نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 6 (بهار و تابستان 1397)

Grammatical metaphor is one of the basic concepts in systematic-role-oriented grammar that has attracted the attention of many researchers in recent years. One of the issues raised in grammatical metaphor is the discussion of teaching and learning these types of metaphors. Halliday (1993) considers grammatical metaphor learning to be the twentieth characteristic of language learning that does not appear until at least the age of nine and is learned in the secondary stage of learning. In the present study, an attempt is made to study how grammatical metaphors are taught and learned in textbooks and writings of Persian, non-Persian learners, and basic language; For this purpose, reading books and writings of Persian students at the basic level of Persian language teaching center of Imam Khomeini University were examined. The research findings indicate that the extent and type of use of metaphors in students' books and writings are very similar. Noun and face metaphors have the highest incidence in textbooks and Persian's writings, respectively (both in textbooks and in Persian's writing, students have name and face have the highest rate). Also, no examples of transitive metaphors were observed in the writings of Persian learners; While in the textbook there were some transient metaphors.

One of the oldest methods of linguistic communication is through storytelling and storytelling. This method can be used as an educational tool in the development of language skills, especially in learning a second language and for language learners of all ages. Studies show that storytelling is more effective than traditional teaching in language teaching, one of the reasons being the attractiveness of the story and its entertaining nature for the language learner audience. Also, since the language and culture of each nation are interrelated, familiarity with the culture of a nation, which is reflected in the mirror of stories and tales, can increase the motivation to learn the language of that country and motivate the learner beyond language learning. Take a closer look at the culture and literature of that nation. The purpose of this study is to investigate the importance and impact of this educational tool on four language skills (listening, speaking, reading and writing) and to provide techniques for its optimal implementation, which is focused on teaching Persian to non-Persian speakers. The application of some of these techniques, in addition to the above four skills, is also effective in teaching vocabulary, pronunciation and grammar. To ensure the effectiveness of this research, we experimentally tested it on a class of linguists at Allameh Tabatabai University and presented the results of this research.

The present study aims to identify and examine lexical groups in political news texts. Vocabulary groups are phrases that appear consistently due to high repetition in the text, and changes in these phrases make these phrases unnatural. In different language types, special lexical groups are used. For this reason, identifying and teaching these lexical groups specific to linguistic types can lead to the production of smooth and fluent texts. News texts are one of the linguistic types in Persian that have their own lexical groups. Failure to use specific lexical groups in linguistic variants will make the written texts unnatural. In this study, the lexical groups used in the linguistic body of political news texts have been identified and the role and application of each have been studied separately. A total of 44 vocabulary groups that were repeated more than 100 times in the text were extracted by language analysis software. Then, by examining the sample sentences in which lexical groups were used, we analyzed the application and how to use each of them, which can be used to teach writing news texts.

In language teaching, vocabulary and its development play an important role in learning. One way to increase vocabulary is to build words in the same family. Persian words appear in a new structure due to the combination with "vands". Sometimes these words create new words, and sometimes only the semantic scope increases and decreases, without a new word being introduced. Words are very diverse and have different meanings. One of the dominant semantic relationships between words is the "family relationship". Grammar books pay less attention to which categories of words can form words in a family. Some have mistakenly introduced all words as family members, which of course is not the case. To get to this point, a general understanding of Wends must be provided. This is important because some words are "descriptive" and do not create new words, but only prepare the word to take on a new role in the sentence. These words can in no way form a family of words. Others, known as derivative verbs, fall into the category of homogenous verbs. Due to the importance of this issue in language teaching, in this article, by examining the structure of words, the types of homonymous verbs and their semantic application are expressed.

Humans have an image of it in their mind before doing anything, and this initial image determines their direction in doing that task. We call this imaginary image with power. In fact, ideas are the judgments and judgments of our minds about external objects and actions. Teaching a second language is no exception, and language learners create a mental image in their minds before and during training with their own ideas. Linguistic ideas are sometimes personal and related to the learner and sometimes related to external components. External components are sometimes related to the target language and sometimes related to aspects of the language such as: teacher, educational environment, text, etc. In this article, some of the learners' ideas such as; Lack of self-confidence, knowing the second language higher or lower, the need to learn a second language in a short time, not having the right age to learn a language, learning a second language in a non-classroom environment, learning a language without practice and only with memory, learning a second language like a mother tongue It was mentioned. Recognizing and reinforcing positive ideas and changing negative ideas, while making the language learning sweeter for the learner, helps the teacher to be able to teach the second language to the learners better and the teaching process of the teacher to be done with better quality.

In today's competitive world, more languages ​​are trying to end English imperialism and promote their native language as one of the most important indicators of national identity. Language is one of the most important elements of national culture and the relationship between culture and language has always been debated whether language is a reflection of culture or constitutes the language of culture shows the importance and relationship between these two components. If we are to spread Iranian culture, we must seriously pursue the issue of teaching Persian, but in the first place, we must encourage the audience to learn this language. Persian language as one of the indicators of Iranian cultural identity has a special place in the region. In the competition between languages ​​to attract more learners, the first issue is to motivate those interested in learning Persian. In other words, why should they learn Persian? This section is actually a promotional dimension to attract more learners. Motivation plays an important role in language learning throughout the learning process. From the first step to attract the audience to the teaching method, content, evaluation and so on. But in the first step, we must take seriously the motivating component in attracting the audience to learn Persian. Assessing their needs and setting goals for learning Persian helps to produce content that is targeted and appropriate to the taste of the audience. One of Azfa's challenges is to produce content in accordance with second language teaching standards. Production of attractive content appropriate to the needs of learners, use of e-learning capacities, benefiting from the potential of Persian literature; Operational strategies such as using education to promote Persian education are all methods that will be discussed in this article to further develop the Persian language.