نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 11 (پاییز و زمستان 1399)

Persian language teaching, like other foreign languages, always has problems both in the field of teaching and in the field of learning. In the same vein, this study seeks to examine the effectiveness or inefficiency of using a mother tongue or a first language in a second language class; Because in cases where the teacher is fluent in the mother tongue of the language learner, using or not using the mother tongue in the Persian language classes of the student is always acceptable. To examine this Subject: Twenty-three Persian language learners in the Persian language teaching center of Bu Ali Sina University of Hamedan were randomly selected. Chinese, Russian, Burundian and Sri Lankan nationalities were selected as the statistical population. In order to achieve the objectives of the research, a pre-test was taken to examine the homogeneity of these language learners in order to ensure that the language learners are at a level of Persian language. After the training course, a post-test of the meaning of the taught words was taken. The results obtained from the teachers also showed that they do not believe in the effect of using the first language. According to the test and the interview, it can be concluded that the use of native or first language in the Persian language class for teaching vocabulary does not affect learning and Persian language teachers do not agree that the native language of learners in the classroom , Used. The results of this study can be useful for teachers and centers of Persian language education as well as researchers in this field.

Language teaching is a very complex and difficult process and in its implementation, many factors such as familiarity with the issues of linguistics and learning psychology are influential. Among them, textbooks are one of the most important tools in teaching Persian language and educational texts are considered as a source of reference for language learners to learn the language and its rules. Most language textbooks try to master language learners in all language skills. This is despite the fact that many learners, after attending training classes, are not able to use even simple sentences in speech and writing and can create easier communication. The authors of this article, due to the importance of studying Persian language education, want to learn for domestic language learners in the country and to learn foreign languages, especially in order to expand and expand their Persian language and literature. Language, especially foreign learners, by explaining the principles of organizing the content of textbooks and educational, has addressed the basic question of "how to organize the content in educational texts should be in Persian." In fact, observing which verses of the texts of principles in organizing the content of textbooks and educational books will be a factor of attraction for our educational learners. In this article, by studying the specialized resources of organizing content in the form of a library, the principles of an educational content are reviewed and explained.

Teaching Persian to non-Persian speakers is one of the most important tasks that can be studied from various aspects. There has been a lot of research in the field of AZFA, but the four skills have not been independently researched. The present study is entitled "Assessment of the four skills of language in spoken Persian books". In this research, as one of the appropriate book selection indicators, the "Persian Persian" book, which is one of the known books in Azafar, in terms of application of auditory, speech, readability and writing based on the evaluation indicators in the book "Our textbook »Are described. The aim of the present study is to investigate which one of the skills in the book "Spoken Persian" has received more attention than the others. This research can be expanded to include all of Azfa's books. He made a comparison. The results of the study indicate that listening and speaking skills have the most use and writing and reading skills have the least use in the book "Spoken Persian"; Because the most emphasis of the book is on the communication approach and the establishment of verbal communication, which increases the amount of speech and listening skills.

Extensive studies over the last three decades have shown that one of the individual differences affecting second / foreign language learning is the learning styles that are being studied. Learning styles is one of the topics discussed in the field of teaching and learning a second language and attention to it will facilitate the teaching and learning processes; However, in the field of learning different skills of Persian language and learning styles of non-Persian language learners, not much study has been done so far. To this end, the present study examines the learning styles of Persian female students (16 people) and male students (14 people) at the advanced level, who studied at the university's Persian language training center. Data collection tools were reading the AMFA Skills Test (Jalili, 2011) and the Wark Learning Styles Questionnaire (2004), observation, listening, reading-writing and movement). After collecting and analyzing the obtained data, the findings showed that there is a significant relationship between motor learning and visual and reading skills. In other words, learning Persian Those who have been more successful in the reading test have a motor and visual learning style. The results of the present study have provided solutions for teaching Persian language teachers and the process of teaching Persian language more efficiently has not been known for some time considering the learning styles of Persian learners.

In the present study, the characteristics of genetic intertextuality in the textbook of foreign Persian students have been studied. These indicators are referred to as explicit, implicit and implicit intertextuality. The data of the experimental group in this study were collected from 20 essays of Persian students of Dehkhoda Institute. Participants in this study are classified into two groups: experimental and control. The subjects of the experimental group were twenty Persian students at the super level level and the members of the control group were two Persian level students of the superior level of this institute who were selected. The results obtained from the study of these data indicate the use of an intertextual index explicitly and to a lesser extent in the writings of these Persian students. In reviewing these data, we sought to identify genetic intertextual individuals in relation to educational resource skills. Efforts to change the way you teach reading skills in the control group and the use of educational materials in relation to your writing and speaking skills will be of great interest to you. The results of this study showed that the training in the control group led to the improvement of textual references in a special way and using the words and sentences taught in Farsi. Of course, due to the limited knowledge of Persian students in the educational resources presented, the explicit intertextuality index also remained only the index used in the writing productions of these Persian students.

Linguistic tests serve a variety of purposes. The success rate of language learners and teaching methods is often determined by the various tests during the language training course and the tests after the end of the course. The language training centers of Al-Mustafa University hold their Persian language training courses in the form of six books and each book takes an average of one month at a time and provides various educational evaluations. One of the tests that is performed on the basis of some methods for measuring the success of language skills is the final text that the Center for Language Learning and Knowledge of Mustafa completes after completing the course. In this article, we will examine the drawbacks and defects of this test. Studies show that there are several drawbacks to this test, the most important of which is the lack of comprehensiveness of the test in measuring the rate. The quadruple skills are the lack of adaptation of the structural form of the writing to its objectives, the incorrect method of conducting the test, and the non-topics related to the quadruple skills.