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پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان - پیاپی 20 (پاییز و زمستان 1399)

پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 20 (پاییز و زمستان 1399)

  • تاریخ انتشار: 1399/07/01
  • تعداد عناوین: 13
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  • سخن سردبیر
    حمید طاهری صفحه 1

    زبان مهمترین وبرجسته ترین ابزار ارتباط و شاخص ترین پشتوانه تفکر و اندیشه انسان و برترین دست مایه خلاقیت های ادبی و زیبایی شناختی است . از این میان ارزش شناخت ، فهم وآموزش زبان دوم در تعاملات و مناسبات علمی ،فکری ،فرهنگی وسیاسی در صحنه های ملی و بین المللی بر کسی پوشیده نیست. ماهیت وچیستی زبان، توجه محققان متخصص در زبان شناختی و دانش های میان رشته ای را به خود جلب کرده است و درجهان پرشتاب امروز، مجلات و نشریات بسیاری در ارایه‌ی تحقیقاتی در روش ها و شیوه های آموزش زبان دوم وتولید محتوای آموزش زبان فعالیت دارند و رویکرد عمده‌ی آن ها به واکاوی و آموزش زبان است. پژوهشنامه آموزش زبان فارسی به علاقه مندان آموزش و یادگیری زبان فارسی به عنوان تنها نشریه‌ی علمی کشوربا طراز ارزنده و قابل قبول دیر گاهی است که بسیار تخصصی به ارایه‌ی ونشر مطالعات و پژوهش های متخصصان و محققان عرصه آموزش کاوی و زبان پژوهی پرداخته است و در این راه وهدف از تمامی متخصصان و محققان کشور و جهان که با تلاش در عرضه‌ی مطالعات وپژوهش هابه آموزش زبان مدد می رسانند ،دعوت می کند تا سهمی در ارتقا وپیشبرد اهداف این مجله داشته باشند. این پژوهشنامه با محور قراردادن موضوعات عمده وزبده ای چون: زبان ،تکنیک ها وروش های آموزش زبان ،تولید محتوا ، نقد آثار ومحتوای تولید شده در آموزش زبان فارسی به غیر فارسی زبانان سعی دارد با رویکردی جدید ودامنه ای وسیع به فرایند آموزش زبان فارسی کمک کند وسهمی در ایجاد بستر مناسب برای تعاملات فرهنگی وفکری ایران با جهان داشته باشد؛چون هر زبان آموزی سفیر فرهنگ واندیشه زبان دومی است که آموخته وبی تردید ورای هرنوع مرزبندی جغرافیایی وسیاسی، واسطه تعامل ، دوستی و پیوند ملت های مختلف خواهد بود. این جانب به عنوان سر دبیر پژوهشنامه آموزش زبان فارسی به غیر فارسی زبان از تمامی متخصصان و محققان حوزه زبان و آموزش زبان فارسی که تا به حال مایه‌ی غنای هرچه بیشتر این نشریه بوده و خواهندبود، سپاسگزاری می کنم و از فعالیت های علمی تمامی عزیزان به گرمی استقبال خواهم کرد.

  • محمد دبیرمقدم، رضا مراد صحرایی، ملهم الشاعر* صفحات 3-23

    یادگیری دستور زبان دوم یکی از مشکلات اصلی زبان آموزان است. در این پژوهش تلاش شد با استفاده از دستاورد‏های رده شناسی زبان، یادگیری دستور زبان فارسی برای فارسی آموزان عرب زبان تسهیل شود. بدین منظور، بر پایه ی مولفه های رده شناسی ترتیب واژه، شباهت ها و تفاوت های رده شناسی زبان فارسی و زبان عربی معیار، مشخص گردید. تحلیل داده ها نشان داد که از میان 24 مولفه ی مشترک زبان فارسی و عربی معیار، در 7 مولفه باهم تفاوت و در 11 مولفه با هم شباهت دارند و در 6 مولفه نیز، همزمان شباهت و تفاوت وجود دارد. با توضیح این تفاوت ها و شباهت های رده ای به آزمودنی ها، نکات دستوری زبان فارسی به آن ها آموزش داده شد و سپس از آن ها پس آزمون به عمل آمد. تحلیل میانگین نمرات آزمون ها نشان داد که میانگین نمرات آزمودنی ها در پس آزمون از میانگین نمره های آن ها در پیش آزمون بالاتر است. تحلیل آمار استنباطی نیز نشان داد که اختلاف در کسب نمره ی آزمودنی ها در پیش آزمون و پس آزمون معنادار است. از این رو، می توان گفت که هرچه آگاهی زبان آموزان عرب زبان از شباهت ها و تفاوت های رده شناسی زبان فارسی و زبان عربی بیشتر باشد، یادگیری زبان فارسی برای آن ها راحت تر و سریع تر می شود.

    کلیدواژگان: رده ‏شناسی، ترتیب واژه، مولفه، دستور زبان
  • شراره خالقی زاده، محمدرضا پهلوان نژاد*، امیر رضا وکیلی فرد، عطیه کامیابی گل صفحات 25-63

    با تغییرات در حوزه ی یادگیری زبان دوم، علاقه ی روزافزون به انجام تحقیقات انگیزشی مرتبط با کلاس های زبان دوم و خارجی، گسترش یافته است. با این حال، تاکنون پژوهش علمی ای درخصوص بررسی عوامل تاثیرگذار بر انگیزه ی یادگیری زبان فارسی (به عنوان زبان خارجی/ دوم) در میان فارسی آموزان غیرایرانی انجام نشده است. در این پژوهش، نخست بر اساس مدل سیستم های خودانگیزشی دورنی (2005)، و پژوهش های گاردنر و لامبرت (1972)، کلمنت (1980)، تاگوچی (2010)، پاپی (2010)، و ماگید (2011)، پیرامون انگیزش زبان آموزان، پرسش نامه ای 16 مولفه ای شامل 92 گویه برای فارسی آموزان آماده سازی گردید. سپس، 300 فارسی آموز زن و مرد، با ملیت های مختلف (و در بازه ی سنی 18-50 سال) از مراکز آموزش زبان فارسی دانشگاه فردوسی مشهد، دانشگاه بین المللی امام خمینی (ره) در قزوین، و دانشگاه علوم پزشکی تهران به سوالات پرسشنامه پاسخ دادند. در نهایت، روایی و پایایی پرسشنامه با استفاده از نرم افزار پی ال اس مورد بررسی قرار گرفت. به منظور بررسی پایایی از سه معیار ضریب آلفای کرونباخ، ضریب پایایی ترکیبی و ضرایب بارهای عاملی استفاده شد و نتایح نشان داد که همه ی سازه ها از پایایی قابل قبولی برخوردار هستتد. همچنین روایی همگرایی قابل قبولی برای پرسشنامه به دست آمد. با روش فورنل و لارکر روایی واگرایی پرسشنامه نیز مورد تایید قرار گرفت. از آماره ی تی نیز به عنوان معیاری جهت بررسی معنی داری سوالات مربوط به هر سازه استفاده شد. و از آنجایی که این مقدار برای تمامی سوالات آماره ی تی بیش از 1.96 می باشد، نشان از مطلوب بودن سوالات و در مجموع برازش مناسب مدل ساختاری است.

