نشریه مطالعات آموزش بین المللی زبان فارسی
پیاپی 13 (بهار و تابستان 1402)

Tests are an important tool to evaluate the learning and ability of Persian learners. The validity of the test is one of the most important factors that should be considered in the evaluation of the test. The main purpose of this research is to investigate the content and face validity of the supplementary level reading comprehension test of non-Iranian Farsi learners. The hypothesis of this research is based on the principle that this test has unfavorable face validity and favorable content validity. The respondents of this research are 10 teachers of Persian language teaching to non-Persian speakers and 24 male and female Persian learners of the Persian Language Center of Imam Khomeini International University with different nationalities in the age range of 20-30. In this research, to check the validity of the tests, two questionnaires of the tests related to Wiersma and Jours criteria and also adding additional indicators, according to Samuels model and Saliva-Haggis theory, were used. The content and face validity characteristics of both tests were measured. Statistical results have shown that these two tests have acceptable content validity, but they do not have good face validity.

Considering the importance of online teaching of Persian language to non-Persian speakers and the limitations and problems of this type of education such as such as decreasing teacher-student interaction, lack of motivation and reluctance of learners to participate in class discussions as well as distancing themselves from doing interactive tasks, the present applied research in a bid to deal with the mentioned issues and problems, attempted to focus on the proposal of Persian language teaching based on the conceptual model of education and to provide solutions for its online teaching. The conceptual model of education includes macro-cognitive competence (creative, critical, systemic and futuristic thinking), social-emotional (intra-personal and interpersonal management), sensory-perceptual (sensory and environment management) and values that are proposed for aligning educational activities with the education system. In this research, which was conducted in a qualitative manner, in order to teach the four language skills, i.e. listening, speaking, reading and writing through an online platform based on the components of the conceptual model of education, first, a sample lesson for the advanced level of teaching Persian language to non-Persian speakers was simulated based on the mentioned model and after that, solutions for teaching it effectively on an online platform have been presented. The findings of the present research indicate that Persian language teaching on an online platform based on the mentioned model is practical and applicable and can help to remove the problems and limitations of this type of teaching.

Iran and China, as two ancient lands in ancient Asia, have always had extensive relations for a long time. In the present era, regarding the political and economic necessities and the important role of the two countries in region and world alternation, increasing the level of transactions and communication between these two former neighbors is considered essential. The "One Road - One Belt" project, which was proposed by Chinese government in 2013, clearly shows China's determination to expand its political, economic and cultural relations with the countries, locating on the path of this project. Meanwhile, the role of Iran as one of the important countries in the region of the Silk Road is undeniable. Therefore, in recent years, efforts to understand and recognize as much as possible the language and culture of the two nations have become more essential for governments. In this article, we aim to study the condition of Chinese language instruction in Iran and Persian language instruction in China by using existing documents. We provide recommendations and ideas to solve the existing problems and to improve the conditions.

Students face difficulties in writing often due to lack of knowledge in the principles of writing. Such deficiencies are rooted in numerous factors. One of the most important factors is undoubtedly lack of appropriate and sufficient education in pre-university courses. On the other hand, the evaluation of this skill is somewhat subjective and finding a way to accurately measure it seems necessary. The purpose of this research was to find the strengths and weaknesses of Persian writing skills of students of different academic fields and to design a tool to measure Persian writing. This applied research was carried out in a descriptive-survey way. The participants of the study were students of English language teaching, Persian literature, electrical engineering, psychology, mathematics, urban planning and engineering sciences of Salman Farsi University. The participants in this study were 103 undergraduate students who were randomly selected based on available sampling. In order to carry out this research, students were given a topic "Describe your university" and they were asked to write a text about it in at least four paragraphs. Then the researchers evaluated the texts based on the style sheet and the scores of the students of different fields were compared. In the end, data analysis was carried out using SPSS version 21. The results of the research showed that there is a significant difference between the average scores of students' writing ability, the average scores of students in terms of writing norms and their writing skill scores. The subject in high school does not affect the level of students' writing skills. There is no significant difference between the average scores of writing skills in terms of linguistic and literary elements and the content of students' writing. There is also no significance difference between the writing skills of male and female students, the age of students with their level of writing skills and the level of writing skills of sophomores compared to freshmen in the university.

Using literary texts in teaching Persian to non-Persian speakers has always been the focus of material developers. Due to the metaphorical nature of the Persian language and the use of idioms and proverbs in both spoken and written forms of the Persian language by Persian speakers, mastering these idioms and cultural concepts by non-Persian speakers seems to be essential. Regarding language education, one of the important issues is paying attention to improving language skills. The four language skills i.e. listening, speaking, reading and writing play significant role in the learning process. In language education, to deal with these skills, the need for appropriate, relevant and purposeful educational materials is felt to be essential. In this research, the researches attempted has to provide a resource for teaching Persian language to non-Persian speakers through literary texts with an emphasis on improving reading skills. In this research, the method for compiling and developing these texts is simplifying the Persian texts and then developing exercises based on the task-based approach. To this end, some stories from Kalila and Demna by Mahdi Azarizdi (Scorpion Sting, Bear and Impatient Pigeon Friendship) have been selected and prepared for intermediate Persian learners. Accordingly, first original stories were presented, then their narrative elements were explained. In the next step, lexical simplification was conducted according to LEXenstein’s lexical simplification framework. Finally, syntactic simplification was conducted according to Maxwell's ideas. To ensure the appropriateness of the texts for the intermediate level, these texts were given to three teachers with three years of experience teaching Persian to non-Persian speakers. In the end, by using the basics of the task-based approach which currently has found a significant place among other approaches, the pre, during, and post-reading activities have been designed.

