One of the centers for teaching Persian language to non-Persian speakers who has compiled educational books is the Center for Teaching Islamic Language and Knowledge affiliated to Al-Mustafa Society. The collection of books of this center is presented to students in the form of six volumes. The third volume of this book is one of the most important books in this collection, which is known as the book of verbs. In twenty lessons, this book teaches how to make and use high-frequency verbs. Each lesson consists of five sections: the text of the lesson, questions about the text, new words, opposing words, and grammatical points. Apart from the undeniable goodness of this book, there are some drawbacks to this book. This article tries to examine and analyze these problems. The problems can be expressed in two parts, grammatical and non-grammatical. Among the most important grammatical problems, we can mention the corrupt nature and lack of comprehensiveness of some grammatical points, the lack of simplicity in explaining some points, and the marginality of the main contents. The most important non-grammatical problems are inappropriate questions, incorrect or incomplete explanations of new and opposite words.

The change in language over time is obvious. These changes sometimes accumulate as if a new language is being born from the heart of the mother tongue. These changes are the product of internal and external factors. One of the internal factors is the principle of diligence that motivates language users to pronounce words more easily and quickly. One of the manifestations of this principle in language is the breaking of words in spoken and colloquial language. This fracture manifests itself in a variety of ways including removal, relocation, discount and conversion. In practice, in many cases we face a combination of these changes. In teaching Persian to non-Persian speakers, the difference between speech and writing is an important issue that should be gradually explained to the audience. In this research, by inductive method, an attempt has been made to investigate only the cases in which deletion has occurred in the word without other consequences in the form of changes such as conversion and displacement. Deletion occurs in the form of deletion of capital letters, deletion of intermediate letters and deletion of movement (short voice). Attempts have been made to provide as reasonable a justification as possible for omitting or not deleting a part of the word in similar cases. Persian language, broken language, principle of lack of effort, deletion of letters, deletion of short vowels.

The present study examines and analyzes the method of teaching Persian pronunciation in the Persian to Persian educational complex in the Al-Mahdi Islamic Language and Education Center affiliated to the Al-Mustafa community and seeks to answer the question of the educational complex to the components of education. Pronunciation has been noted. In this study, two main objectives were pursued: First, to study and analyze the method of teaching Persian pronunciation in the selected educational set. Second, presenting a model based on new scientific findings in the framework of a task-oriented approach to teaching Persian pronunciation to non-Persian speakers. The present study was conducted by library method. To evaluate the pronunciation teaching method in the selected educational set, first the approaches, principles, methods and techniques of pronunciation teaching were examined. Then, three researcher-made checklists were designed to evaluate the pronunciation teaching methods in this training package. These three checklists assessed the representation of the imitation-intuitive, analytical-linguistic, and Cunningworth frameworks, respectively. The results obtained from the study and analysis of pronunciation teaching in the Persian-Persian educational package showed that this collection had the highest alignment with the imitation-intuitive approach and the least alignment with the Cunningworth and analytical-linguistic approaches. Finally, based on the research findings, a proposal was proposed in accordance with the task-oriented approach for teaching Persian pronunciation to non-Persian speakers.

To teach Persian to non-Persian speakers at any stage and in accordance with any subject, requires a special educational device and method. This educational device is formed by looking at the needs of the learner. One way to motivate students is to use literary texts in the classroom; Because literary prose is creative prose in structural and narrative aspects. In the meantime, the short story, relying on the communicative aspect of language, creates situations that pursue a cultural and sociological goal along with lexical and grammatical teaching. Short stories are a great tool that creates a learning flow deep in the learner. Utilizing this method of communication enables the instructor to deal with topics beyond the transmission of language information teachings (structures and grammatical forms). In this article, using the descriptive-analytical method, after a general review of language teaching methods for non-Persian speakers, we express the importance of using short stories. The results of this study show that in the process of teaching language to non-Persian speakers, by using the structure of short stories in an attractive process without poetic twists and other imaginary literary texts, cultural, sociological and lexical elements can be transferred to learners. .

Language learning requires motivation and motivation is the most important factor in language learning. According to experts, there are four types of motivation: 1. Intrinsic motivation 2. External motivation 3. Adaptation motivation 4. Instrumental motivation. There are many ways to motivate Persian language learners, some of which are mentioned in the main article. The purpose of this study was to investigate and describe the motivation of students and Persian students of Qazvin Imam Khomeini International University in learning Persian. In this research, descriptive method and case study have been used. The study population consisted of 57 students including 33 females and 24 males in undergraduate, graduate and doctoral degrees. Based on the Persian students' answers to the motivational questionnaire questions, it was found that the approach of male respondents was more positive than female and the degree of consistency of male responses was higher compared to female. The average adjustment motivation is 3.88, instrumental motivation is 3.77, external motivation is 3.06 and internal motivation is 3.78. The results show that the motivation of people to adapt to learning Persian is higher than other motivations and men are more motivated to learn Persian than women.

Persian language is a document of identity, a representation and manifestation of the achievements of the thought of our intellectuals. Therefore, all-round attention to strengthening the field of Persian language and literature in all educational levels and especially the higher education system is emphasized. Accordingly, this course is offered in almost all universities. A statistical study of the number of students shows that in general, their number in master's and doctoral degrees has almost doubled compared to a decade ago, and in bachelor's degree has increased and decreased intermittently, and suddenly decreased in 94 and 95 years. Severely found. Therefore, in examining the quantitative trend of this field, the question arises whether the quality of this field has a desirable level along with quantitative growth changes? In this article, while examining the quantitative growth of student admission in the fields of Persian language and literature during the last 10 years, the accreditation model and its importance and role in improving the quality of the higher education system have been introduced. Also, a meta-analysis was performed on the results of internal evaluation reports of 15 departments of Persian language and literature, the results of which show that 17 evaluation criteria are at the desired level, 34 criteria are at the relatively desirable level and 24 criteria are at the undesirable level. Accordingly, coherent action is needed to evaluate and improve the quality of departments in this field. Therefore, at the end of the article, strategies for establishing an appropriate system for evaluating and guaranteeing the quality of Persian language and literature in the country's universities are presented.