire (19.25 out of 21) for learning Persian among the subjects. The sum of the three scores(male subjects= 75.20 out of 85, female subjects= 79.30 out of 85) indicated the subjects’ high level of motivation for learning Persian. In terms of the subjects’ orientation or motivation type, it turned out that 77.5% of the subjects (females= 83%, males= 72%) possessed an integrative orientation and the rest of the subjects, i.e. 22.5% (females= 17%, males= 28%) had an instrumental orientation toward learning Persian language. In this research, the subjects who had very high motivations and adopted integrative orientation toward learning Persian language often sought information about the Persian-speaking community and its cultural values, expanded their communication through interaction with the community, and got closer to that community. This could be a very good ground to promote Persian language in Turkey. Indeed, the deep religious, cultural, and literary links between the two countries of Iran and Turkey on the one hand and the emotional readiness of the Turkish-speaking learners of Persian on the other hand provide a suitable platform for the better promotion of the Persian language and culture among Turkish-speaking learners of Persian in Turkey.
    Keywords: motivation, motivational intensity, desire, integrative orientation, instrumental orientation, Persian language
  • Khosro Bahramlou *, Saman Ebadi, Adel Esmaeili Pages 23-44
    This study aimed to compare the effects of vocabulary practice and group dynamic assessment on word learning through lexical inferencing. Using purposive sampling, 42 Persian language learners were selected as participants. The treatment consisted of four texts which in total contained 20 unfamiliar words. The learners read a text a day and answered its comprehension questions. After reading each text, in the “dynamic assessment” group the learners inferred the meanings of unfamiliar words and in the end read the text once more. The learners of the “vocabulary practice” group did two exercises for each unfamiliar word of the text. The “dynamic assessment plus vocabulary practice” group first inferred the meanings of unfamiliar words and then did one exercise for each unfamiliar word. One day before the treatment, the pretest of unfamiliar words was administered. One day and one month after the treatment, the learning and retention posttests were held, respectively. The results indicated that there were no significant differences between the means of “dynamic assessment” and “vocabulary practice” groups on learning and retention posttests. However, on learning and retention posttests the means of “dynamic assessment plus vocabulary practice” group were significantly higher than those of the other two groups. It was concluded that vocabulary practice and group dynamic assessment have a nearly similar effect on word learning through lexical inferencing, but, simultaneous use of these two could result in more word learning. Extended Abstract: Persian language vocabulary is one of the areas in which Persian language learners experience many difficulties. Many of the Persian language vocabulary cannot be directly taught in the language classes and the learners must acquire them through other means. Lexical inferencing is one of the ways in which vocabulary could be acquired. Lexical inferencing involves discovering the meanings of a text’s unfamiliar words based on textual clues or one’s own knowledge (Haastrup, 1991). Lexical inferencing is a reading comprehension strategy which could lead to word learning as a byproduct (Wesche & Paribakht, 2010. ) Paribakht and Wesche (1997) reviewed the studies which explored word learning through lexical inferencing. In naturalistic studies which involved reading texts and answering comprehension questions, vocabulary acquisition was inefficient and unpredictable. However, in interventionist studies which involved vocabulary enhancement activities following reading and answering comprehension questions, enhanced vocabulary learning was observed. In this study, it was argued that naturalistic and interventionist studies of word learning through lexical inferencing are not different in kind. Both types focus on the amount of word learning pursuing lexical inferencing and do not pay due attention to the process of lexical inferencing. That is, they do not train learners in drawing on textual clues and their own knowledge to discover word meanings. It was suggested that one of the ways in which the process of lexical inferencing could receive due attention involves using group dynamic assessment to explore word learning through reading.  In a lexical inferencing study which draws on group dynamic assessment, the teacher would engage in a dialogic interaction with a group of learners who are reading a text for comprehension. Whenever learners experience problems with an unfamiliar word, drawing on the text and the learners’ knowledge the teacher would offer clues to the learners to help them infer its meaning. At first, the clues would be very implicit and if the learners are not responsive to them, they could gradually become more explicit until the learners discover the meaning or the teacher provides it. This study aimed to compare the effects of vocabulary practice and group dynamic assessment on word learning through lexical inferencing. For this purpose, three elementary schools in rural areas of Urmia were contacted to participate in the study. The student population consisted of 137 Azeri-speaking boys who were studying at grade three. Using purposive sampling, 42 Persian language learners were selected as participants. That is, one day before the treatment the pretest of target words was administered to the third grade students and the students for whom more than 85% of the target words were unfamiliar