پژوهش نامه ی آموزش زبان فارسی به غیر فارسی زبانان
پیاپی 5 (پاییز و زمستان 1392)

This study had two main steps. The first one was introducing and examining the Long’s Model of Needs Analysis (NA) for distinguishing the general language needs. By doing the first step، we tried to recognize the shortages of Long’s Model، in the second step to realize the general language needs of Persian language learners and find out what language functions are needed to be learned for general purposes. So through the questionnaire and collecting the perceptions of Persian language learneers and teachers، we achieved two outcomes: (1) collecting language needs including language functions for Persian language learners and (2) analyzing and sequencing the needs. To attain the above outcomes، Long’s NA Model (2005) was examined and its shortages were recognized. In order to collect and sequence language needs، a list of pedagogical language functions which are needed to be learned by Persian language learners to reach the proficiency in general level، was prepared. This list was provided via teachers and different Persian sources. The instrument used for collecting the data for the study was attitude scale and student-need-assessment questionnaires were administered to 100 advanced Persian language learners and 20 Persian language teachers. Based on the students’ attitude scale and through the Factor Analysis (FA) method، all data were graded and placed in a five-leveled framework.

Grading and sequencing of texts، based on Krahnke’s view (1987) is one of the important issues in all syllabi. This research’ aim is to present a new pattern for grading and sequencing Persian clauses through transitivity and grammatical metaphor parameters. So، the research questions are: 1) To what extent، can the assessing the degree of transitivity of each clause and also، investigation the use of all kinds of grammatical metaphors and their congruent forms help the grading and sequencing of clauses in Persian texts? 2) Do the texts of this research’s corpus، with regard to grading and sequencing، agree and converge with these instruments? The research’s hypotheses are: 1) Distinguishing the degree of transitivity of clauses can help us to determine the grading and sequencing of texts based on transitivity continuum of clauses: higher، high، relatively high، middle، relatively middle and low. Namely، clauses with higher degree of transitivity should be included in texts at the basic level of language learning and gradually، clauses with lower degree of transitivity should be included at the other levels. Also، grammatical metaphors can’t be used at the basic level. 2) The texts studied in this research with regard to grading and sequencing، don’t converge with degree of transitivity and grammatical metaphor criterion. In this research، the clauses of the book Persian Reading and Comprehension for Non-Iranian Language Learners (Elementary Level) (1391) was analyzed and graded based on Hopper and Thompson’s 10 parameters (1980). Findings show that the degree of transitivity of clauses in this book are relatively low and of two kinds of grammatical metaphor، namely nominalization and modality are largely used in this book، While، at the elementary level of language learning، texts should be consisted of clauses with high degree of transitivity and also، according to the Haliday’s theory (1993)، grammatical metaphor should be taught at the advanced level، not elementary level

The present study attempts to investigate the effect of orthographic depth on the occurrence of Persian spelling errors of Azari speaking students. To this end، the mentioned factor was calculated by phoneticity measure according to Spencer (1999). The data were collected from 125 papers of final Persian dictation exams. They belonged to students from four junior high schools at the city of Zanjan. After collecting these papers، the erroneous words were classified in a list and examined quantitatively and qualitatively. These errors consist of 20 erroneous words which were used in statistical study of measuring orthographic depth by phoneticity measure.. The research hypothesis، developed based on Spencer (1999)، acknowledged the existence of correlation between orthographic depth factor (phoneticity) and spelling errors. The results showed that orthographic depth had no effect on the spelling skill of the subjects. In other words، the research hypothesis was rejected.

Teaching the tenses is considered to be one of the most controversial challenges among teachers and researchers in teaching Farsi to non-Farsi speakers’ field. Prioritizing the tenses in accordance with their frequency could greatly facilitate the process of learning in language learners. In this certain research a comparison has been made between the frequency of the tenses in spoken and written Farsi. To do so, the Teaching Farsi Language and Literature Faculty of Al-Mustafa Open University has examined a number of Farsi papers and movies to explore the frequency of tenses in Farsi. After extracting and counting the tenses, the result has been classified in three groups of: High frequency, Middle-frequency and Low-frequency tenses. The results indicate that in spoken corpus the frequency of tenses is in the following order: “Hal-e-Eltezami, Gozashte-ye-Sade, and Amr” and in written corpus the frequency in the order is: “Gozashte-ye-Sade, Hal-e-Eltezami, Hal-e-Ekhbari, “Ast” Verb, and Gozashte-ye-Naghli”. The findings can lead the syllabus designers in prioritizing the educational materials according to their daily usages.

As many Persian scholar believed that Persian language، as a second language in the Muslim world، is the window for understanding and expansion culture which requires specialized curriculum development. The research is aimed to present the reading comprehension passage for upper-intermediate learners in the field of Islamic Sciences on the basis of task-based and Neil Andersons’s reading pattern (1999) and study its effect on learners’ reading comprehension. To do so، a pretest designed by the researcher was used to measure the control and experimental groups both. The experimental group was taught ten lessons on the basis of task-based syllabus while the control group received their regular syllabus in the Al-Mostafa (The University of Mustafa). Doing so، a posttest was given to both groups to measure the effectiveness of treatment. Dependent T-test was employed to analyze the data obtained in tests. The findings represented that the task-based approach was effective in enhancing reading comprehension skill; in addition، the experimental group outperformed the control one in posttest.