    کلیدواژگان: پرسشنامه ی انگیزش زبان فارسی، روایی، پایایی، فارسی آموزان غیر ایرانی، زبان دوم
  • نوید اعطار شرقی*، بیتا اکبری صفحات 65-86

    هدف این مقاله بررسی رابطه ی بین خودهای ممکن شخصیتی و عوامل انگیزشی و نقش آن ها در یادگیری زبان فارسی است. مقوله ی انگیزش و تاثیر آن بر یادگیری زبان یکی از مسایل حایز اهمیت در امر آموزش است. بررسی و شناسایی انواع انگیزش و عوامل انگیزشی می تواند گام موثری برای ارتقای کیفی آموزش زبان باشد. برای یادگیری اصولی و مطلوب هر زبان می بایست عناصر و متغیرهای تاثیرگذار بر این عرصه را شناسایی نمود. اساس این پژوهش بر مبنای نظریه ی نظام خودانگیزشی دورنیه استوار است. علاوه بر عناصر اصلی این نظام نقش چند خودممکن انگیزشی از جمله متغیر احساسی اضطراب و دو متغیر میزان صحبت کردن در کلاس و علاقه به صحبت کردن در کلاس بررسی شده است. بدین منظور پرسشنامه ای در چارچوب نظریه ی برگزیده، بین جامعه ای متشکل از 146 فارسی آموز سطح پیشرفته ی مرکز آموزش زبان فارسی قزوین در دو ترم آموزشی سال 98-97 با ملیت های مختلف توزیع و برای تحلیل داده ها از نرم افزار اس پی اس اس نسخه ی 18  استفاده شد. یافته های پژوهش گواه بر آن است که متغیر اضطراب با متغیرهای ترفیع محور، تجربیات یادگیری، خود آرمانی و تلاش فردی ارتباط مستقیم دارد، درحالی که با متغیر های پیشگیری محور، علاقه به صحبت کردن و میزان صحبت کردن در کلاس ارتباط معناداری ندارد. خود آرمانی نیز با متغیرهای پیشگیری محور و ترفیع محور ارتباط مستقیم دارد. متغیرهای پیشگیری و ترفیع محور تقریبا به میزان برابر موجب افزایش تلاش فردی زبان آموز می شوند. تحلیل ها همچنین نشان می دهد که خود بایسته و تجربیات یادگیری به طور معنی داری در پیش گویی میزان صحبت موثر هستند، اما متغیر خودآرمانی متغیر پیش گوی معنی داری نیست. این زبان آموزان از صحبت کردن در کلاس مضطرب نمی شوند، ضمن این که میل درونی آن ها به صحبت کردن بیشتر آن ها را به فعالیت سوق می دهد تا میزان صحبتشان در کلاس.

    کلیدواژگان: یادگیری زبان دوم، خارجی، عوامل انگیزشی، نظام خود انگیزشی زبان دوم، خودهای ممکن، فارسی‏آموزان غیر ایرانی
  • عبدالحسین حیدری* صفحات 87-113

    پژوهش حاضر، تمرین های نوشتاری کتاب های نگارش فارسی دوره ی دوم ابتدایی را بررسی و تحلیل کرده است. ابزار اصلی این پژوهش، طبقه بندی پیشنهادی است که در چارچوب مطالعات نوشتن محققانی همچون ورقاس، 1989؛ دیکسون، 2001؛ هارتانتی، 2011؛ جوریا، 2015، هارتانتی، 2011، دیکسون، 2001، ورقاس، 1989 و...، و در مطابقت با فعالیت های نوشتاری کتاب های نگارش فارسی طراحی شده است. پژوهش حاضر از نوع توصیفی- تحلیلی است. ابتدا تمرین های کتاب های نگارش فارسی دوره ی دوم ابتدایی مورد شمارش قرار گرفته است. سپس تمرین ها در سطوح و زیرمقوله های مختلف طبقه بندی پیشنهادی قرار داده شده اند و فراوانی آن ها مشخص گردیده است. برای تجزیه و تحلیل داده ها نیز از نرم افزار اس. پی. اس. اس 20، استفاده شده است. نتایج کدگذاری 386 تمرین نشان داد که حجم قابل توجهی ازاین کتاب ها (% 70،46) به تمرین ها و فعالیت های نوشتاری نوشتن کنترل شده اختصاص یافته است که بر تقویت دانش زبانی و فعالیت های سطح پایین نوشتن تاکید دارد. بنابراین، رویکرد محصول نگر، رویکردی غالب در آموزش مهارت نوشتن کتاب های نگارش فارسی است. به نظر می رسد که نگاه متوازن به طراحی و تدوین تمرین های هر دو سطح پایه و بالای نوشتن در کتاب های درسی، باید از جانب برنامه ریزان و مولفان مورد توجه قرار گیرد. افزون بر این، نتایج تحلیل آماری (آزمون خی دو و آزمون وی کرامر) داده ها نشان داد که بین تمرین های کتاب های نگارش سه پایه ی دوره ی دوم ابتدایی تفاوت معناداری وجود دارد (0.05>p) و با ارتقاء یافتن دانش آموزان به پایه های تحصیلی بالاتر و افزایش دانش زبانی و دانش حاصل از تجربه ی آن ها، سطح طراحی تمرین های نوشتن نیز بالاتر رفته است. یافته ها و نتایج این پژوهش می تواند در حوزه های مختلف نظام آموزش و پرورش، از جمله در حوزه ی طراحی و تدوین مواد آموزشی و حوزه ی تدریس مورد استفاده قرار گیرد.

    کلیدواژگان: نوشتن، فعالیت های نوشتاری، کتاب های نگارش فارسی، طبقه بندی پیشنهادی
  • محمدباقر میرزایی حصاریان*، حمیده پولادستون صفحات 115-136

    نظریه ی زبان شناسی و پیکره ی زبانی لازم و ملزوم یکدیگرند؛ بدین معنا که نظریات زبان شناسی با مطالعه ی پیکره های زبانی محک زده می شوند و میزان اعتبارشان بر اساس داده های واقعی، سنجیده می شود؛ از سوی دیگر، پیکره ی زبانی، زمینه ی اصلاح یا تغییر نظریات زبان شناسی موجود و یا طرح نظریات جدید را فراهم می آورد. پژوهش حاضر با هدف برداشتن گامی کوچک در راستای ایجاد پیکره ی تولیدی فارسی آموزان غیرایرانی و نیز آشنایی بیشتر با ویژگی های دستوری نوشتار فارسی آموزان انجام شده است. پرسش اصلی، چگونگی ویژگی ساختمان دستوری نوشتار فارسی آموزان چینی سطح فرومیانی (A2) و پرسش فرعی میزان کارآمدی دستور مقوله و میزان در توصیف ساختمان دستوری زبان میانی فارسی آموزان است. پژوهش از نوع توصیفی - تحلیلی است که با استفاده از پیکره ای زبانی برگرفته از آزمون نگارش پایان دوره ی عمومی 90 فارسی آموز چینی مرکز آموزش زبان فارسی دانشگاه بین المللی امام خمینی(ره) و بر پایه ی نظریه ی زبانی مقوله و میزان انجام شده است. یافته های پژوهش بیانگر آن است که ساختار جمله در نوشتار فارسی آموزان چینی سطح فرومیانی، بیشتر از نوع هسته ای، مرتبه بندی شده و مهین است. گروه فعلی در هر جمله به طور میانگین مشخصاتی همچون خودایستایی شخصی، جهت معلوم و قطب مثبت دارد و گروه فعلی خودایستای غیرشخصی و جهت مجهول ملاحظه نمی شود. مشخصه ی بارز گروه اسمی نیز بدون وابسته یا تک وابسته بودن آن است؛ ولی گروه قیدی تقریبا به نسبت یکسان از نوع با علامت و بدون علامت در نوشتار دیده می شود. این پژوهش کارایی دستور مقوله و میزان در توصیف دقیق نوشتار فارسی آموزان چینی را به نوعی تایید می کند.

    کلیدواژگان: واکاوی دستوری، فارسی‏آموز چینی، دستور مقوله و میزان، نوشتار، سطح فرومیانی
  • رضا طاهرخانی، رضا مرادی صفحات 137-167

    هدف از این پژوهش، بررسی رابطه‌ی بین هوش هیجانی، استقلال، خودتنظیمی و تمایل به برقراری ارتباط با مهارت خواندن و درک مطلب فارسی آموزان غیرفارسی‌زبان است. 141 نفر از دانشجویان 28 کشور جهان که در 12 دانشگاه ایران بودند، در این پژوهش مشارکت کردند. این افراد در مراکز زبان فارسی دانشگاه ها مشغول به یادگیری زبان فارسی به عنوان زبان خارجی بودند یا دانش‌آموخته‌ی زبان فارسی از همین مراکز بودند. دانشگاه های منتخب تحقیق حاضر در بخش های مختلف کشور، یعنی شمال، جنوب، شرق، غرب و مرکز ایران واقع شده اند. ابزار مورد استفاده در پژوهش حاضر، آزمون خواندن و درک مطلب فارسی و چهار پرسشنامه‌ی تمایل به برقراری ارتباط، خودتنظیمی، خودراهبری و هوش هیجانی بوده است. نتایج ضریب همبستگی پیرسون نشان می‌دهد که هر چهار متغیر با مهارت خواندن و درک مطلب رابطه ی مثبت و معناداری دارند. همچنین، بین تمامی زیرمولفه های استقلال، هوش هیجانی، خودتنظیمی و این مهارت نیز روابط مثبت و معناداری وجود دارد. به منظور سنجش قدرت پیش‌بینی کننده‌ی 4 متغیر مستقل به همراه زیرمولفه‌های تشکیل‌دهنده‌ی آن‌ها نسبت به مهارت خواندن، از روش‌های آماری رگرسیون چندگانه و استاندارد شده استفاده شد. هر 4 متغیر مستقل و اغلب زیرمولفه های مربوط به آن ها قدرت پیش بینی خوبی از مهارت خواندن دارند. به‌علاوه، به منظور فراهم آوردن بینش عمیق تر در مورد متغیرها و برآورد قدرت روابط علی میان آن ها، مدل معادله‌ی ساختاری از طریق نرم‌افزار ای‌ام‌ا‌اس استفاده شد. هر چهار متغیر مستقل پیش بین مهارت خواندن و درک مطلب بودند و از میان آن‌ها متغیر تمایل به برقراری ارتباط قوی ترین پیش‌بین این مهارت بود.