were selected as participants. The participants were randomly assigned to three equal size groups. Over four days, the treatment was administered to the participants. The treatment consisted of four texts which in total contained 20 unfamiliar words. The learners read a text a day and answered its comprehension questions. After reading each text, in the “dynamic assessment” group the learners inferred the meanings of unfamiliar words and in the end read the text once more. After reading each text, the learners of the “vocabulary practice” group did two exercises for each unfamiliar word of the text. After reading each text, the “dynamic assessment plus vocabulary practice” group first inferred the meanings of unfamiliar words and then did one exercise for each unfamiliar word. One day and one month after the treatment, the learning and the retention posttests were held, respectively. The results of MANOVA analysis indicated that there were no significant differences between the means of “dynamic assessment” and “vocabulary practice” groups on learning and retention posttests. However, on learning and retention posttests the means of “dynamic assessment plus vocabulary practice” group were significantly higher than those of the other two groups. It was concluded that vocabulary practice and group dynamic assessment have a nearly similar effect on word learning through lexical inferencing, but, simultaneous use of these two could result in more word learning. Based on the findings, Persian language teachers were recommended to encourage their learners to read extensively. While reading, the teachers were encouraged to draw learners’ attention to unfamiliar words; to have the learners infer their meanings; to offer inference clues to the learners; and to engage the learners in vocabulary practice pursuant to reading. According to Hulstijn (2001), after elaborate processing of a newly encountered word and intentional practice of that word the learner should engage in fluency practice of the new word. This would necessitate the use of the new word in L2 communication. One of the main limitations of this study was that the learners were not made to use the target words in real L2 communication. Future studies could explore this gap in the literature. Another limitation was that the study involved male participants alone. The effect of group dynamic assessment on word learning through lexical inferencing could be explored in female participants as well.
    Keywords: lexical inferencing, word learning, vocabulary practice, dynamic assessment, group dynamic assessment
  • Mohammad Javad Hadizadeh *, Mohammad Javad Mahdavi, Reza Morad Sahraei, Ali Alizadeh Pages 45-68
    The present study attempts to evaluate the grammar content in teaching Persian to speakers of other languages materials by introducing the principles of pedagogical grammar, which is considered as a new approach for teaching grammar to learners of a second language. To this end, the pedagogical grammar principles have been first introduced, which are the theoretical frameworks of the present study. A checklist has been then developed and after measuring its content validity, two hundred and six(1334-1396) the TPSOL materials have been evaluated based on the checklist, which they have introduced in the authentic bibliographies, and teaching grammar is expected to be a part of these material's content. Results indicate that there is still no definite and specific approach for teaching Persian language grammar to speakers of other languages after more than sixty years of writing the early works in this field as well as the subject of grammar has been studied based on the style and experience of the author in more than thirty-two percent of such works and no attention have been paid to teaching grammar in thirty percent of them.
    Extended Abstract: The current study attempted to evaluate the content of grammar in Persian language teaching to non-Persian speakers’ materials by introducing the principles of pedagogical grammar which is considered as a new approach in teaching grammar to second language learners. This article is composed of a basic theoretical section and an applied section. In the theoretical section, the attempt is made to introduce one of the best and most effective methods in teaching grammar in second language by providing a particular approach to teaching grammar and stating the principles of this approach which is called pedagogical grammar. Then, in the main part of the article with an applied aspect, the answer to the following question is examined: Which educational approach to grammar is superior in the existing texts for teaching Persian language to non-Persian speakers? Based on the study of reliable resources, the main features of pedagogical grammar include: 1- simultaneous teaching of vocabulary and grammar; 2- being corpus-based; 3- the need to provide feedback; 4- simultaneity of explicit and implicit instruction; 5- considering processing considerations and learning capability; 6- compliance of form, meaning and function; 7- teaching grammar based on tasks and communication exercises; 8- combination of extensive and intensive methods in teaching grammar; 9- filling the gap of attention and eliminating the gap between declarative and applied knowledge. The sources of Persian language teaching to non-Persian speakers used in this research consisted of Persian language teaching to non-Persian speakers books published from 1955 to 2017. To prepare a reliable list of these books, second edition of Descriptive Bibliography of Persian Language Teaching to Non-Persian Speakers (Dabir Moqaddam, Qare Gazi, Asgharpour, 2017) was used. To analyze the books, a checklist consisting of 49 items was designed which evaluated the compliance and non-compliance of Persian language teaching to non-Persian speakers’ materials with the principles of pedagogical grammar (these items had a score between -24 and 168).The checklist used in this study was a researcher-made one. Thus, it is necessary to provide explanations about it. This checklist was developed based on the study of over 40 different checklists and various evaluation models and textbooks and its validity and reliability were examined based on valid models. By examining the text and exercises of Persian language teaching to non-Persian speakers books, these books were divided into five main categories based on the designed checklist: 1. First group: Relatively desirable books which have paid attention to the principles of pedagogical grammar. 