نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 12 (بهار و تابستان 1401)

Given the significance of the reciprocal relationship between language, culture, thinking, emotions, and senses in establishing and maintaining effective communications, the present paper aims to introduce the “Brainling model” as an effective approach in preparing and developing instructional materials for teaching speaking skills to non-Persian speakers. Developed by Pishghadam (2020), “Brainling” is a combination of brain and language and has been inspired by MacLean’s (1978) theory of the triune brain. Indeed, it is based on the relationship between language and four components of culture (cultuling), emotion (emoling), sense (sensoling), and thinking (cogling). The present research is qualitative and applied. After elaborating on how to develop course content based on this model, a course sample developed by this model for teaching speaking skills to non-Persian speakers is presented. Based on this model, the course content is developed according to cultulings (culture hidden in the language expressions), and concepts and lexical items with a positive emotional charge are employed to the max. Also, throughout the lesson, different senses of learners are involved in learning, and activities and exercises are developed and built to promote a variety of thinking skills, including critical, creative, systems, and futures in language learners. It seems that teaching speaking skills based on the “Brainling model” helps learners build successful verbal communication with the speakers of the Persian-speaking community. Due attention should therefore be given to the coursebooks featuring speaking skills.

Teaching the phonetic system of the target language is important in terms of the position and method of phonetic production in the sense that the phonetic characteristics of the mother tongue are included in learning a second / foreign language. The effect of mother tongue on second / foreign language learning is called language transfer. There are two types of language transfer: positive transfer and negative transfer. Positive transfer is related to the facilitative effects of language teaching / learning. In other words, in this type of transfer, the first language enhances the teaching / learning process of the second / foreign language. By contrast, the negative transfer which refers to the destructive effects of the first language on language teaching / learning. In this research, 621 minutes of Japanese language learners' speech production at the first level of a short-term education institute and study opportunities of Al-Hikma (a sub-branch of Al-Mustafa International University) were recorded and examined. An attempt has been made to examine the phonetic errors of Japanese students of Persian language from the point of view of contrastive linguistics, a strong version and in the framework of optimization theory, and to obtain the source of their phonetic errors. The method of this research is analytical-descriptive and field research. The data related to Japanese and Persian phonetic system were collected through a library research and with reference to reliable phonological sources. For each phonetic error, a table of data is provided and then one of the vocabularies is placed in the optimization table and the cause of its phonetic error is analyzed and investigated. The results indicate that the phonetic system of the Japanese language is effective in the learning of language learners and has a negative transfer. Finally, some guidelines for teaching and correcting learners’ mistakes are provided.

With the spread of the corona virus in all parts of the country and avoiding the gathering of people in crowded places, schools became the first places to prevent the gathering of people. Distance education in virtual space by teachers and coordinated by schools helped students for not attending schools physically. The Ministry of Education designed a type of educational system for the students. This system is called "Shad" which stands for "Student Educational Network" and it is a practical software. In terms of its nature, this research is a descriptive type of research that analyzes data in a qualitative method and, along with its pathology, provides appropriate solutions to improve the educational quality of this network. The purpose of this research is to analyze the Shad educational network from the perspective of linguistic principles and to provide suitable solutions to improve the educational quality of this network. In this research, 100 sentences from the three levels of primary, first and second secondary stages have been investigated based on the theoretical framework of Zulfaqari's non-standard linguistic patterns (2015) in three technical, linguistic and rhetorical fields. The finding shows that the most non-standard patterns in the technical field are related to incorrect spelling amount to (30%), in the linguistic field related to the noun in the form of excessive use of loan words in the amount of (20%) and related to the verb in the form of the subject and verb inconsistency amount to (15%) and in the field of rhetoric, it is related to the relocate of sentence elements to the amount of (19%). These results demonstrate that errors occur due to students' ignorance of the Persian language and hardware defects or errors and hand or finger errors.

To learn a language, it is important to master the four basic language skills. The basis of these skills is teaching and learning vocabulary; since vocabularies are the most important part of language learning. What is very important in today's world is transferring the meaning, which requires the use of lexical knowledge. One of the reasons for lexical teaching is the conceptual expansion of the vocabulary as well as the globalization and expansion of global communication. In the training courses, attempt is made to design the vocabulary section efficiently and includes the assessment of learners' lexical knowledge. In vocabulary teaching, the choice of vocabulary to be taught, the way they are taught, the evaluation of vocabulary knowledge, and the process of development of vocabulary learning are important. The development of language skills is assessed based on test results. Accurate vocabulary assessment reveals the strengths and weaknesses of language skills training and the level of readiness of language learners for further training. In this article, the importance of vocabulary teaching for language skills is shown through conducting library research and case study based on work experience in teaching Persian to non-Persian learners. Also, the importance of evaluating and measuring the learning rate of language learners, as an indicator of the success or failure of the educational plan, is discussed. It can be concluded that one of the most important areas of education is vocabulary training and vocabulary development, which should be achieved through using all four language skills.