    کلیدواژگان: هوش هیجانی، استقلال خودتنظیمی، تمایل به برقراری ارتباط، مهارت خواندن و درک مطلب
  • مهدی خدادادیان، شکرالله پورالخاص نوکنده ئی*، علیرضا نیکویی، بیژن ظهیری ناو صفحات 169-201

    پژوهش حاضر به شیوه‏ای پیمایشی به تعیین میزان و درجه‏ی اهمیت شاخص‏های مجاز و استعاره‏ی ادبی در آموزش زبان فارسی به غیرفارسی‏زبانان از طریق متون ادبی پرداخته است. بدین منظور نخست پرسشنامه‏ای محقق‏ساخته دربردارنده‏ی هشت گویه از مولفه‏ی مجاز و شش گویه از مصادیق استعاره در سه سطح زبانی تهیه شد و به روش غیرتصادفی دسترس‏پذیر و هدفدار در اختیار 94 تن از مدرسان ایرانی با سابقه‏ی تدریس در حوزه‏ی آموزش زبان فارسی به غیرفارسی‏زبانان که با مقولات ادبیات فارسی نیز آشنایی داشتند، قرار گرفت. داده‏های به دست آمده به‏منظور پاسخ‏گویی به پرسش‏های پژوهش از طریق نرم‏افزار اس‏پی‏اس‏اس 22 و آزمون‏های آماری کای- دو یک‏طرفه، فریدمن و من- ویتنی مورد بررسی قرار گرفت. بخشی از نتایج به دست آمده از تحلیل داده‏ها حاکی از آن است که جمعیت نمونه تمام شاخص‏های تعیین شده در دو سطح مبتدی و میانی را در هر دو مولفه‏ی مجاز و استعاره بی‏اهمیت قلمداد کرده‏اند که این نتیجه، این باور را که مجاز به علت بسامد وقوع بالا به گونه‏ی هنجار متعلق است، حداقل در حوزه‏ی آموزش زبان فارسی به غیرفارسی‏زبانان به چالش می‏کشد. علاوه بر این، شاخص استعاره‏های بعید نیز به‏طورکلی توسط جمعیت نمونه بی‏اهمیت شمرده شده است، ولی مدرسان فاقد تجربه‏ی آموزش ادبیات، بر اهمیت شاخص مذکور تاکید داشته‏اند که این رویکرد از یک سو حاکی از کارآمدی تجربه‏ی آموزش ادبیات در رویارویی با استعاره‏های ادبی، و از دیگر سو نشان‏دهنده‏ی برداشته شدن مرز میان دو حوزه‏ی آموزش زبان و آموزش ادبیات در مواجهه با استعاره به‏عنوان یکی از شگردهای آفرینش ادبیت است.

    کلیدواژگان: آموزش زبان فارسی، فارسی ‏آموزان غیرایرانی، مدرسان زبان فارسی، مجاز و استعاره ‏ی ادبی، متون ادبی
  • هدی حسین پور بوانلو، احسان قبول* صفحات 203-233

    کاربرد ادبیات به منزله ی یکی از ابزارهای طبیعی آموزش زبان و هم چنین به عنوان یکی از غایت های زبان آموزی، نقش مهمی در ارتقای مهارت های زبانی دارد. به همین سبب طراحی و تدوین مواد آموزشی و ارزیابی و ارتقای منابع موجود از این منظر، امری اجتناب ناپذیر است. پژوهش حاضر به ارزیابی متون ادبی مجموعه های آموزش زبان فارسی به غیرفارسی زبانان، با هدف یاری رساندن به بهبود و ارتقای کیفیت آموزش زبان فارسی می پردازد. در این بررسی بر اساس رویکردی تلفیقی، الگویی متشکل از دو قسمت صوری و محتوایی برای ارزیابی متون ادبی در کتاب های آموزش زبان فارسی به غیرفارسی زبانان معرفی و سپس بر اساس این الگو، متون ادبی از ابعاد مختلفی نظیر مهارت های زبانی، مفاهیم فرهنگی، کارکرد ارتباطی، اصالت، نوع و گونه ی متن، نوع مشارکت در انجام تکالیف، دلالت بر نکات دستوری و محل قرارگیری متن ادبی بررسی گردید. ارزیابی های انجام شده گویای این مطلب است که به مهارت گفتن دریافتی- حرکتی توجهی نشده و اغلب متون ادبی در شاخه ی بینافرهنگی طبقه بندی شده اند. همچنین اغلب متون ادبی هیچ ارتباطی با نکته ی دستوری مطرح شده در درس ندارند و میزان کارکرد ارتباطی در متون ادبی نیز در سطح بسیار پایینی قرار دارد. افزون بر این مشخص شد که به کارگیری متون ادبی در منابع آموزش زبان فارسی به غیرفارسی زبانان در ابعاد کارکرد ارتباطی، مهارت گفتن دریافتی- حرکتی، مفاهیم برون فرهنگی، تبیین ماهیت زبان ادبی، روش تدریس متون ادبی، نیازسنجی از مخاطبان و اتخاذ رویکردی یکپارچه نسبت به مهارت های زبانی با ضعف و نقصان هایی روبه رو است.

    کلیدواژگان: متون ادبی، شاخص های ارزیابی، رویکرد تلفیقی
  • زهرا استادزاده* صفحات 235-259

    در زمینه ی آموزش زبان دوم، بحث انتقال فرهنگ جامعه ی مبدا به جامعه ی مقصد همواره مورد توجه مدرسان و استادان آموزش زبان بوده و حتی برخی از مدرسان، انتقال فرهنگ را به عنوان پنجمین مولفه پس از خواندن، نوشتن، صحبت کردن و گوش دادن، در آموزش زبان موثر می دانند. در این پژوهش، به بررسی اهمیت تدریس ادبیات کلاسیک به عنوان بخش منتقل کننده ی فرهنگ به غیرفارسی زبانان و میزان به کارگیری متون منثور ادبی در درسنامه های آموزش زبان فارسی به غیرفارسی زبانان پرداخته ایم. کرسی های زبان فارسی در خارج از کشور مورد بررسی قرار گرفته اند  و ده درسنامه ای که در این کرسی ها تدریس می شوند به لحاظ غنای متون منثور کهن مورد بررسی قرار گرفته اند و سپس سه متن از گلستان، کلیله و دمنه و ادبیات معاصر انتخاب شده و با طراحی پرسشنامه ای میزان علاقمندی فارسی آموزان به متون کهن فارسی ارزیابی شده است. جامعه ی آماری، شامل 100 زبان آموز است که در مراکز آموزش زبان فارسی ایران، زبان فارسی آموخته بودند و 30 مدرس نیز پرسشنامه ی مخصوص مدرسان را پر کردند که از داده های این پرسشنامه ها برای بررسی روایی و پایایی پژوهش بهره برداری شد. نتایج این پژوهش نشان داد زبان آموزان سطح پیشرفته به ادبیات کلاسیک خصوصا متون گلستان علاقمندند و ارایه ی متون ساده شده کمک بسیاری به درک مطلب آن ها نموده است.