2. Second group: Average books (these books have received a score of 40 to 79 in quantitative terms.) 3. Third group: Books based on the author’s experience and styles (these books have received a score between 10 and 39.) 4. Fourth group: Books with no attention to grammar (these books were recognized by a score between 0 and 9.) 5. Fifth group: Books that teach grammar through a traditional approach and thegrammar translation approach (this group was recognized by a score between -1 and -24.) In the first cluster, we had relatively desirable books with a score of 80 to 130. In this cluster, The Book of Mina (Sahraei, 2017) achieved the first rank by obtaining 130 points. From a total of “two hundred and six” titles of books reviewed, “twenty three” titles of books (11.1%) were placed in this group. “Twenty four” titles of books (11.6%) were put in the second cluster, which partly complied with the principles of pedagogical grammar. The third cluster included the books of Persian language teaching to non-Persian speakers with a score ranging from 10 to 39 and amounted to 66 books. Books of this cluster expressed grammatical points based on the author’s experience and styles and made up 32% of all books. Although this category of books was in a better condition in terms of scoring and rating compared to the fifth cluster books, it was even weaker than the books in the fifth cluster in qualitative terms since the fifth cluster books were mainly based on long-standing teaching traditions such as grammar translation and hence obtained numerous negative scores from the first part but at least followed a specific method and model in second language teaching. The fifth cluster, which covered the range from -1 to -24, was dedicated to books in which teaching grammar followed traditional patterns and grammatical points were taught from beginning to end regardless of Persian language learners’ need and the practical and actual form of Persian language. This cluster comprised of 31 titles of books and totally covered 16% of all books. With regard to the evaluation of Persian language teaching books and the overall findings of this article, it can be concluded that although many efforts have been made in the compilation of basic texts in Persian language teaching to non-Persian speakers, there is still a long way until the achievement of applied and ideal texts in the field of Persian language teaching to non-Persian speakers_ especially teaching grammar. To achieve this goal, a graded list of required and widely used grammatical structures should first be developed, whose realization involves the enjoyment of a rich and reliable corpus of today’s spoken and written Persian language. In addition to this list, the meaning and function of these target grammatical structures should also be developed and various examples and exercises tailored to each level should be designed. Further, practical guides and suggestions should be prepared to make teaching more applicable. Original texts should also be provided for teachers so that they can experience more successful teaching using these guides.
    Keywords: Pedagogical grammar, TPSOL materials, Grammar, Content Evaluation
  • Mohammad Mahdi Mozafari *, Kolsum Roshan Ghias Pages 69-84
    This study aims at The Comparison of classroom Methods on Metacognitive Strategic Skills, Emotional Dyslexia of Iranian and Non-Iranian Students.The study population included all Iranian and foreign students who studied at Shiraz University in 2016-17 academic year. Across various faculties of the university, random cluster sampling was used to select 120 Iranian students and 120 non- Iranian students as participants from among 700 students through Krejcie and Morgan sample size table. A researcher made questionnaire was used to collect data on class management methods. Springer’s self-report questionnaire was used to collect data on metacognitive strategic skills. Its validity was examined by a panel of experts and its reliability was calculated by Cronbach’s Alpha. The data were analyzed through ANOVA, Spearman correlation, and independent samples t-test. Findings showed that there was a significant difference between the two groups (Iranian and foreign students) with regard to class management methods (interventionist, interactive, non-interventionist). In comparison to foreign students, the class management methods were at a higher level among Iranian students. Among Iranian students, the interactive class management method had the highest mean and the non-interventionist class management method had the lowest mean. Among foreign students, the interactive class management method had the highest mean and the interventionist class management method had the lowest mean. Extended Abstract:Teachers influence students' cognitive skills based on the type of classroom management style. And the most basic tool for learning a new language is reading and understanding (Sun, 2009). Education and training of motivated and self-motivated active readers is one of the main goals of reading and learning programs at the academic level (Pintrich, Marx, & Boyle, 1993).
