نشریه مطالعات آموزش بین المللی زبان فارسی
سال دوم شماره 2 (پیاپی 3، پاییز و زمستان 1395)

One of the admirable steps taken by the Ministry of Science, Research and Technology is to establish and conduct Iranology and Persian teaching chairs in order to disseminate Persian language and literature in different foreign countries. However, regular assessment of the chairs in order to remove problems and strengthen advantages is crucial. Through the assessment, the ministry would be able to become aware of the drawbacks and proceed to eliminate the problems by the constructive suggestions proposed by the teacher. Here, proper coordination among all ministries associated with Persian teaching chairs is significant. The writer, as a teacher dispatched to Belarus, assesses and analyzes Persian teaching planning conditions in order to identify the merits and drawbacks in order to propose remedies. Based on the assessment, it is necessary to change the present Persian course from an informal one into an official optional one as other courses of a B A/ M A program. In this way, all problems discussed in this piece of research will be solved. Among other steps to be taken to improve the situation is to create necessary coordinative measures among ministries that are associated with Persian teaching chairs. It is also imperative that the Ministry sketch clear prospects for foreign Persian learners to encourage them to learn Persian. Keywords:  One of the admirable steps taken by the Ministry of Science, Research and Technology is to establish and conduct Iranology and Persian teaching chairs in order to disseminate Persian language and literature in different foreign countries. However, regular assessment of the chairs in order to remove problems and strengthen advantages is crucial. Through the assessment, the ministry would be able to become aware of the drawbacks and proceed to eliminate the problems by the constructive suggestions proposed by the teacher. Here, proper coordination among all ministries associated with Persian teaching chairs is significant. The writer, as a teacher dispatched to Belarus, assesses and analyzes Persian teaching planning conditions in order to identify the merits and drawbacks in order to propose remedies. Based on the assessment, it is necessary to change the present Persian course from an informal one into an official optional one as other courses of a B A/ M A program. In this way, all problems discussed in this piece of research will be solved. Among other steps to be taken to improve the situation is to create necessary coordinative measures among ministries that are associated with Persian teaching chairs. It is also imperative that the Ministry sketch clear prospects for foreign Persian learners to encourage them to learn Persian.

Prepositions are challenging issues in language teaching. Persian prepositions are structurally divided into two groups: simple and compound preposition. This study focused on teaching four simple Persian prepositions " az, be, bā, dær" and it aims to study Persian learner's feedback towards a cognitive teaching method of these prepositions. Two groups of non-native Persian learners participated in this study. Each group contained 15 students. The first group was control group and the second one was experimental group. The experimental grouped was taught Persian prepositions " az, be, bā, dær" by a cognitive teaching method for three weeks.  Both groups passed posttest then the results were analyzed and compared. The experimental group gained higher grades in comprehension, recognition and production of the taught prepositions. adpositions,  cognitive Approach, Input, Output.

This article explores how phonetic differences between the Chinese and Persian languages impact Chinese learners’ writing in Persian. It is established that the more similar one’s mother tongue to a second language is, the easier the learning of the second language for students will be. Chinese and Persian languages are distant in syntax, vocabulary, alphabet, and phonetics. Understanding such differences can help significantly minimize Chinese students’ difficulties in learning Persian. Phonetic differences between the two language influence the learners’ writing, pronunciation, and listening. Improving pronunciation in an early stage of learning will enhance students’ writing and reading. This paper, with the help of empirical data from the Chinese language learners, briefly points out the phonetic differences between the two languages. The results of this study could improve the writing of Chinese learners in teaching Persian as a second language, focusing on direct correspondence between phonetic and written form of consonants.

Linguistic skills, without proper knowledge of culture, are unsustainable and inadequate. The present research emphasizes the importance of teaching culture in the language of instruction and the challenges of its inaccurate transmission in the Persian language textbooks of English. After reviewing the Persian language teaching in England and the United States, this study divides and analyzes the Persian language teaching books of these both countries in the terms of dealing with Iranian culture. The article continues with the introduction of the negative attitudes attributed to Iranians in these books. Attributing such loops to any nation is far from the logical framework of language learning, mutual understanding and respect for the language community. Finally, the paper provides some guidelines for the correct translation of culture and the avoidance of culture.