    کلیدواژگان: متون منثور، آموزش زبان دوم، گلستان، ادبیات کلاسیک، زبان آموزان سطح پیشرفته
  • سارا کیانی، فریده حق بین* صفحات 261-285

    «را» یکی از عناصر بحث‌برانگیز زبان فارسی است که درباره ی نقش آن پژوهش‌های بسیاری انجام شده است. در این مطالعه، مقوله ‌ی دستوری «را» در چارچوب نظریه ی مقوله‌بندی و بر اساس نقش‌هایی که می‌پذیرد، تعیین می‌گردد. زیرا تعیین مقوله‌ ی عناصر زبان در آموزش زبان، هم برای مدرسان و هم برای زبان‌آموزان، از اهمیت ویژه‌ای برخوردار است و از آنجایی که آموزش و یادگیری نقش‌های این عنصر در زبان فارسی کمی دشوار است، تعیین مقوله ‌ی آن می‌تواند در درک جایگاه و نقش آن مفید واقع شود. «را» به‌عنوان نشانگر مفعول یا نشانگر حالت، نقش‌نمای گفتمان و حرف اضافه (به‌طور خاص پس ‌اضافه) نامیده‌ شده است. در این پژوهش ابتدا ویژگی‌های مشترک حروف اضافه و «را» از لحاظ تاریخی، رده‌شناختی و نحوی مورد بررسی قرار می‌گیرد و سپس با نگاهی نقشی- شناختی به ویژگی‌های معنایی آن پرداخته می‌شود. نتیجه ‌ی تحلیل‌های این پژوهش نشان می‌دهد که در چارچوب شناختی و بر اساس دیدگاه مقوله‌بندی، «را» همچنان یک حرف اضافه است، اما در حاشیه‌ ی مقوله ‌ی حروف اضافه قرار دارد و از عناصر سرنمون این مقوله مانند «در» و «با» در حال فاصله گرفتن است. همچنین، مشخص می‌گردد که «را» روی پیوستار «حرف اضافه- نقش‌نما» قرار دارد و در حال تغییر نقش از یک «حرف اضافه» به یک «نقش‌نما» است و تحت فرایند دستوری‌شدگی قرار دارد.

    کلیدواژگان: را، حرف اضافه، نقش نما، مقوله بندی، سرنمون
  • مرضیه مرادی، محمدرضا اروجی*، سکینه جعفری صفحات 287-305

    مبنای این تحقیق بررسی تاثیر یادگیری ترکیبی[1]یا تلفیقی بر میزان یادگیری دستور زبان و واژه‌های فارسی‌آموزان سطح متوسط است. هدف از یادگیری ترکیبی یا همان بهره‌گیری از مواد آزمایشی گوناگون درهم‌آمیختن مناسب مواد آموزشی معمولی و سنتی کلاس‌های حضوری با فناوری نوین است. جامعه‌ی آماری این تحقیق زبان‌آموزان خارجی حاضر در ایران است که به یادگیری زبان فارسی مشغول‌اند. شرکت‌کنندگان در این پژوهش 60 زبان‌آموز خارجی سطح متوسط بودند که در موسسات ایرانی واقع در شهر تهران زبان فارسی می‌خواندند. آن‌ها به‌صورت تصادفی به دو گروه سی‌تایی شامل گروه گواه (گروه از راه دور) و گروه آزمایشی (گروه تلفیقی) تقسیم شدند. نمونه‌گیری به‌صورت غیرتصادفی انجام گرفت. در این تحقیق، از طرحی نیمه‌آزمایشی پیروی شد و هم‌سان‌سازی شرکت‌کنندگان آن به‌‌لحاظ مهارت زبانی، دستور زبان و دانش زبانی پیش از بررسی انجام شد. بعد از اجرای روند، پس‌آزمون دستور زبان و واژه به شرکت‌کنندگان داده شد. یافته‌های تحقیق حاضر نشان می‌دهد که محیط یادگیری تلفیقی تاثیر چشمگیری بر گسترش دانش دستوری و لغوی زبان‌آموزان دارد. نتایچ تحلیل واریانس چندمتغیره (MANOVA) نشان داد که زبان‌آموزان گروه تلفیقی نسبت‌به گروه از راه دور در آزمون‌های دانش واژه‌ها و دستور زبان به‌مراتب عملکرد بهتری داشتند. نتایج این تحقیق می‌تواند برای محققان، معلمان و زبان‌شناسان مفید باشد.

    کلیدواژگان: دستور زبان فارسی، فارسی آموزان سطح متوسط، واژه، یادگیری تلفیقی
  • نصرالله پورمحمدی املشی*، مریم غفوریان صفحات 307-329

    مسیله‌ی آموزش زبان همواره براساس دستور یا واژه بوده است و این دو به مهارت‏های ارتباطی معنا می‌بخشند. ازآنجا که در فرایند یادگیری زبان دوم، وسعت دادن دایره‌ی واژگان تکنیک است، بنابراین آموزش هرچه بیشتر واژگان مشترک زبان اول و زبان دومی که زبان‏آموز قصد یادگیری آن را دارد، ضروری و در تسریع امر آموزش بسیار مهم است. بخش قابل‌توجهی از واژگان هندی (سانسکریت) و زبان میانجی اردو با زبان فارسی، مشترک و هم‏ریشه هستند. بنابراین، ریشه‏شناسی و یادگیری واژگان مشترک به افزایش دانش واژگانی اردوزبانان کمک می‏کند. شناخت تحولات زبانی در سطح آوایی، واجی و واژگانی زبان فارسی و شبه‏قاره نشان می‏دهد که چگونه شناخت ریشه‏ها و واژگان مشترک دو زبان، افرایش، کاهش و تغییر معنای آن‏ها در سیر تحولات تا به امروز در کاربرد واژه‏ها توسط زبان‏آموز، پس از یادگیری در فواصل مختلف بااهمیت و موثر است. ما چگونگی نحوه‌ی تولید آوا و انواع تلفظ را هم بررسی کردیم. جامعه‌ی آماری حدود ده نفر از زبان‌آموزان شبه‏قاره‌ی دانشگاه بین‏المللی قزوین بودند. واژگان از دو طریق ریشه‏شناسی و ارایه‌ی واژگان مشترک به آن‏ها تدریس شد. نتایج این بررسی نشان‌دهنده‌ی تاثیر قابل‌توجه واژگان مشترک در افزایش دانش واژگانی در حافظه‌ی کوتاه‏‏مدت و بلندمدت آن‏هاست.

    کلیدواژگان: زبان فارسی، هندی، اردو، ریشه ی واژگان، واژگان مشترک
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  • Mohammad Dabirmoghaddam, Reza Sahraee, Mulham AL-Shair * Pages 3-23

