پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 22 (پاییز و زمستان 1400)

Language is the most important and significant means of communication, the mainstay of human thought, and the supreme source of literary and aesthetic creativity. The value of knowing, understanding, and teaching a second language in scientific, intellectual, cultural, and political issues and relations at the national and international levels is hidden to no one. The nature and essence of language have attracted the attention of researchers specializing in linguistics and interdisciplinary knowledge. In today's fast-paced world, there are many journals and publications devoted to the study of methods and approaches for teaching a second language and creating language teaching content, and their main focus is on language research and teaching. The Journal of Teaching Persian to Speakers of Other Languages (JTPSOL), as the only scientific journal in the country with a valuable and acceptable quality, has for a long time been very specialized in presenting and publishing studies and papers by experts and researchers in the field of education and linguistics. To achieve this goal, it invites all experts and researchers in the country and the world who contribute to language education to contribute to the promotion and progress of the goals of this journal by submitting their studies and researches. This journal focuses on important issues such as: language, techniques and methods of language teaching, content production, criticism and content produced in teaching Persian to non-Persian speakers. It tries to support the process of teaching Persian with a new approach and contribute to creating a suitable platform for Iran's cultural and intellectual interactions with the world; because every language learner is an ambassador of the culture and thoughts of the second language he/she has learned, and no doubt any kind of geographical and political demarcation will be a means for them to interact, be friends and connect different nations. As the editor of JTPSOL, I would like to thank all the experts and researchers in the field of Persian language and language teaching who have enriched this journal and warmly welcome the scientific activities of all researchers and scholars.

Factors such as discourse context, social characteristics of the speaker, language attitudes, and processability of learners on their levels influence a speaker’s use of a particular form. Some researches show that different tasks elicited different types of forms learners. In this study, we try to investigate the type’s influence of task on “Ra” (preposition for direct object in Persian language) and analysis that based on processability theory. The goal of this investigation is to determine similarities and differences between marked and unmarked nouns before using Ra in two types of tasks; conversational task and explanatory task. For doing this, we consider 35 conversational task and 35 explanatory task from level 6 Persian learners of Almahdi’s School. First of all we determine data of marked and unmarked nouns before Ra in these two types of task and label them. Then we show the frequency and distribution of each feature in these two types of tasks, finally we compare distribution of nouns (whether marked or unmarked specific nouns) in conversational tasks and explanatory tasks. The result of this research shows there is no a significant difference between marked and unmarked nouns in each task and between using specific nouns before Ra in these two types of tasks. It can be explainable this result based on processability and due to the level of the learners.

Language teaching methods and approaches are considerably effective in teaching Persian language and culture. This study examined the teachers' perspectives toward the use of methods and approaches appropriate for teaching Persian to students learning Persian for general purposes. To this, the study recruited 43 teachers teaching the Persian language to non-Persian language learners at several Persian language centers across different universities. They were provided with a 22-item questionnaire probing the teachers' attitudes to the use of methods sub-categorized into five sections, namely, structural view, functional view, interactional view, proprietary methods, and other. The results showed that the participants generally favored 16 (out of 22) teaching methods and approchs among which "teacher-oriented and appropriate to class conditions," "communicative", "audio lingual", "task-based" and "natural approach" were ranked from the first to fifth positions respectively; in their perspectives, the principles of these five methods could be used for teaching Persian Language for general purposes. The results of the t-test showed that the methods of "teaching dogmatic language," "Pimsler," "Michael Thomas," and learning by teaching were not useful in designing and developing resources for teaching Persian language for general purposes. The results of this study might encourage the Persian language teachers to employ the most efficient methods in teaching Persian to the speakers of other languages.

Cohesive devices play an integral role in creating fluent and integrated texts. According to a recent approach presented by Halliday and Matthiessen, systematic functional grammar, which was adopted in this study, divides cohesive devices into two categories, namely, grammatical and lexical. The purpose of the present study was to compare the use of cohesive devices in the advanced level learners’ writing samples at two teaching Persian centers in Mashhad, including teaching Persian to non-Persian learners at Ferdowsi University of Mashhad and Al-Mustafa Al-Alamieh. Overall, 200 writing samples were collected and analyzed. All advanced level learners in both centers participated in this study. Learner's gender was also taken into account. In order to analyze the significant difference between variables, the collected data were entered into the SPSS software (Version 23) and T-test was applied. The results of the study revealed that, the average use of repetition and reference that are related to lexical and grammatical categories were used more than the other cohesive devices in both institutes. The average use of hyponymy and metonym was low. Of all types of grammatical devices, reference was the most frequent and the least frequent were ellipsis and substitution; In addition, it was observed that there was a significant difference between performance of Persian learners in applying of some cohesive devices such as substitution and ellipsis, reference, metonym, hyponymy, and synonym; also there was a significant difference between male and female participants; in other words, females applied cohesive devices more frequently than their male counterparts.

