نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 4 (بهار و تابستان 1396)

The growing relationship between communities around the world has led to the expansion of trade interactions, and our country is no exception. Given the important position of Iran in today's world and trade relations with other countries, the need to develop a collection to teach commercial Persian to non-Persian speakers can be proposed. On the other hand, among the four main language skills (listening, speaking, reading and writing), reading is one of the most important language skills that increases learners' communication skills. Therefore, in the present study, we seek to compile the content of reading business texts for intermediate level Persian learners in the framework of Anderson (1994). Therefore, we first selected one of the most common topics in the business context by reviewing successful educational collections in different languages ​​and consulting with experts in the field of business. Then we collected a collection of texts related to this subject, using the Persian language teaching reference framework, simplified two of those texts and using Ganig (1951) reading formula and polling a number of Persian language teachers on the relevance of those texts with Intermediate level assured. Then, using the six principles of Anderson (1994), called ACTIVE for short, we developed activities in the form of pre-reading, reading and post-reading. In this way, we also used the collection of ACTIVE books (2014) compiled by Anderson based on his reading pattern (1994) to design the activities and presented them in the form of a lesson.

Linguistic fusion and interaction in two languages ​​is one of the cultural and natural features of communication between languages. The entry and exchange of cultures through factors such as war, religion, trade, migration, and research form a profound type of relationship between languages. This linguistic dialogue has become the basis of important influences, especially in terms of lexicography and grammar; That is, words and grammatical systems, and in a way, the words of both languages, penetrate into each other's context. This influence has changed in the current era with the entry of cyberspace and the global Internet into a new structure and form and has created a new type of linguistic discourse in the field of target language. This linguistic interaction between the virtual language and the standard language of society creates problems for learners in the field of language teaching and non-Persian language learning. Therefore, this research, with an analytical-descriptive method, seeks to answer the question of the role and position of this emerging space in language disorders and the formation of crisis at the level of education in what form and structure can be defined, categorized and presented. As a result, it tries to point out the important topics of this interference and the resulting threats, and with an analysis in three areas of lexical, phonetic and syntactic, deals with a specific segmentation in order to identify the dangers facing Persian language teaching. In virtual language, many words and written structures have been quickly constructed or distorted, which, despite the change in phonological and written form, as well as changes in the grammatical and syntactic system of the language, have introduced many new and new words into the language cycle. It involves semantic and practical transformation, in such a way that only the written form appears in a common form, and the meaning and the practical field will be completely different from each other.

In the process of language learning, error is an inevitable phenomenon. One way to identify educational needs to improve the quality of teaching materials and teaching methods is error analysis. Since one of the goals of the language training program is the correct teaching of language sounds, this article intends to investigate and analyze the phonetic errors of Malay-speaking Persian speakers at both beginner and intermediate levels. The sample of the present study consists of 12 Malay language students of Al-Mustafa Society Persian Language Training Center in Qom province who have been selected based on a simple random method. The data of this research have been collected using field and descriptive methods and through sound recording and direct observation. Identifying and analyzing the errors of these learners as well as the results extracted from the interviews show that the phonetic errors of Malay speakers are influenced by their mother tongue, Persian language and teaching methods. These errors are generally divided into three categories: 1) errors due to interlinguistic transmission, which are the most frequent errors in this study, 2) errors due to interlinguistic transmission, which are the least frequent, and 3) errors due to educational materials. Findings and results of the research show that the more the learner masters the target language (Persian), the number of his mistakes decreases.

It is thought that if a child is not able to get acquainted with the correct and error-free form of language in his family, his personal, social, and scientific life will face many problems. With this in mind, in a small-scale study, the present researchers attempted to assess the state of language correctness that the child encounters in his or her first interactions. Therefore, from Iranian households that had children between the ages of two and five, a sample of forty-four people was selected. The independent variables in this study were the age and level of education of the parents and the dependent variables were not question questions but data collection tools, ie a questionnaire that was generally thought to indicate the correctness of the input to children and how others reacted to their mistakes. One-way ANOVA analysis showed significant differences between groups based on independent variables of age group and parents' level of education that except for a few cases, all eta squared values ​​showed a large positive effect on the majority of dependent variables. The details of the results are discussed in the article along with the discussion and presentation of strategies for the child's speech development.

There has been a lot of research on intelligence recently. One of the new areas that has attracted the attention of researchers is emotional intelligence. Emotional intelligence has many effects on people's work, education, training, learning and life. Due to the importance of this issue, in this article, the relationship between emotional intelligence of Persian students of Al-Mustafa Virtual University of Qom and Tehran University of Medical Sciences who have learned Persian in person has been studied and compared. For this purpose, 52 advanced Persian students from different nationalities and virtual and face-to-face universities were asked to answer the Schering Emotional Intelligence Questionnaire. They were also tested for writing and reading skills. Then, their independent emotional intelligence scores with both skills were assessed. The results showed that there is no difference in learning Persian between virtual and face-to-face universities and both learn equally. At the end, the results are discussed.

There are many factors involved in the education process that are very important to study in order to strengthen and increase the quality of education. Among the influential factors in language teaching, the role and position of the teacher is irreplaceable and vital. As a basic and important element of education, the teacher, in addition to having scientific characteristics and the dignity of teaching, should also have some special moral components. The titles of Ethical Components of Persian to Non-Persian Language Teachers seem to be common to other masters, but these seemingly common titles are very different in terms of content. Ethical components that a teacher in the general sense and especially a Persian language teacher should be equipped with are: patience, intimacy and expression of love, respect for language learners, no ridicule, encouragement, fairness in time, non-discrimination, humor, Humility, having an approximate look. Apart from the above, some other moral components such as criticism, appearance, discipline, piety, sincerity, sense of responsibility, seriousness in work, benevolence and helping others are considered for the Persian language teacher, which are not addressed in this article. And only the items that are more important are dealt with.