    Learning second language grammar is one of the main problems with which language learners are faced. In this research, through using achievements of language typology, it was tried to facilitate learning of Persian grammar for Arabic learners. For this purpose, on the basis of the typological word order parameters, typological similarities and differences between the standard Persian and Arabic languages were determined. The data analysis which we gathered showed that from the 24 common parameters of the standard Persian and Arabic languages, they are similar in 12 parameters and they are different in 7 parameters. By explaining these differences and similarities to the subjects, the grammar topics of Persian language were taught to them and then they were subjected to post-test. The mean score of the tests showed that the average scores of the subjects in the post -test were higher than their mean scores in the pre-test. Inferential statistics analysis also showed that the difference in the score of the subjects in the pre-test and post-test is significant as well. Therefore, it can be said that by more awareness of Arabic learners from the typological similarities and differences between Persian and Arabic languages, their Persian language learning process becomes easier and faster. Extended Abstract: Linguistics research shows that similarities can be a source of making mistakes. In other words, if a learner learns a language which is totally different or similar, he or she is less likely to make mistakes. However, for languages such as Arabic and Persian which have some features in common, but they are not completely similar or different, these similar features happen to be source of mistakes. Considering in syntax, typology made considerable progress, this article is aimed at determining how much applied use of typological features of word order dealing with syntax has an impact on teaching and learning Persian by Arabic learners. Dryer, in his article ‘The Greenbergian Word Order Correlations’ (1992), studied on the one hand the correlation between verb and object order and on the other hand particular pairs order. He used ‘correlation pairs’ to refer to these pairs and defined them as follows: if the sequence of a pair x and y shows the sequence of verb and object sequence respectively, then x and y are a correlation pair and in this pair, x is verb patterned and y is object patterned. Dryer explained 23 correlation pairs in an independent table. 5 of them do not have equivalent in Persian. Therefore, they are not considered in the article. There are 6 other correlations which are not mentioned in his article but in his data base. Among the aforementioned features, Dabir Moghaddam exploits 24 features to determine Persian typology. In addition to 23 Dryers’ features, I use 6 features added to Dryers’ data base by Dabir Moghaddam to study Arabic. These features come to 25, after setting aside four features applicable in Arabic (2 features of 23 Dryers’ features and 2 features of Dabir Moghaddam features). 1) Ad position type 2) Order of noun and relative clause 3) Order of noun and genitive 4) Order of adjective and standard in comparative construction 5) Order of verb and adpositional phrase 6) Order of verb and manner adverb 7) Order of copula and predicate 8) Order of want + verb 9) Order of noun and adjective 10) Order of demonstrative and noun 11) Order of intensifier and adjective 12) Order of verb and negative particle 13) Order of verb and tense /aspect particle 14) Order of verb and tense /aspect auxiliary verb 15) Order of question particle and sentence 16) Order of adverbial subordinator and clause 17) Order of article and noun 18) Order of verb and subject 19) Order of numeral and noun 20) Order of tense-aspect affix and verb stem 21) Order of possessive affix and noun 22) Order of content verb and auxiliary verb(s) meaning to be able to 23) Order of complementizer and complement sentence 24) Wh-movement 25) Order of verb and object. This article aims to first determine typological features of Persian and Arabic using typological word order. Secondly, similarities and differences are determined through contrastive analysis. Thirdly, without mentioning the similarities and differences of Arabic and Persian, given grammatical rules are given to subjects and then are tested (pretest). Finally, after one month, the aforementioned rules are taught by Persian and Arabic typological similarities and differences and then they are tested post test Eleven educated people studying different majors who was learning Persian were tested. There some points need to be mentioned. First, their mother tongue was Arabic, second, they were Arabian. Third, since the research was carried out in The Persian Language Center for Non-Farsi Speakers and this center, we were faced with limited learners, as a result, the method of sampling was limited sampling. Also, the criteria for selecting the subjects were as follows; the subject were native Arabic speakers and being at pre intermediate and intermediate levels. Because of limitation, to carry out the research, we selected eleven subjects. Testes were set on the base of similarities, differences and typological features of Persian and Arabic. In fact, this article tries to include typological features which are different and similar between the two languages and the feature only is found in one language is ignored. The test consisted of three parts, first, the subjects were given Arabic sentences and asked to answer multiple choices. Second, they were asked to translate Arabic sentences into Persian. Third, they were asked to translate a test in Arabic into Persian. Conclusion According to subjects’ average scores, their score in after test (16/10) is higher than that of in pretest (10/57). In addition, the analysis of inferential statistic shows that the difference is considerable meaning that the independent variable, awareness of typological features of Persian and Arabic, has an impact on dependent variable, subjects’ scores, as it were, being aware of these features (similarities and differences) could get a better score. So, the more Arabic learners are aware of similar and different typological features of Persian and Arabic, the easier they can learn Persian especially its grammar. In doing so, this article connecting typology to teaching languages proves that achievements of typology can be used to optimize and facilitate teaching language.

    Keywords: Typology, word order, parameter, language grammar
  • Sharareh Khaleghizadeh, Mohammad Reza Pahlavannezhad *, Amirreza Vakilifard, Atiyeh Kamyabi Gol Pages 25-63

    With changes in the field of learning a second language, interest in conducting motivational research related to the second and Foreign language has expanded. However, so far, there has not been a complete scientific research on the motivation of learning Persian (as foreign / second language) among non-Iranian students in Persian. In this research, first on the base of model of Dorniey motivational self-systems (2005) and Gardner and Lambert's (1972), Clement (1980), Taguchi (2010), Papi (2009) and Magid (2011) researches on Students' motivation, a questionnaire consisting of 16 components including 91 items was designed for Persian students. The statistical sample of this study was 300 Persian-learners of male and female from Persian language teaching centers in Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin, and Tehran University of Medical Sciences. Validity and reliability of the questionnaire were evaluated using PLS software. the results showed that All of the constructs were of an acceptable reliability. Also, acceptable convergent validity was observed for the questionnaire. The divergent validity of the questionnaire was also confirmed. the relationship between the questionnaires constructs and the significance of the questions related to each structure was considered to be desirable and acceptable, and hence, the model has the proper fit and the power of predictive desirability. The t-test was used as a criterion for evaluating the questions of each construct. And since for all the statistical questions T is more than 1.96, it indicates the desirability of questions.  Extended Abstract: With changes in the field of second language learning, there is a growing interest in motivational research related to second and foreign language classes. Despite the importance of motivation in language learning, no scientific research has been conducted to investigate the factors affecting Persian language learning motivation (as a foreign / second language) among non-Iranian Persian learners. In this study, first on the base of Dornyei's (2005) self-motivational systems model, and Gardner and Lambert's (1972), Clement's (1980), Taguchi's (2010), Papi's (2010), and Magid's (2011) studies aroundMotivation of the learners, a 16-factor questionnaire including 92 items was prepared for the students. The 16 factors or constructs that were assessed in the Persian Learning Motivation Questionnaire are: Criterion measure, Ideal L2 self, Ought-to L2 self, Second language learning experience, Family influence, Instrumentality-promotion, Instrumentality-prevention, Attitudes to L2 community, Cultural interest, Integrativeness, Linguistic self-confidence, Travel orientation, Fear of assimilation, Persian anxiety, Ethnocentrism, Interest in the Persian language. In other words, the main framework of this questionnaire was designed based on Dornyei model (Dörnyei, 2005), which is one of the newest research achievements in second language motivation and has theoretically strong support, and thus provides strong support for the tool designed in the present study. Then, in order to validate the questionnaire, 300 Farsi learners from Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin, Tehran University of Medical Sciences, were asked to answer the designed questionnaire. The sampling method in this study was also randomized.These Farsi students of different nationalities, ranged in age from 50 to 18 years and were studying Persian in the upper intermediate and advanced levels in academic years of 2017-2018. Finally, the validity and reliability of the questionnaire were evaluated using PLS software. In fact, since the Cronbach's alpha criterion is a traditional criterion for determining the reliability of constructs, the PLS method employs a more modern criterion than the Cronbach's alpha, called composite reliability. This criterion was introduced by Wertz et al. And its superiority to Cronbach's alpha is that the reliability of the factors is calculated not by absolute terms but by the correlation of their items with each other. As a result, in the PLS method, both criteria are used to better measure the reliability of questionnaire. If the composite reliability value for each construct is above 0.7, it indicates a good internal consistency for the measured models and a value below 0.6 indicates no reliability. The results of questionnaire constructs indicate that Cronbach's alpha coefficient and reliability values (more than 0.7) for all 16 model constructs. Also, in the present study, factor loadings were investigated with the use of PLS statistical software. The factor loadings of the questions for each of the research variables are more than 0.3, indicating the acceptable reliability of the research constructs. Convergent validity that correlated a construct with its indices was also evaluated and in all 16 constructs this value was in the acceptable range (more than 0.5). The criterion for measuring the divergent validity of the research variables is the use of Fornell and Larcker (1981) method. This criterion is the degree of relationship of a construct with its indices or items, compared to the relation of that construct with other constructs, so that the acceptable divergence validity of a model implies that a construct in the model interacts more with its indices than with other constructs. In the PLS this is done by a matrix. This matrix contains the absolute magnitude of the correlation coefficients between research constructs (bottom triangle coefficients) and the square root of average variance extracted for each construct (over the original diameter). Since the values on the original diameter are larger than the lower values of the matrix triangle, the validity of the model discriminant is confirmed by the Fornell and Larcker method.Also, using the t-statistic of each of the questions attributed to the research variables, the suitability of the questions and overall fit of the structural model were evaluated. If the t-coefficient is less than 1.96, that question should be omitted because that question is weak in explaining its own variable and its presence in the model increases the measurement error of subsequent calculations. In the present questionnaire, the coefficients of t for all questions are more than 1.96, indicating that the questions are desirable and overall fit to the structural model.Finally, we hope that this research will be a guide for future research to examine the relationship between second language learning motivation and other variables related to second language learning. Also, by identifying the Persian motivation of the students and the factors affecting their motivation in the educational centers and Persian language classes, we can plan how the teaching and the use of educational resources can be related to the type of learners’ motivation.