    This study aims at comparing the class management methods on dyslexia emotional, metacognitive strategic skills in Iranian and foreign students. The statistical population included all Iranian and foreign students in Shiraz University who studied there at 2016-17 academic year. Among 700 students, 120 Iranian students and 120 foreign students were selected through random cluster sampling. The way for gathering information in the class management method was a researcher made questionnaire and for the variable of metacognitive strategic skills the self-report questionnaire of Sperling was used. Its validity was examined by a panel of experts and its reliability was calculated by Cronbach’s Alpha. The data were analyzed via ANOVA, Spearman correlation, and independent samples t-test. Martin and Baldvin (1993) proposed a simple and comprehensive definition for the classroom management concept. According to this definition, classroom management is a multi-dimensional structure which encompasses three broad dimensions: personality, teaching, and discipline. What has attracted the attention of scholars in classroom management methods is the difference in the methods of classroom management. Classroom management by teachers has different methods. The most important styles are non-interventionist, interventionist, and interactive methods. The study used a survey based method. Since there was no experimental or interventional manipulation in this study, this research was descriptive and in terms of purpose, was among applied research. The research population consisted of foreign and Iranian students who studied at Shiraz University at 2016-17 academic year. Random cluster sampling was used for participant selection and two questionnaires were used to collect data. Management involved the skills of people in three aspects of humanity, technical and perceptual skills that cannot be achieved without individual experiences, a great deal of insight, and spending a long time. According to the interactive classroom management approach, classroom issues are resolved through negotiation and rational reasoning with students. Based on the theory of social learning, the two-way communication between the individual and the environment and its effects will lead to the acceptance of responsibility for learning behavior and student growth. In such a classroom, discipline and control are created in an interactive process between teachers and students, and students contribute to the planning and organization of the classroom. Wening (2014)reported that when there is more control in the classroom management and less interaction between teachers and students, the students will be irresponsible and inactive in social interactions. The results showed that in the descriptive indices of Iranian students' classroom management styles, the interactive class management style (38.98) had the highest average and the non-interfering class management style (27.89) had the lowest average, and the foreign students had the most interactive class management style (34.54). Intervention class management (23.45) is the lowest average.The findings indicate that there is a significant difference between the two groups (foreign and Iranian students) in the management styles of the classroom (interventionist, interactive and non-interventionist). Class management styles (interventionist, interactive and non-interventionist) are high among Iranian students. Also, from the perspective of (Iranian-foreign) students of Shiraz University in the field of classroom management style in three domains (non-interventionist, interventionist, interactive) among Iranian students, the interactive oriented classroom management style had the highest average and the non-intervention class management style had the lowest average and the international students Interaction-oriented class management style The highest mean of interventionist class management style belonged to the lowest mean.
     Findings showed that class management methods (interventionist, interactive, non-interventionist) in two groups of Iranian and foreign students had a significant difference. The methods of class management were in higher level among Iranian students. Among Iranian students, interactive method had the highest mean and the non-interventionist method had the lowest mean. Among foreign students, the interactive method had the highest mean and the interventionist method had the lowest mean.Finally, based on the results of independent t-test with the mean of Iranian and international students (3.83, 3.91) and t (4.41) Significance level 0.04 of classroom management styles (interactive, non-interfering, interactive) for Iranian students, more than students External influences on metacognitive strategic skills. Also the effect of classroom management styles (interactive, non-interfering, interactive) on students' dyslexic emotional skills based on the results of t-test Independent with the mean of Iranian and international students with mean of 4.21 and 4.08 and t value of 5.98 which is significant at 0.01 level. Iranian students are more likely than foreign students.