Descriptive compounds are one of the essential linguistic tools for communicating and expressing emotions. However, the using method and grammar structure are not the same in most languages. A comparison of how to employ adjectives and the genitive compound in Persian and Chinese reveals that the structure of adjectives and the genitive compound is highly different and the grammar and aspects of expression in these two languages. The current research highlights the differences in the order and structure of descriptive and genitive phrases in these two languages by introducing the forms of descriptive and genitive collocations in the two languages and utilizing descriptive and comparative methods. According to comparative research, the adjective combination in Persian is "Substantive + adjective." Still, in Chinese, "adjective + substantive" makes the adjective combination. Investigations based on teaching experiences to Chinese learners show even if they comprehend the structure of binary adjectives phrases, they encounter ambiguity and commonly misuse when confronted with long adjectives and grammatical variances. When utilizing adjectives and genitive phrases, Iranian learners' Chinese languages use Persian grammar structure to collocate adjectives and genitive phrases and have problems transferring meanings. The findings of this study show that language teachers explaining and emphasizing the grammatical differences between the two languages and underline the words of both languages, as well as repeating, practicing, and giving different examples of short to long combinations while teaching cause the learners to master the structure of these compounds.

Teaching phoneme and writing in any language is the most important part of language learning; because if the learner learns a phoneme incorrectly, both in the reading and writing stages, he will no longer be able to read and write correctly. Considering the importance of the alphabet of a language in the early stages of learning a second / foreign language and its fundamental role in teaching that language, the purpose of this paper is to examine the existing methods related to how to teach the Persian alphabet and writing. To this end, two research questions were posed: 1. Has sufficient attention been paid to the direct teaching of the alphabet in teaching Persian as a second language or not? 2. From the point of view of Persian language teachers, what is the best way to teach the Persian alphabet to non-Persian speakers? To answer these questions, a questionnaire with 16 items was designed and provided to Persian language teachers. The findings show the importance of learning sounds more than learning lines. Based on the data analysis, it is found that at the beginning of Persian classes, it is better to teach the alphabet with high-frequency letters and then with high-frequency and practical vocabulary. Furthermore, the teachers' opinion was that the use of the alphabet board has a positive effect in teaching the alphabet to non-Persian speakers, and teaching short and long vowels together in a training session can somehow help non-Persian speakers in learning. The next point that can be combined in a training session is the teaching of similar letters that the only difference being the way and number of punctuation.

Literature, by breaking common rules in the form of rhetorical techniques, brings an artistic form for language and it deviates from the standard form. This can make it difficult for non-Persian speakers.The purpose of this study is to show "the aesthetic functions of rhetorical techniques in Persian language teaching" and "the introduction of appropriate literary arrays for Persian learning" by adapting these arrays to the results of the research in the field of language teaching, so that we are faced less likely to the deletion or simplification of literary works in Azfa's works. We showed how the literary language emerged from the perspective of Shafiei Kadkani and Safavi, then we studied the aesthetic functions of these techniques in the discussion of AZFA. After that we introduced the appropriate literary arrays in the Persian teaching, which in accordance with findings in the field of language teaching are similar to the principles of language learning, and they are: 1. verbal or musical (including phonetic parallelisms (poetry, repetition of phoneme and syllable), lexical (Radif and Tashabuh al-'Atraf) and syntax , and 2. semantic or linguistic (including metaphor and trope, metonymy, proportionality or (symmetry) and hyperbole). The result of this research, emphasizing the necessity of accurate and correct knowledge of literary language, specifies that literature despite being an artistic language and different from the standard language type, can be used as a secondary source in addition to language education in Azfa's works; because the mentioned literary arrays not only do not hinder language learning, but are in line with its goals and can help language learning.

Prepositions can be considered one of the most widely used topics in Persian language. The purpose of this paper is to examine how to teach prepositions to non-Persian learners which sometimes causes problems in conveying meaning. This study employed a descriptive-analytical method and which is based on library research and document mining, attempts to answer the question of how methods and techniques used in teaching prepositions in Persian language classes should be. The results of this study show that avoiding traditional methods of teaching prepositions (such as memorizing the meanings of letters) and emphasizing on the use of new methods (visual techniques, focusing on focal and objective meanings, using tools and physical equipment, enhancing group exercises in class, selecting short stories to identify prepositions) are all useful and practical solutions in teaching the proposed domain.