Many Persian learner have difficulty to link sound and symbol. They cannot transform the sounds that they hear into letters and words. Therefore, the purpose of the present study was to investigate and analyze the Chinese learner’s dictation based on cognitive model and to provide appropriate solutions. The target population of this study is Chinese learners at Imam Khomeini International University's Persian Language Learning Center and Chinese learners at Beijing Foreign Language Studies University. This research was be descriptive and analytical based on the cognitive framework. The sample of this research is 30 samples dictation of Chinese learners at the elementary and advanced levels of Imam Khomeini University and 15 samples dictation of Chinese learners of Beijing Foreign Language Studies University. In order to do the research, at first researcher investigated dictation of Chinese learners. Then, their dictation errors were identified based on Dr. Mustafa Tabriz’s Classification of Nine Classes. These errors include training, accuracy, auditory memory, auditory sensitivity, visual memory, visual sequence, visual differentiation, inversion, and mirroring. At the end, the obtained data were presented as descriptive statistics and strategies for cognitive approach were provided for each type of dictation errors to improve learners' dictation performance. The results show that the highest percentage of dictation errors is educational problem and then auditory memory and then visual memory. Therefore, it can be said that cognitive strategies can be used as a new and attractive method for learners along with other common methods for dictation disorder with regard to individual differences.

In view of the fact that culture is of importance in teaching Persian, the application of cultulings sounds relevant. Cultuling are words and phrases reflecting the culture of people; notably Shahnameh, appears to be good sources for education. Intending to reflect on a method for teaching culture in light of “cultuling analysis model", that is a comprehensive model for pinpointing cultural models and patterns, this study examined the cultuling of mortal thoughts in the Shahnameh. In doing so, 130 pieces of utterances concerning mortal thoughts were taken from Dehkhodā’s Proverbs and Mottos, which originally belonged to the Shahnameh. They were analyzed from the perspective of the SPEAKING model the type of emotion and frequency of people’s experience with this cultuling was evaluated based on the emotioncy model and the embedded culture in this cultuling was scrutinized. The results show that this cultuling holds a high frequency in the Shahnameh. Together with their auditory, visual and kinesthetic ways of experiencing mortal thoughts, people tended to use this culturing for encouraging charity, dealing with the inevitability of death, acknowledging the fear of death, avoiding worldly desires and acknowledging the universality of death. The cultuling of mortal thoughts mirrors an Iranian culture featuring collectivism, restraint, short term orientations and uncertainty avoidance. To teach these cultural values and patterns, the researchers chose a text, which contained the cultulings in questions and was designed according to the SPEAKING model. The text was then taught in light of emotioncy; a model underlying the of emotions in learning and teaching.

This study investigates the processing of Persian interrogatives. The questions is the cognitive load during the processing of types of interrogatives. Which type of interrogatives is processed faster than the others and why? The theoretical framework is structuralism and cross modal view point. The corpus contained 120 interrogative sentences besides 120 Persian words and non-words. Cross-modal lexical decision has been used by the use of special software estimating reaction time of subjects. Independent variable is the type of interrogative and the dependent variable is subjectsˈ reaction times to the lexical decision task. 25 students of universities aged 18-30 participated in this study classified into two groups of male and female. The first experiment show that one single moved wh-questions in complex sentences manifested in sentences like “chi-yā ro fek mikoni/?u fardā biyāre?” (What do you think he will bring?) is processed sooner than dissociated coordinated interrogatives contained in complex sentences and also optional interrogatives manifested in complex sentences . This shows that topicalization of the wh- word will lead to the ease of processing. The independent variable of participants̓ gender showed to be effective in the first experiment for the results showed that women are faster in reaction times than men. The second experiment results showed that the independent variable of syntactic structure (either simple or complex) is to be ineffective both across men and women. The findings of current investigation can be used to manage better lesson plans and curriculum design based on objective psycholinguistic findings.

This corpus-based study using sequential explanatory design in two quantitative and qualitative phases endeavored to explore the applicability of co-verbal gestures in teaching and learning Persian for Medical Purposes (PMP). After conducting a pilot study, a corpus of co-verbal gestures was reached. Nineteen frequent gestures of place that conceptualize the adverbs of time and order were extracted manually from the corpus to be employed in the collective practice with (human or robot) partners. In so doing, in three sequential semesters of the academic years 2020-2021, 240 undergraduate non-Iranian students of medical sciences were selected through the design of experiments and were randomly divided into three groups to practice PMP reading materials in dyads. After conducting a survey before and during the study, the participants were taught and assessed formatively in 18 sessions of the flipped classrooms. Assessing the participants' performance in the fields and carrying out a focus-group interview set the scenes for a complementarity study. The descriptive and inferential analyses of the collected data highlighted the applicability of social robots in enhancing the participants' PMP reading comprehension. The participants' active engagement in dyads confirmed the applicability of social robots in teaching and learning PMP reading comprehension skills.