    Keywords: Class Management Methods, Interventionist, Interactive, Non-interventionist
  • Abdolhossein Heydari * Pages 85-102
    This study aimed to explore the use of noun dependent morphemes in Azerbaijani-Persian bilinguals’ writing samples based on 4-M model. 80 writing samples were collected from primary students (males and females) who studied at rural schools of Meshkin-Shahr Township. The research method was descriptive-analytic. Following the 4-M model, the noun dependent morphemes of Persian language were classified into three categories i. e. early system morphemes (plural morphemes, quantifiers and …), late bridge system morphemes (genitive marker and conjunction “ke”), and late outside system morphemes (accusative marker). Descriptive statistics of correctly used morphemes showed that in comparison to early system morphemes, late outside system morphemes were acquired later and with more difficulty. It seems that there is a relation between the nature of different morphemes (activation of morphemes at the abstract levels of speech production) and their acquisition order. Late outside system morphemes draw on L2 morpho-syntactic system and are activated at later stages of speech production process. The selection of early system morphemes occurs indirectly at lexico-conceptual level and is simultaneous with the direct selection of content morphemes. The findings confirmed the efficiency of4-M model in explaining the order of acquisition of L2 morphemes. Expanded Abstract:  The aim of this paper is to study the use of noun dependent morphemes of Persian in Azerbaijani-Persian bilinguals’ writing based on 4-M model. The 4-M model specifies four types of morphemes: content morphemes, early system morphemes, and two  types  of late  system morphemes. The model further subcategorizes late system morphemes into two types: bridges and outsiders. Early system morphemes are activated at the lemma level together with their content morpheme heads for their maximal projection. Unlike content morphemes and early system morphemes, late system morphemes depend on other types of information for their activation, and this information is only available at the level of the formulator, where language specific morpho-syntactic patterns must be realized. Information about all types of morphemes is present in lemmas, information about content morphemes and early system morphemes is salient at the conceptual level, and information about late system morphemes becomes salient at the positional level of the formulator. Levelt defines “lemma” as the non-phonological part of an item’s lexical information. It is in the lemmas of the mental lexicon that conceptual information is linked to grammatical function” (1989, p.162). lemmas are abstract entries in the mental lexicon that contain information about the three subsystems of lexical structure: lexical-conceptual structure” conflating universally-available semantic and pragmatic information, “predicate-argument structure” specifying the properties of verbs in terms of their subcategorization frames, how many arguments they may take, and what thematic role each argument receives, and “morphological realization patterns” spelling out surface devices for word order, agreement, tense/aspect marking. The data were collected from 80 primary students’ writings (40 fourth grade students’ writings and 40 fifth grade students’ writings) in Meshkin-Shahr villages. 80 subjects were native speakers of Azerbaijani but they had learned Persian (language of instruction) as a second language. The present study offers some concrete evidence for the 4-M model from data dealing with second language morpheme accuracy/frequency acquisition. The research method was descriptive-analytic. First, on the descriptive level, the noun dependent morphemes of Persian were characterized in terms of their entries in the mental lexicon (i.e., lemmas). Evidence indicates that morpheme acquisition order would not be explained without the characterization of morphemes themselves, and such a characterization depends on the formalization of a connection between the underlying abstract lexical entries in the mental lexicon and surface realizations. Second, the study went beyond describing the nature of different types of morphemes to investigating the relative accessibility of morphemes in second language production. So the noun dependent morphemes of Persian were classified into: early system morphemes (plural morpheme, quantifiers and …), late bridge system morphemes (genitive marker and conjunction “ke”), and late outside system morphemes (accusative marker) according to 4-M model. This study was based on the assumption that the theoretical constructs of the distinction between content and system morphemes and the distinction between conceptually activated and non-conceptually activated lexemes best capture the generalizations of morpheme accuracy/frequency acquisition. The 4-M model captures these distinctions in claiming that not all such elements are accessed in the same way. The differences across abstract lexical entries in the mental lexicon cause different degrees of difficulty in acquiring different types of morphemes. The descriptive statistics of the data showed that not all morphemes are produced with equal accuracy. Learner errors with the late system morphemes (accusative marker) are more frequent than other system morphemes. Both 4th and 5th grade learners had almost no difficulty in acquiring some early system morphemes (such as vocative particle), but they had serious difficulty inaccurately producing the late system morphemes. So the late outside system morphemes of Persian (accusative marker) are acquired with more difficulty and later in comparison to early system morphemes. It seems there is a relation between the nature of different morphemes and their acquisition order. Second language acquisition processes and developmental patterns can be best explained and predicted in terms of the nature of different types of morphemes being acquired. Directly-elected morphemes (content morphemes) are acquired first and they add more lexical specifications, resulting in the projection of indirectly-elected morphemes (early system morphemes). So the differential projection of morphemes decides the acquisition order. Late outside system morphemes draw on L2 morpho-syntactic system and are activated later in the production process. Early system morphemes are indirectly selected at the same time that content morphemes are directly selected. It is the nature of morphemes that can effectively explain why certain learner errors are more frequent and common than others and thus determine the order of second language morpheme accuracy/acquisition. The findings indicate that 4-M model is efficient in explaining the order of acquisition of L2 morphemes.