    Keywords: Motivation Questionnaire, reliability, Validity, non-Iranian learners of Persian, learning Persian as a second language
  • Navid Atar Sharghi *, Bita Akbari Pages 65-86

    The research aims to analyze the relation between personal Possible Selves and motivational factors and their effect in Persian language learning. Motivation and its impact on language learning has always been an important subject in language education. The analysis of different types of motivation and motivational factors can help progress language teaching. In order to learn a language properly, we must identify effective variables of this field. The basis of this research is the theory of L2 Motivational Self System in which the principal elements of this system and also the impact of several self-motivation variables such as L2 Use and Willingness to Communicate in the L2 Class on motivational self system’s factors have been evaluated. A questionnaire was distributed among 146 Persian language learners of different nationalities. The results have been analyzed by SPSS 18 software. The results of this research showed that there is a direct relation between anxiety variable and instrumentality-promotion, learning experiences, ideal L2 self, and intended effort while it doesn’t have a significant correlation with instrumentality-prevention, WTC or L2 use. Also, ideal L2 self has a direct relation with instrumentality prevention and instrumentality promotion factors.Promotion and Prevention instrumentality factors have approximately the equal amount of positive effect on intended effort…  The analysis show moreover that ought-to L2 self and learning experiences predict significantly the L2 use, but there is no significant relation between ideal L2 self and the mentioned variable. These learners are not anxious to speak in class, while their willingness to communicate in L2 leads them more to acting in class than their practical L2 use. Extended Abstract: Prior to Gardner's and his colleagues' research, language learning was considered to be more dependent on intelligence and language talents. Gardner and colleagues considered the role of motivation to be very important in this regard, and divided it into two types of motivation: integrative and instrumental motivation. (See Gardner & Tremblay, 1994; Gardner & Lambert 1972). Later, based on the theories of researchers such as Deci and Ryan (1985), Noels, Vallerand and Clément (See Noels et al. 2000), the concepts of internal and external motivation were discussed. Marcus and Norius spoke of Possible Selves (1986). And Dörnyei introduced the L2 motivational Self System (Csizer & Dörnyei, 2005). Since long time, motivation and its impact on language learning is one of the most important issues in education. Examining and identifying a variety of motivations and motivational factors can be an effective step in improving the quality of language teaching. This research is based on Possible Selves concept and the L2 Motivational Self System. In addition to the main elements of this system, the role of several self-motivating factors such as the emotional variable of anxiety and the two variables of L2 willingness to communicate in class (WTC) and L2 use in class have been evaluated. The research variables are: 1. Ideal L2 self, 2. Ought-to L2 Self, 3. L2 Learning experiences 4. Intended effort, 5. Instrumentality-prevention items, 6. Instrumentality-promotion items, 7. L2 use in class, 9. L2 willingness to communicate in class. The concepts of Selves derive from the different perceptions that one has of oneself in different situations by comparing oneself to others. The perceptions through which one creates feelings and mental images of oneself. (Ruel, 1987). In this study, the variable of anxiety is considered as a motivational possible self. In fact, anxiety has a significant inverse effect on language learning. Brown (2012) and McIntyre & Gardner (1991) enumerate two types of deep and superficial anxiety, reminding that it is very important for the teacher to identify and manage language anxiety of students. (Quoted by Atar Sharghi, 2019). One of the features of this research is that there is a distinction between L2 use in class and L2 willingness to communicate in class. Although the WTC has been explored by many researchers, the practical realization of this whish, which is L2 use, has not yet been explored in any study as an independent motivational variable, and this research is the first step in this case. A language learner may have a strong desire to speak in class, but for psychological or social reasons such as shyness or perfectionism or fear of being ridiculed by classmates, it is difficult to engage in classroom conversations; While it may not be important for another language learner to speak in class, but talk more in class because of his/her more self-confidence and courage. This study aims to answer 3 questions: 1.  What are the correlation relations among the motivational factors for these Persian learners? 2. Which of the two variables of L2 willingness to communicate and L2 use affect more the intended effort factor? 3. What is the impact of the main elements of the L2 motivational self system (Ideal L2 self, Ought-to L2 Self, L2 Learning experiences) on the variables of L2 use, and Intended effort? For this purpose, based on the selected theory and concepts, a questionnaire was prepared and distributed during 2 semesters of 2018-2019 among 146 advance Persian learners of Persian Language Teaching Center of IKI University. Most of the questionnaire items were previously used in the researches of Taguchi et al. (2009) and Papi and Teymouri (2012) and its validity and reliability were confirmed. The variables of Intended effort and anxiety have already been studied in the Papi's paper (2010). The questionnaire, with necessary changes according to the studied languages and factors, has been used also by Atar Sharghi & Akbari (2019) for Iranian learners of French, and by Atar Sharghi (2019) for non-Iranian Persian learners. The SPSS 18 software was used to analyze the data, and statistical analysis of Pearson correlation coefficient and multiple regressions were performed. The results of this research showed that there is a direct relation between anxiety variable and instrumentality-promotion, learning experiences, ideal L2 self, and intended effort, while it doesn’t have a significant correlation with instrumentality-prevention, WTC or L2 use. Also, ideal L2 self has a direct relation with instrumentality-prevention and instrumentality-promotion factors. Promotion and Prevention factors have approximately the equal amount of positive effect on intended effort…. The analysis show moreover that ought-to L2 self and learning experiences predict significantly the L2 use, but there is no significant relation between ideal L2 self and the mentioned variable. These learners are not anxious to speak in class, while their willingness to communicate in L2 leads them more to acting in class than their practical L2 use.

    Keywords: L2, foreign language learning, motivational factors, L2 motivational Self System, possible selves, non-Iranian Persian learners
  • Abdolhossein Heydari * Pages 87-113

    This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades). The main tool of the research is a taxonomy designed within writing continuum and in accordance to the writing tasks of Persian writing textbooks. The research method of this paper is descriptive-analytic. At first the writing tasks of Persian writing textbooks were accounted and they were classified according to the proposed taxonomy. The data has been analyzed by using (SPSS 20). Results from the codification of 386 tasks showed that the distribution of the items in the taxonomy is not the same. The majority of writing tasks in the writing textbooks (70, 46 %) has been allocated to controlled writing emphasizing on improving the language knowledge and basic lower-level writing skills. It shows that the product-approach is the dominant approach in Persian writing textbooks used at primary schools (4th, 5th and 6th grades). So the textbook designers should pay attention the balance between basic skills and higher-level ones in writing skill. In addition, a significant difference was found between writing tasks of the textbooks in their inclusion of different levels of the taxonomy. It can also be said that as the students proceed to higher grades and their language knowledge and background knowledge develop, the level of writing task designing gets higher. Extended Abstract: Writing is a way to produce the language which comes from our thought. Nunan (2003) claimed that learning to write fluently and expressively is the most difficult of four language skills for all students.For this reason, there should be appropriate materials, which cater for the students needs. This paper attempted to study the writing tasks of Persian writing textbooks used at primary schools (4th, 5th and 6th grades). The main tool of the research is a taxonomy designed within the framework of previous researchers (Juriah, 2015; Hartanti, 2011; Dickson, 2001; Verghase, 1989& …) and in accordance to the writing tasks of Persian writing textbooks. According to Hyland (2003), since the development of the writing as a distinctive area of scholarship, two major approaches have been introduced: product-oriented approach and process-oriented approach. Product approach sees writing as being primarily about linguistic knowledge. This approach may include the skills of getting the grammar right, having a range of vocabulary, punctuating meaningfully, using the conventions of layout correctly, e.g. in letters, spelling accurately, using a range of sentence structures.The process approach stresses the composing processes of planning, drafting, and revising.The major aim of the process approach is to train writers how to generate ideas for writing,plan  these  ideas, draft and redraft in order to produce a final written paper that is likely to communicate their own ideas.  Various studies (Verghase, 1989; Dickson, 2001; Hartanti, 2011 &… ) stress the three stages in teaching writing skill: a) controlled writing b) guided writing c) free writing.The controlled writing  emphasizesaccuracy rather than fluency. It focuses on the structural aspect of the language and neglects its communicative aspect. The guided writing concerns with the organization of the material which is given. (Verghase, 1989). Dickson (2001) introduces some prompts to be used  by the teacher or the textbook in guided writing such as pictures, proverbs, short stories and so on. These activities facilitate the act of writing for the students. Free writing means that the students write without any interference, and are encouraged to emphasize content and fluency first.When adopting this method, one should not feel concerned with grammar, punctuation, spelling or style. While free-writing the writer should not reread what s/he has already written. Rather, if stuck on what to write next, just continue to write anything that comes to mind or rewrite the last word until another idea comes to mind. According to Raimes’s (1983) study, for controlled writing students need the following components of writing: syntax, grammar, mechanics, and word choice. In contrast, free writing requires all of Raimes’s components of writing: syntax, grammar, mechanics, word choice, organization, content, the writer’s process, audience, and purpose. The research method of this paper is descriptive-analytic. At first the writing tasks of Persian writing textbooks were accounted and they were classified according to the proposed taxonomy. The data has been analyzed by using (SPSS 20). Results from the codification of 386 tasks showed that the distribution of the items in the taxonomy is not the same. The majority of writing tasks in the writing textbooks (70, 46 %) has been allocated to controlled writing emphasizing on improving the language knowledge and basic lower-level writing activities. It shows that the product-approach is the dominant approach in Persian writing textbooks used at primary schools (4th, 5th and 6th grades). In addition, a significant difference was found between writing tasks of the textbooks in their inclusion of different levels of the taxonomy. It can also be said that as the students proceed to higher grades and their language knowledge and background knowledge develop, the level of writing task designing gets higher. The textbook designers should pay attention the balance between basic activities and higher-level ones in writing skill. However, it is dangerous to rely on any single group of writing activities, because each of the three kinds of writing activities has its own function and plays an important role in developing students’ writing abilities. Not only grammatical learning for understanding language functions and usage but also activities such as guided writing incorporated into free composition will encourage students to write their own thoughts. Therefore, writing instruction should aim to develop students’ practical communication abilities by proactively increasing the opportunities for free writing. However, because the analyzed textbooks included so few guided writing tasks and so many controlled writing tasks, it is better to be included enough guided writing tasks serving as a bridge to greater ability in free writing. The findings of this study can be used both by the textbook designers and teachers.

