نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 8 (بهار و تابستان 1398)

Comparison between different languages ​​is one of the areas that is useful and helpful for teachers and language learners in facilitating the language teaching process. English and Persian languages ​​have been evaluated and compared from various perspectives; But in the meantime, one of the interesting fields that has been neglected is the field in which only lexical and grammatical information is not responsible; That is, where behavioral language becomes more complex and enters virtual, idiomatic, and proverbial users. In this space, a comparison between Persian and English shows that: 1. There are many similarities between some proverbs, terms, current combinations and virtual applications; 2. Some have great semantic differences despite their deceptive similarities; 3. There are serious differences between some of these terms and interpretations. In this study, only the first case has been addressed and it has been shown that the roots of these similarities go back to factors such as: a) similar infrastructures and rhetorical factors; B) shared experiences; C) Taking and translating. There are also things that can not be properly finalized. These examples will be referred to as hesitants. This study shows that 26% of the cases are related to factor A, 18% of the cases are related to factor B, 44% are related to factor C, and 12% include the following hesitations.

Field observations of second language teachers show that in many cases second language learners use elements of the mother tongue in the second language. These observations have led to the emergence of various hypotheses and theories in sciences such as linguistics and second language teaching. Confrontational analysis in confrontational linguistics is one of these theories. Contrast analysis compares the structure of mother tongue and foreign language and analyzes their differences and similarities and tries to make suggestions to facilitate foreign language learning with the help of mother tongue. Based on this view, the present study seeks to investigate the grammatical errors of Azeri learners in terms of the construction of simple news sentences at intermediate levels (B1 and B2) by a combined descriptive-analytical library method. The language was analyzed based on Steven Pitt Corder's classification to determine the distribution of errors in each category.The data obtained from the analysis of errors of Azeri learners showed that the grammatical errors of these learners are diverse and the interlinguistic errors are more than There are intralingual errors and other errors.

The subject of Persian grammar has been one of the topics of interest to experts in this field, including linguists and grammarians. The discussion of comprehensive grammar is also one of the most popular topics in this article, the subject of its preparation and compilation and why we have not witnessed the writing of such a work so far. Create and find answers to the author's almost unanswered questions about the comprehensive grammar approach and its preparation. The article consists of 6 sections, which are presented in the method of research libraries: problem-solving and questions, concepts of grammar and comprehensive grammar, background, review of educational (prescriptive) and descriptive approaches in grammatical writings and problems and solutions, and in the section Sixth or conclusion, the most appropriate solution is suggested.

The purpose of this study is to validate and validate the level determination test of Persian to non-Persian language training center of Ferdowsi University of Mashhad. The method of the present study is descriptive-analytical and the current statistical population is 51 Persian students of that center in 1998. To achieve the research goal and determine the reliability of the test, Cronbach's alpha was used, which is considered a result of 0.802 for this test and indicates the internal stability of the test. To obtain the validity of the test, item analysis including the degree of diagnosis and the degree of difficulty is used. Also, in a written interview, the opinions and answers of teachers and Persian students at the test level, test difficulty and adequacy of test time are examined. The content validity of the test has been evaluated by the professors of the center as "good". The knowledge of the result can be considered to some extent influenced by the duration of learning Persian language of some of them, the interruption between training courses and the shortening of the time to answer the test.

In recent years, we have witnessed significant progress in teaching Persian to non-Persian speakers. Of course, this can be evaluated in many ways. Language testing can be considered as one of the best ways to discover the existing flaws and weaknesses of language teaching. One of the methods in promoting education is "educational analysis" by which we actually obtain information and evidence to control the quality of education and teaching and determine the learner's progress. In this research, we try to critique and evaluate the third book test of Al-Mustafa Persian Language Training Center in Qom with a descriptive-field method, so that we can understand the relationship between assessment and training and the correct patterns of evaluation and analysis of errors based on evaluation standards. And describe them and thus clarify the degree of observance of this pattern in the tests of that center. What has been considered as a special sub-chapter of test-making in this research is the evaluation and critique of the standards of a test at the level of the third book and determining the level of goal setting in order to achieve the long-term learning goals in the field of language learning. The results of this research show that the purpose test in some parts has drawbacks and shortcomings that even take the test out of the language path; Therefore, according to the standards of testing, it needs to be changed and modified.

Comprehension in reading skills is always considered as one of the most important pillars of teaching and learning. This skill is more important for language learners who learn the language for specific purposes and whose lesson plan is content-oriented. Language learners who have been in training centers for some time, after returning to their home country, the skill that they can always use is reading skills. Therefore, by learning reading strategies, they can be trained in comprehension of texts, self-regulated and independent, so that when language teachers are not available to them, they can easily learn, comprehend and comprehend texts. Since in the modern teaching method, the use of the traditional teacher-centered method has become language-centered and the teacher plays the role of facilitator in the classroom, teaching language learning strategies to learners is very important. This research, after introducing and categorizing reading strategies (especially in Persian language teaching texts of virtual university), briefly describes some of the results of research conducted on reading strategies. The necessity of learning strategies by language teachers and teaching it to language learners, the development of language learners who are familiar with strategies is one of the results of research in the field of strategies, especially in reading skills.