    Keywords: 4-M model, Persian noun dependent morphemes, Turkish, Persian bilinguals
  • Zahra Abbasi *, Hadi Yaghoubinezhad Pages 103-126

    L2 Motivational Self System (L2MSS) is the newest motivational model in the field of second language acquisition. One of the fundamental concepts of this system involves the motivational capacity of learner’s self-concepts while learning a new language. To investigate this motivational capacity, this study explored the motivation of a group of elementary and intermediate Persian language learners at the onset (before performing motivational tasks) and the end of the semester (after performing motivational tasks) with regard to their language background and gender. To this end, a group of 96 Arab and Chinese Persian language learners filled out the L2MSS questionnaire at the beginning and the end of the semester. The results of the study showed that, in each phase of data collection, L2MSS components (ideal, ought-to, and L2 learning selves) had varied manifestations. T-test results revealed that while a significant difference could be observed among elementary Persian learners’ scores in some of L2MSS components, such a significant difference could not be observed among intermediate Persian learners’ scores. Significant differences were observed between male and female learners’ ought-to selves in both the pretest and the posttest. Finally, conclusions and implications of the study and suggestions for further research were discussed. Expanded Abstract: Language learning is essentially a learner oriented procedure. As a result, learner variables and their individual differences play a significant role in learning a Second Language (L2). There are various learner variables which enhance the process of L2 learning. It goes without saying that motivation receives a high ranking among these contributing factors. L2 learners must be highly motivated to function successfully in their L2 learning. Throughout history, different models were put forward to explain the nature of an individual’s motivation for learning an L2. L2 Motivational Self System (L2MSS) is the latest motivational model proposed in the area of L2 learning (Dörnyei, 2009). One of the basic concepts of this model is the motivational capacity of learners’ self-concepts in the context of learning a new language. In L2MSS it is believed that the necessary motivation for learning a language is driven from the learners’ impetus to lessen the perceived discrepancy between his/her actual self and future L2 self. This model consists of three components, namely the ideal L2 self, the ought-to L2 self, and L2 learning experience self. The ideal L2 self is related to the specific aspects of one’s ideal self which represents one’s ambitions, hopes, and desires. On the other hand, the ought-to L2 self concerns those characteristics one ought to possess in order to avoid possible negative consequences, including one’s requirements, responsibilities, and expectations. While these two selves are considered general motivational constructs, the third component of the model, i.e. L2 learning experience, is concerned with situated motives essential to the immediate learning environment. Research on this model has shown that, among its constituents, L2 learning experience has had the most significant correlation with instructed L2 motivation. Present study was carried out to support the empirical findings on this model and further extend its validity to the realm of second languages other than English. Most of the previous research in this area has been undertaken among the learners with varied First Languages (L1) who are learning English all around the world. However, little has been done to validate this model based on the data obtained in learning a different L2 like Persian. Therefore, this study aimed at filling this research gap. In fact, it tried to examine the L2 motivation of a group of Persian learners at the onset (before performing motivational tasks) and the end of the course (after performing motivational tasks) with regard to their gender and language background. To this end, a group of 96 Arab and Chinese Persian learners were surveyed using L2MSS questionnaire. Each group was composed of 48 students (24 male and 24 female students). They were at elementary and intermediate levels of Persian proficiency (12 students at each level). These participants were chosen from a number of academic institutes which teach Persian specifically to foreign students. There were other students with diverse L1s whose data was put aside to cater for the specific variables of the study. All the data collection processes were carried out during participants’ regular English classes. The results of t-tests revealed different manifestations of L2MSS components in each cycle of data collection. Pretest scores, for example, showed significant differences among learners’ ideal L2 self and L2 learning experience at elementary level. However, no such differences were found among learners’ ought-to L2 self at either elementary level or among all these selves at intermediate level. This finding can be attributed to the fact that the more students proceed through the process of learning a new language the more stable concepts of selves are developed which are less liable to motivational fluctuations. Other findings revealed significant differences among male and female learners’ ought-to L2 self in pretest and posttest. All these differences were found at elementary level in which male participants reported higher ought-to scores in both phases of data collection. However, the same differences were not found among other components of L2MSS at both levels of language learning with regard to learners’ gender. All in all, it can be concluded that the two variables of this study, namely language background and gender, had different influences on different components of L2MSS. While learners’ language background affected their scores on ideal L2 self and L2 learning experience and not ought-to L2 self, the opposite scenario was observed for their gender.  Finally, some implications and suggestions were driven from the findings of this study.

    Keywords: motivation, self-concepts, ideal L2 self, ought-to L2 self, and L2 learning self