    Keywords: writing, writing tasks, Persian writing textbooks, proposed taxonomy
  • Mohammad Bagher Mirzaei Hesarian *, Hamide Puladstone Pages 115-136

    The corpus of the research is taken from the final writing test of the General Persian language Course(GPLC) of Persian Language Teaching Center(PLC) at Imam Khomeini International University(IKIU), which was held in the winter of 2016. 90 Chinese Persian learners participated in the mentioned test; hence, a total of 90 test sheets were used as raw data. The test consists of two parts: In the first part, four pictures, marked with numbers one to four, show a short story and the students are asked to write story of the pictures with at least 10 lines of 10 words. In the second part, they are asked to choose one of the two given topics and write a text of at least 10 to 12 lines of 10 words. In one of the suggested topics, Persian students were asked to write a text about one of their travels so far. What did they do before the trip? What items did they take with them? What places did they visit? In the second issue, they were asked to write a letter to their Iranian teacher and explain their country in terms of climate, population, culture, civilization, etc .; Therefore, each writing test sheet contains two written texts: a text related to the narration of the given images and a text about a personal trip or a letter to an Iranian master. Given the minimum of 100 words for each text, it can be said that the body contains 90 texts about the visual story and 90 texts about one of the two proposed topics and a total of 180 texts. If we consider at least 100 words in each text, the body contains approxi. Persian Chinese learners "General level of Persian language" Persian Students who are in the general Persian language course of the Persian Language Training Center of Imam Khomeini International University for 16 weeks and 20 hours per week for four skills of listening, reading, speaking and writing skills They have participated in a total of 320 training hours in face-to-face classes. Considering the quality and quantity of the educational program and the individual characteristics of Persian Chinese students, the general level can be considered equivalent to the intermediate or pre-intermediate level (A2) in the framework of the common European reference. To prepare the body, the Persian writing sheets of Chinese students were first implemented in the word processing software. Attempts were made to type as much as possible what the Persian learners had written in their worksheets. Then, the grammatical labeling of the typed content was done within the framework of the category and amount grammar. At this stage, 26 grammatical labels such as number and types of sentences (kernels and clusters), number and types of clauses (kernel, dependent, ordered, inverted, orderly, Mahin, ancient, self-standing and non-standing), number and types of groups (current, noun and adverb ), The number and types of information related to the current group (time management, direction and negation and proof), the number and types of information related to the nominal group (complement, position and nominal dependencies) and the number and types of information related to the adverbial group (unmarked and By marking) in the Persian text, the students were identified and counted and the data of each sheet were recorded in a table that was prepared for this purpose. n conducting the research, as much as possible, the criterion for analyzing the components of the text is Persian students's writing and the written text should be analyzed without applying language corrections. Since the dot is intended as the boundary of the end of one sentence and the beginning of another sentence, the authors punctuate the posts. And amended or supplemented as required; Next, the work of identifying and separating the sentences has been done. In body analysis, the inverted clause components are identified and calculated as the constituent elements of the clause (current group, nominal group and constraint group). To count the current groups, in addition to the current group, in the documented paragraphs (Mahin paragraph), the undocumented paragraphs (Kahin paragraph), the "inverted" self-static and non-static inverted clauses are also calculated as the clauses with the current group. In the analysis of dependent nominal groups, only one nominal group is considered. In other words, the nominal groups within the constraint groups are not analyzed separately. Findings indicate the core, ranked and major sentence frequency. The verbal group has characteristics such as finite personal and active voice on average and there is almost no trace of finite impersonal and passive voice. The nominal group has no or one dependent.The adverbial group is approximately the same proportion of marked and unmarked. Research has also proven the effectiveness of CSG in accurately describing writing of CLP's writing.

    Keywords: grammatical Analysis, Chinese Persian learners, category, scale grammar, writing, level A2
  • Reza Taherkhani, Reza Moradi Pages 137-167

    Emphasis on reading comprehension skill of foreign language learners is one of the most significant methodological topics in language learning and teaching. Moreover, individual differencesof learners such as emotional intelligence (EI), autonomy, self-regulation (S-R), and willingness to communicate (WTC) have been recognized as very influential variables in the process of language learning. Therefore, exploring the effects of these variables can be very helpful in the process of foreign language learning, including reading comprehension. Until now, in the literature of teaching and learning Persian as a foreign language, no study has been conducted on the possible relationships or effects of emotional intelligence, autonomy, self-regulation, and willingness to communicate on reading comprehension of Persian foreign language (PFL) learners. The present study attempts to fill this gap. Consequently, the purpose of this nationwide study was to explore the relationships between emotional intelligence, autonomy, self-regulation, willingness to communicate and reading comprehension ability of Persian Foreign Language learners in Iran. For this end, 141 non-Persian students, from 28 different countries in the world, majoring in various fields at 12 universities across Iran, participated in this study. The selected universities were located in the north, south, east, west, center, and other parts of Iran. The universities were: University of Isfahan, Imam Khomeini International University, Bu-Ali Sina University, Shahid Beheshti University, University of Tehran, Shiraz University, Allameh Tabataba'i University, Ferdowsi University of Mashhad, University of Mazandaran, Malayer University, Yazd University, and Yasouj University. The diversity of Persian foreign language learners shows the increasing significance of this language worldwide. The participants were asked to answer a reading comprehension test and the translated Persian versions of emotional intelligence, autonomy, self-regulation and willingness to communicate scales. The results of Pearson Correlation Coefficient indicated that there were positive significant relationships between the four variables; i.e. emotional intelligence, autonomy, self-regulation, willingness to communicate and reading comprehension. The results also revealed positive significant relationships between all sub-components of emotional intelligence (self-emotion appraisal, others' emotion appraisal, use of emotion, and regulation of emotion), autonomy (self-management, willingness to learn, and self-control), and self-regulation (planning, self-checking, effort, and self-efficacy) and reading comprehension. Moreover, in order to assess the strengths of predicting the four independent variables and their sub-components of reading comprehension, multiple and standardized regressions were run. The obtained results showed that the four independent variables and most sub-components were strong predictors of reading comprehension. Also, for providing more insights about the variables and estimating the strengths of the causal relationships among them, Structural Equation Modeling (SEM) was utilized by AMOS 24. The four independent variables were strong predictors of reading comprehension (emotional intelligence: 0.29; autonomy: 0.18; self-regulation: 0.16; and willingness to communicate: 0.43), with WTC being the strongest predictor. Foreign language learners, especially Persian foreign language learners, foreign language teachers, and all individuals involved in foreign language teaching and learning can benefit from the results of the current study. Learners must be aware of their own individual differences and their important effects in their reading comprehension ability and ultimately in the process of foreign / second language learning. They must know that by being able to use their emotions, willingness to communicate, taking responsibility of their actions, and also being actively involved, they are deemed to succeed in their endeavor of learning a foreign language. Teachers, too, can provide great help by becoming aware of the role of learners' individual differences. They can emphasize tasks that utilizes learners' emotional intelligence, autonomy, self-regulation, and willingness to communicate. Curriculum developers, syllabus designers, and materials producers must also pay special attention to these variables. In general, individual differences are very vital in the process of foreign / second language learning and many researchers in Iran and across the world have underlined their role in language learning, and specifically in reading comprehension ability. However, the significance of this study is on the grounds that no study had been conducted to investigate the effects and relations of these variables on reading comprehension for Persian as a foreign language. At the end, we should emphasize that this study did not consider age and gender of the participants. We suggest future researchers explore the effects of these variables. Also, interested researchers can explore the effects of these variables on other language skills; that is, listening, speaking, and writing. There are also other uninvestigated individual differences, such as self-efficacy, creativity, critical thinking, self-esteem, etc. that researchers can study. We hope that the current study and future studies shed light on the role of individual differences on learning Persian as a foreign language.

