پديد آورندگان :
هادي زاده، محمدجواد دانشگاه فردوسي , مهدوي، محمدجواد دانشگاه فردوسي - گروه زبان و ادبيات فارسي , صحرايي، رضامراد دانشگاه علامه طباطبائي - گروه زبانشناسي , عليزاده، علي دانشگاه فردوسي - گروه زبانشناسي
كليدواژه :
دستور آموزشي , منابع آموزش زبان فارسي به غيرفارسي زبانان , دستور , ارزيابي محتوايي
چكيده فارسي :
اين مقاله مي‌كوشد با معرفي اصول دستور آموزشي كه رويكردي نوين در آموزش دستور به زبان‌دوم‌آموزان به شمار مي‌رود، به ارزيابي محتواي دستور در متن هاي آموزش زبان فارسي به غيرفارسي‌زبانان بپردازد. براي دست‌يابي به اين هدف نخست اصول دستور آموزشي معرفي شده‌اند. اين اصول مباني نظري پژوهش حاضر به شمار مي‌روند. در ادامه بازبينه‌اي بر پايه‌ي توجه به شكل اجرايي همين اصول طراحي شده است و پس از تأييد رواييِ محتوايي آن، دويست و شش عنوان از متن هاي آموزش زبان فارسي به غيرفارسي‌زبانان (1334-1396) كه در كتاب‌شناسي‌هاي معتبر معرفي شده‌اند و آموزش دستور بخشي از محتواي اين آثار بوده است، براساس بازبينه ارزيابي شده‌اند. براساس يافته‌هاي اين پژوهش و مطابق بررسي كتاب‌هاي آموزش زبان فارسي به غيرفارسي‌زبانان بيش از شصت درصد آثار منتشر شده در اين زمينه يا به آموزش دستور توجه نداشته‌اند يا برپايه‌ي سليقه و تجربه‌ي مؤلف به موضوع دستور پرداخته‌اند. همچنين در ميان حدود يازده درصد از آثار نسبتاً مطلوب، هيچ كتابي به سطح مياني يا پيشرفته اختصاص ندارد، از همين رو پژوهش و تدوين كتاب‌هاي كاربردي مبتني بر دستور آموزشي در زمينه‌ي آموزش زبان فارسي به غير فارسي‌زبانان بيش از پيش ضرورت دارد.
چكيده لاتين :
The current study attempted to evaluate the content of grammar in Persian
language teaching to non-Persian speakers’ materials by introducing the
principles of pedagogical grammar which is considered as a new approach in
teaching grammar to second language learners. This article is composed of a
basic theoretical section and an applied section. In the theoretical section, the
attempt is made to introduce one of the best and most effective methods in
teaching grammar in second language by providing a particular approach to
teaching grammar and stating the principles of this approach which is called
pedagogical grammar. Then, in the main part of the article with an applied aspect,
the answer to the following question is examined: Which educational approach
to grammar is superior in the existing texts for teaching Persian language to non-
Persian speakers?
Based on the study of reliable resources, the main features of pedagogicalcorpus-based; 3- the need to provide feedback; 4- simultaneity of explicit and
implicit instruction; 5- considering processing considerations and learning capability; 6- compliance of form, meaning and function; 7- teaching grammar based on tasks and communication exercises; 8- combination of extensive and intensive methods in teaching grammar; 9- filling the gap of attention and eliminating the gap between declarative and applied knowledge.
The sources of Persian language teaching to non-Persian speakers used in this research consisted of Persian language teaching to non-Persian speakers books published from 1955 to 2017. To prepare a reliable list of these books, second edition of Descriptive Bibliography of Persian Language Teaching to Non-Persian Speakers (Dabir Moqaddam, Qare Gazi, Asgharpour, 2017) was used .
To analyze the books, a checklist consisting of 49 items was designed which evaluated the compliance and non-compliance of Persian language teaching to non-Persian speakers’ materials with the principles of pedagogical grammar (these items had a score between -24 and 168).The checklist used in this study was a researcher-made one. Thus, it is necessary to provide explanations about it. This checklist was developed based on the study of over 40 different checklists and various evaluation models and textbooks and its validity and reliability were examined based on valid models.
By examining the text and exercises of Persian language teaching to non-Persian speakers books, these books were divided into five main categories based on the designed checklist:
1. First group: Relatively desirable books which have paid attention to the principles of pedagogical grammar.
2. Second group: Average books (these books have received a score of 40 to 79 in quantitative terms.)
3. Third group: Books based on the author’s experience and styles (these books have received a score between 10 and 39.)
4. Fourth group: Books with no attention to grammar (these books were recognized by a score between 0 and 9.)
5. Fifth group: Books that teach grammar through a traditional approach and thegrammar translation approach (this group was recognized by a score between -1 and -24.)
In the first cluster, we had relatively desirable books with a score of 80 to 130. In this cluster, The Book of Mina (Sahraei, 2017) achieved the first rank by obtaining 130 points. From a total of “two hundred and six” titles of books reviewed, “twenty three” titles of books (11.1%) were placed in this group. “Twenty four” titles of books (11.6%) were put in the second cluster, which partly complied with the principles of pedagogical grammar. The third clusterincluded the books of Persian language teaching to non-Persian speakers with a score ranging from 10 to 39 and amounted to 66 books. Books of this cluster expressed grammatical points based on the author’s experience and styles and made up 32% of all books. Although this category of books was in a better condition in terms of scoring and rating compared to the fifth cluster books, it was even weaker than the books in the fifth cluster in qualitative terms since the fifth cluster books were mainly based on long-standing teaching traditions such as grammar translation and hence obtained numerous negative scores from the first part but at least followed a specific method and model in second language teaching. The fifth cluster, which covered the range from -1 to -24, was dedicated to books in which teaching grammar followed traditional patterns and grammatical points were taught from beginning to end regardless of Persian language learners’ need and the practical and actual form of Persian language. This cluster comprised of 31 titles of books and totally covered 16% of all books.
With regard to the evaluation of Persian language teaching books and the overall findings of this article, it can be concluded that although many efforts have been made in the compilation of basic texts in Persian language teaching to non-Persian speakers, there is still a long way until the achievement of applied and ideal texts in the field of Persian language teaching to non-Persian speakers_ especially teaching grammar. To achieve this goal, a graded list of required and widely used grammatical structures should first be developed, whose realization involves the enjoyment of a rich and reliable corpus of today’s spoken and written Persian language. In addition to this list, the meaning and function of these target grammatical structures should also be developed and various examples and exercises tailored to each level should be designed. Further, practical guides and suggestions should be prepared to make teaching more applicable. Original texts should also be provided for teachers so that they can experience more successful teaching using these guides.
grammar include: 1- simultaneous teaching of vocabulary and grammar; 2- being