The comparative study of Chinese and Persian proverbs can, on the one hand, increase the understanding of mutual culture between the people of China and Iran, and on the other hand, it can be used in the teaching of Chinese and Persian languages so that language learners can better understand the language and culture of the two countries. Due to the lack of research for the educational classification of Chinese and Persian proverbs, in this research, Chinese and Persian proverbs have been classified and described in four groups using formal and semantic features: the first group includes proverbs with similar literal and figurative meanings, the second group includes proverbs with similar literal meanings but different figurative meanings, the third group includes proverbs with different literal meanings but similar figurative meanings, and the fourth group includes proverbs with different literal and figurative meanings. The four-fold classification of Chinese and Persian proverbs, along with examples extracted from the selected source, indicates that proverbs with different literal and different figurative meanings rank first in terms of the highest number of proverbs, those with similar literal and similar figurative meanings in second rank, those with different literal meanings but similar figurative meanings in third rank, and those with similar literal meanings but different figurative meanings in fourth rank. The pedagogical implication of this research seems to be as follow: Persian proverbs with similar literal and figurative meanings to their equivalent Chinese proverbs are more effective for teaching at a basic level; Persian proverbs with different literal but similar figurative meanings to their equivalent Chinese proverbs are more effective for teaching at an intermediate level; Persian proverbs with similar literal but different figurative meanings to their equivalent Chinese proverbs are more effective for teaching at an advanced level; while Persian proverbs with different literal and figurative meanings are effective for teaching at all levels.

Persian language is developing among its enthusiasts, especially people who learn this language with special goals, including academic goals. These learners, whose first language is not Persian, turn to centers such as Jameh Al-Mustafa and other academic centers for research or study in their fields of interest and require skills in both language and specific knowledge. A proper and thoughtful response to this demand is an undeniable necessity. Therefore, a scientific approach with a research-based foundation should be adopted for curriculum development, syllabus design, and teaching to not only increase motivation in language learners and educators but also improve the quality of language learning while reducing financial resources consumption and preventing time waste. This article provides a descriptive method based on library studies that briefly reviews language teaching methods with an emphasis on teaching languages for specific academic purposes and two syllabus designs: "content-based" and "task-based". By collecting data on the task of Jameh Al-Mustafa Al-Alamiya, defining language for specific academic purposes, defining approach, method, syllabus design, types of languages for specific academic purposes, defining task-based and content-based syllabus designs, and measuring the correlation between languages for specific academic purposes and content-based approaches, it is suggested that a combination of task-based syllabus design at the elementary level with content-based syllabus design at higher levels be used.

The concepts of tense and aspect have a special place in grammar. Tense can be used to express an action or event in the past, present, or future, while aspect can indicate the beginning, progress, or completion of an action or event. Since these two concepts and their representation in Persian and Chinese have their own specific features, and very few comparative studies have been conducted in this domain, this research aims to find the features of these two concepts and discover their similarities and differences using corpus linguistics, statistics, and quantitative and qualitative analysis methods. The results of this study can be used in language teaching, grammar, and translation. In this research, 9189 propositions including 4172 Persian propositions with their corresponding translations into Chinese and 5017 Chinese propositions with their corresponding translations into Persian extracted from two novels "Blind Owl" in Persian and "Running through Beijing's Streets" in Chinese with their translations into Chinese and Persian were examined. Bilingual corpora of Persian-Chinese and Chinese-Persian were constructed. By observing the changes that occurred during the translation process in the structure of each proposition, the features related to them, similarities and fundamental differences and the type of representation of tense and aspect in these two languages were obtained. In Persian, verb plays a key role in sentence containing grammatical information such as tense and aspect. However, in Chinese noun plays a key role in sentence and the verb can be omitted. Therefore, it is not possible to pustulate a clear-cut classification for tense in Chinese.