    Keywords: Emotional intelligence, autonomy, self-regulation, Willingness to Communicate, reading comprehension
  • Mahdi Khodadadian, Shokrollah Pouralkhas nokadei *, Alireza Nikuii, Bijan Zahiri Nav Pages 169-201

    This article aims to determine the importance of metaphor and metonymy as indices in teaching Persian to non-Persian speakers by applying a survey method through literary texts. A questionnaire containing eight items of metonymy and six items of metaphor in three levels of language proficiency was prepared to achieve this goal. Using a non-random available and judgmental method the questionnaire was sent to 94 Iranian instructors, experts in teaching Persian to non-Persian speakers, and also acquainted with Persian literature. The data were analyzed with SPSS, calculating one-way Chi-square, Friedman, and Mann-Whitney statistical methods. Part of the achieved results suggests that the sample population considers all the indices relevant to metonymy and metaphor as ‘insignificant’ for both beginner and intermediate levels. This result challenges the belief that metonymy, due to high frequency, is a type of ‘norm’ in teaching Persian to non-Persian speakers. The sample population also considers the index of ordinary metaphors as ‘insignificance’. However, those instructors lacking the experience of teaching literature emphasized the significance of these indices. On one hand, this approach reveals the effectiveness of experience in teaching literature when encountering literary metaphors; on the other hand, it indicates removing the border between language pedagogy and teaching literature in case of metaphor is a technique of creating literariness.

    Keywords: teaching Persian, non-Persian speakers, Persian Instructors, Metaphor metonymy, literary texts
  • Hoda Hoseynpour Bovanlo, Ehsan Ghabool * Pages 203-233

    Literary texts can be used in language teaching/learning programs as a means of teaching the language. Moreover, potent language learners consider reading literature as a language-learning goal. In this regard, it is of utmost importance to design, develop, and re-evaluate language learning materials with regard to the literature. The present study was thus motivated to evaluate the literary texts in teaching Persian to non-Persian books in order to help the improvement of Persian teaching programs. To this end, an integrated approach was employed to investigate different aspects of the mentioned books in terms of language skills, cultural concepts, communicative functions, type and genre of the texts, type of homework, grammatical structures, and presentation of literary texts. The obtained results indicated that the perceptual-motor speaking skills were ignored in most cases. Moreover, most literary texts were indicative of intercultural aspects rather than cross-cultural or intercultural ones. In addition, most literary texts were not related to the the grammatical point raised in the unit, and the communication functions in literary texts were presented at a low level. Therefore, there were some weaknesses in the presentation of literary texts, especially communicative functions, perceptual motor speaking practices, and intracultural concepts. Moreover, all language skills were not equally presented in the investigated books.

    Keywords: literary texts, Evaluation criteria, Integrated approach
  • Zahra Ostadzadeh * Pages 235-259

    Discussing second language teaching, the issue of transferring the culture of foundation society to objective society has always been considered by the teachers and even some instructors have considered that the transfer of culture as the fifth constituent after reading, writing, speaking and listening, in teaching language as effective. In this research, we discussed the importance of teaching classical literature as the transmitter part ofculture to non-Persian speakers and also the rate of using prose literary texts in booklets of teaching Persian language to non-Persian have been discussed. The chairs of Persian language in foreign countries have been reviewed and 10 booklets that are taught in these chairs reviewed due to the high value of ancient prose texts, and finally three texts selected from Golestan, Kalila and Dimna, and contemporary literature. Then a questionnaire designed to evaluate the rate of non-Persian students’ interest to ancient Persian texts. The statistical society consisted of 100 language learners who were taught Persian language in teaching centers in Iran and also 30 instructors completed the special questionnaire for themselves. The data were used to access validity and reliability of this research. The results of this research indicated that advanced learners are interested in the literature of 7th and 8th century AH, especially Golestantexts, and presentation of simplified texts helped them to understand their contents.

    Keywords: prose texts, second language teaching, simplification, rewriting, advanced learners
  • Sara Kiani *, Farideh Haghbin Pages 261-285

    One of the most disputable elements of Persian is ‘rā’. But what is most debated on is its function. In this investigation based on Prototype Theory, it is focused on another aspect of ‘rā’ which is its grammatical category. Because recognizing grammatical category of different elements of a language and this puzzling element of Persian, is really influential in teaching and learning. So far ‘rā’has been called as object marker or case marker, discourse marker and postposition. In this study, first, it is focused on historical, typological, and syntactic properties that adpositions and ‘rā’ have in common. Then semantic features of ‘rā’ are discussed based on a functional-cognitive framework. The analysis shows that according to categorization and Prototype Theory, which is one of the central components of cognitive approach, ‘rā’ is still an adposition, but it is located on the periphery of this category. And ‘rā’ is getting far away from the prototypes of this category such as ‘dar’ (in) and ‘bā’ (with). Furthermore, ‘rā’ is on a continuum of ‘adposition-function marker’ which denotes it is converting from a postposition to a function-marker in the process of grammaticalization. In teaching Persian, we can refer to both categories of ‘rā’. It is suggested that ‘rā’ as an adposition is taught in basic levels and as a function-marker in advanced levels.

    Keywords: &lsquo, rā&rsquo, adposition f, unction-marker, categorization, prototype
  • Marzieh Moradi, MohammadReza Oroji*, Sakine Jafari Pages 287-305

    The purpose of this research was to study the effects of blended learning on intermediate PFL learners’ Persian grammar and vocabulary knowledge. Blended learning or utilizing of blended or mixed traditional curriculum materials by means of modern technology. The statistical population of the research were all PFL (Persian as a Foreign Language) learners in Iran who were involved in Persian learning. In This research, 60 intermediate PFL learners studying Persian in different institutes in Tehran participated. They were randomly divided into two groups namely control group (= 30 learners) and experimental or distant group (30 learners). It was based on non-random sampling due to the impossibility of total randomization. Prior to the experiment, based on a quasi-experimental approach, the participants were homogenized in terms of grammar and vocabulary. After the experiment, a posttest including grammar and vocabulary was administered to the same population. The outcome of the research illustrated that the blended learning setting has an outstanding effect on the learners’ knowledge of grammar and vocabulary. The results of the MANOVA test indicated that the blended or experimental group had a better performance in grammar and vocabulary as compared to the control or distant group. The results could be beneficial to researchers, teachers, and linguists.

    Keywords: Blended Learning, PFL learners, Persian grammar, Persian Vocabulary
  • Nasrollah Pourmohammadi Amlashi*, maryam Ghafourian Pages 307-329

    he issue of language teaching has always been based on grammar or vocabulary, and the two give meaning to communication skills. Since in the process of learning a second language, the breadth of the vocabulary is a technique, so teaching as many words as possible to second language learners is also very necessary and inevitable in accelerating learning. A significant part of Hindi (Sanskrit) and Urdu-mediated languages ​​are common to Persian.Therefore, etymology and learning common words help to increase the lexical knowledge of orthodox speakersRecognition of linguistic changes in the phonetic and lexical level of Persian and subcontinental languages ​​shows how to recognize the common roots and words of two languages, increase, decrease and change their meaning in the course of changes to date in the use of words by language. ‌The learner is important and effective after learning at different distances.Recognition of linguistic changes in the phonetic and lexical level of Persian and subcontinental languages ​​shows how to recognize the common roots and words of two languages, increase, decrease and change their meaning in the course of changes to date in the use of words by language. ‌The learner is important and effective after learning at different distances. Recognition of linguistic changes in the phonetic and lexical level of Persian and subcontinental languages ​​shows how to recognize the common roots and words of two languages, increase, decrease and change their meaning in the course of changes to date in the use of words by language. ‌The learner l.

    Keywords: Persian language, Indian, Urdu, Vocabulary root, Common