Research shows that scientific language, in addition to having specific vocabulary, has syntactic and structural features that distinguish it from general language. academic texts play an important role in identifying these features and extracting frequency patterns from linguistic structures. Therefore, the present study was conducted to investigate the patterns of coherence to the text in accordance with the coherence concept proposed in the systematic orthographic system with the aim of application in Persian language teaching for academic purposes. So a corpus of academic texts in the two disciplines of social sciences and biology, which consisted of a volume of 21133 and 19131 words, respectively, coherent patterns were extracted. The results showed that at the lexical level, the elements of repetition, co-occurrence, semantic inclusion, contradiction and synonymy and at the grammatical level, the elements of reference, substitution and omission are among the factors of coherence in scientific Persian. Dar confirmed the difference in distribution and frequency of these elements. The results showed that, in general, in scientific Persian language, lexical elements play a greater role in the coherence of texts than grammatical elements. It was also found that at the lexical level, the two elements of concurrence and repetition in the social sciences and biology texts, respectively, and at the grammatical level, the two elements of personal reference in the social science texts and reference references in biology are the most used. Another result was less use of the element of omission in both scientific disciplines than in other elements.

Language learning, in addition to the four skills of reading, writing, speaking, and listening, has two essential components: grammar and vocabulary. Given the short duration of language teaching to learners, they must choose the right content. Choosing the right words is one of the essential parts of preparing textbooks. One of the criteria for selecting appropriate words for teaching is choosing from the most widely used words in the language. In this way, the learner learns the most important words of the language faster and can approach their goal of communicating with the target community sooner. In the present study, we tried to assess the degree of adaptation of selected words in Persian textbooks to non-Persian languages to teach practical and basic Persian words. For this purpose, we compare the educational words of the four educational books First step, Mina, Vocabulary in Use, and Persian language at the elementary level with the high-frequency words of the Hamshahri, Frequency Dictionary, A Frequency Dictionary of Persian, and Advanced Learner's Persian Dictionary which are based on corpus study. It was found that the adaptation of the educational words of these books with the frequently used Persian words is between 5 to 26%, which is a small amount in total, and there is a need to modify the word teaching in these books and also review the list of frequently used Persian words.

Error analysis developed when contrastive analysis was abolished. After sometimes error analysis lost its popularity too. But in recent years error analysis and inter-language were considered again. The theoretical framework of this article is Corder’s classified error analysis (1976) and Selinker’s fossilization and inter-language framework (1972). In this article, the inter-language and error analysis of 4 Chinese learners at advanced level were analyzed. The aim of this research was to identify the inter-language features as a unique language in learning process. The research method was a field one and the students’ papers were collected during 4 progressive months. The written texts include different creative and repetitive subjects. The individual inter-language of each learner was analyzed. The results showed that the majority of fossilized errors which were the main part of inter-language rules of language learners were related to the grammatical part and selection module. Moreover, as the inter-language contains two kinds of special and general rules, errors were divided into two parts too: inter-language and intra-language. The main origin of inter-language errors was negative transfer from the source language which caused fossilization and penetration of its rules into inter-language of language learner. The results of this research may deeply affect the development of teachers’, students’, and instructional designers’ functions.

The aim of this study is to investigate the status of motivational orientations (extrinsic, intrinsic, amotivation) and their subspecies, based on the theory of self-determination and their relationship with academic achievement in two groups of language students and Learners. Subjects include a group of 48 Iranian learners of French language and another group of Chinese learners of Persian language. Noels' The Language Learning Orientations Scale (LLOS-IEA) was utilized to collect the data. For examine the research questions and hypotheses, some statistical tests were performed: Kolmogorov-Smirnov tests, one-sample t-test, correlation tests and linear regression to, and independent t-test. The analyses were performed by SPSS.22 software. The results indicate that both groups are at the desired level of internal and external motivation and are not motiveless. Also, the motivational regulations of Knowledge, Accomplishment, Stimulation, and identified regulation in both groups are at a good level, but the t-test is not significant for introjected regulation. External regulation is also effective among Persian learners and ineffective among French learners. Also the results show that there is a significant correlation between the three variables of motivation and academic achievement of these learners. Comparing orientations of the two groups shows that French learners have a stronger internal motivation, while the external motivation of Persian learners is more than the other group.

Study of Teaching Persian to Speakers of Other Languages (TPSOL) textbooks can reveal the relationship between some learning problems of Persian learners and the curriculum. The content of the questions and the exercises of these books are of a particular importance because of the function they have in achieving the goals. In the present study, two teaching series, "Let's learn Farsi" and "Modern teaching of Persian" have been analyzed based on Bloom's Revised Taxonomy (BRT). After extracting the questions and the exercises in the textbooks and codifying the verbs, frequency and percentage of the six levels of Bloom's cognitive domains were calculated using the NXₓ 100/S and then they were diagramed. In this formula, "NX" is the number of the exercises, "100" is the total percentage, and "S" is the total number of exercises. Then the distribution of the questions in these cognitive levels and their conformity with the related levels in the books (elementary, intermediate and advanced) were studied. The results showed that in "Modern Teaching of Persian" the distribution of the questions from elementary to advanced levels has a compatibility with Bloom's cognitive levels. However, in some volumes a revision is a need. In volume 1 and 2 of "Let's learn Persian" a logical and acceptable approach conformable to learning goals was observed. But in volume 3, in many cases, the hierarchy of cognitive domains was not in line with learner's need. At the end some recommendation for editing the textbooks were provided.