This article evaluates the teaching instruction of the introductory course in the "Parsa" general Persian book (1) in the field of teaching Persian to non-Persian speakers, which is based on the communication approach, especially the teaching instruction framework. In order to achieve this goal, first, different views about the definition of grammar, the characteristics of educational grammar and the principles of theoretical foundations from the perspective of linguists were expressed. After studying the theoretical topics of instruction, the author achieved a revision in the principles of instruction. After this stage, the language teaching professors checked the validity of the questions and according to the content, linguistic, methodological and structural evaluation indicators of the instruction and the criteria of the communication approach, a review with 22 questions was prepared. At first, the concepts, functions and grammatical forms in the general Persian book (1) were provided to the professors of the Persian language training center. After collecting the evaluation forms, the review data was checked by spss software. Authors regarding "validity of book topics", "teaching grammar for communication and doing work", "emphasis on linguistic functions", "teaching grammatical points in a cyclical manner", "suitability of lesson concepts with functions", "suitability of functions of concepts and grammatical form" With the level and needs of language learners, "suitable design of lessons" and "attractiveness of the subject of exercises" have correctly included the mentioned indicators in the content of the book. In some cases, such as: "Gestural exercises", "grading exercises in terms of difficulty level", "maintaining the logical order of functions, concepts and grammatical form" as well as "more effective teaching of grammatical rules with educational aids" and "function, concepts and Grammatical form suitable for learning" Authors should correct the above items by referring to the book.

Listening skill is one of the basic skills in teaching Persian language as a second language. Listening skill is a basic skill and plays a fundamental role in learning Persian language and communication ability of language learners. It is considered that if the learner has sufficient mastery of this skill, s/he can use his/her spoken language well and express his/her intended purpose in a good way and be successful in communicating. It also seems that by strengthening listening skills, other skills are also affected. By strengthening listening skills, other skills are also affected. Therefore, it is important to learn the strategies of listening skills through simple techniques. The purpose of this article is to review the relevant literature and extract the concepts and theories in this field, and to express practical strategies for the improvement of this skill and finally to provide suggestions to improve the listening skills of Persian learners. For this purpose, using the descriptive method, the desired variables were examined and analyzed. The materials and data included authentic books and numerous articles published in authentic magazines in the field of Persian language teaching to non-Persian speakers. In particular, the categories presented by Oxford, Rubin, O’Malley and Chamot were used in the data and materials reviewed in this article. In addition, by citing examples, we examined the most important learning strategies (cognitive, meta-cognitive and emotional-social ones) that the use of these strategies has a significant effect on learning a second language and facilitates the learning process in listening skills. By using the document analysis method, the results of the study showed that the use of learning strategies as a set of operations that the language learner uses to learn the language makes the learning process easy, fast and enjoyable. Knowledge of these strategies and practice to use them increases the ability and expands the learning capacity of the language learner. Learning strategies means a set of operations that a language learner uses to learn a language and the learning process becomes easier, faster and more enjoyable. Knowledge of these strategies and practice to use them increases the ability and expands the learning capacity of the language learner. This article aims to provide a strategic model of listening skills in teaching Farsi to non-Persian speakers using a descriptive method, and after stating the importance of Farsi language education, we review the categories suggested by Oxford, Robin, O’Malley, and Chamot. Also, by citing examples, we examined the most important learning strategies (cognitive, metacognitive and emotional-social) the use of which has a significant effect on learning a second language and facilitates the learning process in listening skills.

The importance of the concept of input is widely known in different areas of second language learning. The purpose of the descriptive-analytical research is to investigate two important principles (First Noun Principle and Event Probabilities Principle) according to the input processing model of Van Patten (2015) in intermediate, upper-intermediate and advanced Persian learners. In this research, we seek to know to what extent these two principles explain input processing. The participants of the research were 30 Persian learners from different nationalities, who were selected by available sampling method. Due to the lack of access to more Persian learners, there were only 10 Persian learners at each level. The participants were asked 14 sentences and they were asked to identify subject and object in each sentence. Findings showed that the two principles "first noun" and "event probabilities" affect the understanding of meaning and input processing in Persian learners of intermediate level more than upper intermediate and advanced level, and this result is in accordance with the input processing theory of Van Patten. We also found that doubts in the answers are more in the basic levels than in the advanced levels, which can be rooted in the level of proficiency of Persian learners.

The importance of learning Persian for non-Persian speakers has a significant impact on the compilation of educational materials based on the needs of Persian learners. Since language teaching is mainly associated with the introduction of cultural issues into the knowledge of the language learner, the contribution of educational books to the transmission of cultural concepts is undeniable. This research aims to investigate the amount of reflection of cultural content and elements based on the cultural patterns of "Cortazzi and Jin" (1999) and “Adaskou et al." (1990) in "Parfa 1" textbook. The research method is a statistical analysis of the content of this book based on the integration of the mentioned patterns. Based on this, Cortazzi and Jin (1999) have considered the cultural content of language teaching books into three types: source culture, target culture, and international culture. Noteworthy is that Parfa collection is designed for general Persian language teaching purpose for adult speakers. Accordingly, during the current research process, Iranian culture is determined as the "target culture" and the source and international cultures have been classified under a same group, entitled "other cultures". On this basis, by combining the cultural pattern of Adaskou et al. (1990), the four elements of this concept, including "aesthetic elements", "sociological elements", "semantic elements" and "sociolinguistic elements", are used as the base of statistical analysis for examining the cultural content of "Parfa 1" with an emphasis on Iranian culture as the target language. The research results show that the main cultural elements represented in the culture of the target language are: 1- Aesthetic elements (art, literature, music and media), 2- Sociological elements (everyday life), 3- Semantic elements (cultural conceptualizations of various issues) and 4- Sociolinguistic elements (the way of using language according to social cultural conditions).