In recent years, due to the spread of the Covid-19 virus, the world, especially Iran, has encountered new conditions. In such a situation, the use of Internet-based technologies in Persian language teaching has been given more attention. The purpose of the present study is to investigate the use of different technologies in learning the four skills of the Persian language, and to know the teachers' point of view concerning the advantages and disadvantages of technology, challenges and limitations, and in general the weaknesses and strengths of electronic education compared to traditional education. To this end, an open-ended questionnaire was designed and distributed among 63 language teachers teaching Persian to non-Persian speakers in different Persian language education centers. The findings of the present research indicate that most of the teachers consider the use of technology in Persian language teaching to be effective and only a few of them consider it to be ineffective. Regarding the advantages of electronic language teaching and the use of technology in teaching and learning, mainly the teachers focus on flexibility in terms of time and place, saving time and money, lack of stress and anxiety of isolated language learners, easy access to unlimited resources, creativity in teaching and learning, learners' access to educational files and the possibility of reviewing lessons have been mentioned. Concerning the disadvantages and challenges of this type of education, most of the instructors have pointed out the lack of face-to-face interaction, the lack of cooperation between the language learner and the teacher, the lack of student concentration during teaching, the lack of quick feedback, the internet outage and its slow speed, and the greater possibility of cheating in exams.

One of the basic and necessary steps in teaching Persian language to non-Persian speakers (AZFA) is to collect and record raw linguistic data and prepare the corpus of non-Iranian Persian learners and describe the data using linguistic theories. The present study was done with the aim of taking a small step towards creating the production corpus of non-Iranian Persian learners and also getting to know more about the grammatical features of Farsi learners' writing. The main question is about the characteristics of the grammatical structure of Chinese Persian learners' writing at the intermediate level. The subsidiary question is about the effectiveness of the category grammar and the level in describing the grammatical structure of the intermediate language of Persian learners. This research employed a descriptive-analytical, and it was carried out by using linguistic corpus taken from the final writing test of 36 Chinese Persian learners of the Persian Language Education Center of Imam Khomeini International University based on the linguistic theory of category and measure. The findings showed that the sentence structure in the writings of intermediate level Chinese Farsi learners is mostly of the nuclear type, ordered and definite, but dependent and inverted clauses are also seen in the writings. Another finding is that, on average, the current group of each sentence has characteristics such as personal, definite and positive, and the current group of impersonal and unknown direction is almost invisible. The distinguishing characteristic of the nominal group is its non-dependent and single-dependent nature; but the adverbial group is almost equally marked and unmarked. The research has also confirmed the effectiveness of category and measure order in describing Chinese Persian learners' writing accurately.

Teaching "writing" is one of the important skills that can be called as the first human efforts to teach "language". The skill of "writing", among the language skills, is one of the serious concerns in education and requires attention to the needs of the audience during education and writing requirements. One of the important Persian language teaching centers is Al-Mustafa Al-Alamiya University, where non-Iranian language learners enter the center to acquire Islamic knowledge and after passing the Persian language, they study in specialized fields. Since most of the language learners have to continue the educational process in Persian while attending Al-Mustafa University, in this research, the researcher aims to discern the strengths and weaknesses of the writing teaching method through a case study of writing teaching methods in the Islamic Language and Education Center. To this end, 30 writing classes for non-Persian speakers were examined in person and through interviews with professors. The method of analyzing the classes is based on Cunningworth's (1995) approach, which is a descriptive approach and attempts to determine the status and method of a book from an educational perspective by posing several questions and answering them. After analyzing the data by means of SPSS software, the results showed that the teachers generally teach in a traditional and product-oriented way in the writing class, the needs of the language learners are not seriously taken into account, and no written or teacher-made content is presented in the class. The emphasis of language teachers is mostly on correcting writing and not teaching writing. Due to this reason, grammar and language knowledge are the priority of education.

One of the most important and practical topics in teaching Persian language is teaching letters, especially prepositions. The present study aims at investigating the frequent errors of prepositions among Istanbul Persian language learners living in Qom city in the use and learning of Persian language. The aim of this research is to scrutinize and describe the causes of errors in the use of high-frequency additional letters and also to facilitate the learning of the Persian language. The method of conducting this research is descriptive, analytical and field, and its data has been collected through papers of spelling, essays, conversations, theses, written exams, and oral exam tapes. These errors among Persian learners of Turkish language are influenced by their mother tongue and Persian language and their teaching methods. These errors are divided into three categories: intra-language, inter-language and educational. The findings of the study indicate that the more a learner gains mastery of the target language (Persian), the number of his errors decreases. Since mastering the Persian language is done by recognizing errors, studying the errors is inevitable. Furthermore, in the process of learning Farsi as a second language, it is necessary to study all kinds of language errors, select teaching methods, develop and compile course materials and appropriate training courses, and conduct other detailed research in this domain.